Running record template
The children’s names are recorded using their initials.
Context and activity:
AG with TG outdoor on street front footpath near café. There is a hopscotch layout on the street footpath. The children are familiar with the area as they visit the café’ regularly. Educator (Ed) supervisors closely as the children are near a road. The children AG and TG both engage in play. Date/time/place: Outdoors on café street front, painted hopscotch on the ground
orDate of video/URL: Sat 17th March 2018
Age of child: 4 Years, 11 months
AG walks down two steps to the street’s footpath. Child TG is not far behind her.
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Both children walk over to the area that is painted with different games on the footpath.
The educator (Ed) says: “Do you know how to play hopscotch”?
10.11 AG: “I love the hopscotch, I know how to do it”.
TG: “Ahy yeah”, nods with her head and uses her hands to hover up and down at the same time (approx 2.3 Years of age)
10.12 AG begins to hop at the beginning of the hopscotch layout, (noting that there are no numeral numbers printed on the hopscotch layout).
Hops on the grid with her right foot, controls her body using her arms and at the same time jumps to the next box directly in front of the first box.
She counts aloud, “1, 2, 3” boxes in a row as she hops into them. This all is happening while she is using her right foot to hop from one box to the next.
AG approaches the double boxes side by side, she lands with both feet and continues counting, “4, 5”.
Pauses for a moment and continues to a single “6”, this time she swaps feet and lands with her left foot.
Then jumps to a double square “7, 8” with both feet and the last shape, a semi circle “9”.
10.13 AG has jumped off the last shape; she then waits for TG who follows close behind.
AG waits until TG has completed her turn and both children celebrate. They cheer, clap and smile at each other. In loud voices they call out “yeah”.
Edu: “Can you count coming back the opposite way?”
AG: “Yes, watch me Sue I can do it”. As she stands at the opposite end A begins to hop from the first shape the semicircle.
Begins the count, “1”, jumping with both feet on the semi circle then “2, 3” lands with both feet, “4” as a single box using her right foot. “5, 6” and lands as a double with both feet near each other. “7, 8, 9” all single switching feet this time from right to left.
10.16 TG follows close behind.
Both children celebrate.
“What type of box did you jump in?”
AG uses her index finger to point to the boxes, “they are square shapes S” she says.
Ed: “Oh, what is the last shape, is that different? Do you know what shape that looks like?”
10.17 AG: “It’s a” pauses and moves closer to the top of the grid.
Ed: “That’s a different looking shape, it looks similar to another shape.”
AG points to the painted shape and begins to trace around the top. “It starts off and goes around.”
Ed: “What’s a shape that begins in a similar way?”
AG: “Well, it goes around here.” AG continues to draw and then traces through to the bottom across the straight line. “All the way around, it looks round and curvy.”
Counting: Recites counting in correct formation, from one to nine as labelled on the street path.
Locating: AG displays Use of both legs as she makes her way across the hopscotch. This is displayed on the return. The use of the arms provided greater stability of upper body control, speed and accuracy.
Locating: Evident awareness of repetition of movement, altering choice of feet to accommodate.
Playing: exploring and investigating
Counting and Formulae sense:
A shows a stable order principle as she recites the numbers in a row. Understanding of angles as she points to where the lines meet. She also shapes a definite outline of a half circle
Locating and designing
Explaining and Formulae sense
Design: Uses precision and care to trace and outline a shape that she can relate to, however is not familiar with what to call the shape painted on the path.
Locating: shows interest in various shapes and is able to name the shape printed on the street.
Locating: Varying changes in shape has AG puzzled, she uses her finger to trace and verbally describe where she recalls familiar symbols from everyday……..Measuring: Recognises commonly used mathematical phrases like “straight, across, round and curvy” AG demonstrates an understanding of defining the shape using oral language and tracing by pointing. This allows her to understand the concept of shapes in daily situations.What Next?
Provide AG; with access to various mathematical concepts whilst playing hopscotch and other path games alike. Encouraging various counting styles, starting at other end of the layout. Prompt AG to recall the numbers she recited last.
Further, provide large number symbols. This will further extend AG’s familiarity with number concepts, in particular numeral symbolic representations. Encountering this dimension with experiences will allow AG to psychically control and remove numerals from the hopscotch. This places a greater emphasis of learning cardinal numbers. Adding and attempting to subtract or represent number forming in the reverse mannerCITATION Mac09 p 117 l 1033 (Macmillan, 2009, p. 117).
She waits for the other child to complete then she shares their success. She eagerly observes her younger peer modelling her actions with hopscotch. AG is able to allow TG the opportunity to conscientiously model her actions. AG is developing cooperative skills and has grasped aspects of social play with her younger sister. This aligns with Mildred B. Parten’s stages of play CITATION Par32 l 1033 (Parten, 1932), as AG displays, to follow established rules and guidelines when it comes to waiting her turn with her sister CITATION Car081 l 1033 (Tomlin, 2008).
Links to EYF:
Learning Outcome 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
AG demonstrates an understanding of reciting number sequence; she keeps track of mathematical concepts when progressing through the hopscotch CITATION DEE102 l 1033 (DEEWR, 2009). AG uses her understanding of symbols and patterns to work out various shapes on the hopscotch (LO 5.4). AG will flourish on mathematical understanding, drawing on her attention to patterns, symbols and rich mathematical vocabulary support. Once confidently supported it can be draw from everyday material, for example, letters, numbers, time, nature and personal belongings.