EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections

Outcome: Designing Curricula: Demonstrates the ability to design play-based meaningful early learning curricula through
observed abilities, interests and ideas of the children. Provide ongoing anecdotes of your work. DATE YOUR WORK!!
Section 1: Designing Curricula

DATED SUBMISSION

Ability to see childrens thinking and theories.

What did the child do or say, what do you think
they were thinking, what did you do to expand
their knowledge/learning through your planning?
Did your planned experience build on the
childrens play interest? What did they do with the
experience and in what ways did it expand their
learning?

Dec.4- I could see Sarah thinking about how to connect the tubes together in an
experience and she was turning them both around and around to be able to fit them
together.

How did you recognize individual abilities as well

as differences, strive to celebrate differences and
provide options within the learning environment
How did you assist in designing quality play based
environments. How did you support the
environmental set up? What did you contribute on
an ongoing basis? ( This is over and above your
experiences)

Nov.6- In my loose parts experience I used different materials and containers because I
know the children love to fill and dump things.
Dec.4- In my music experience I had different types of instruments so the children could
use them in whatever way they wanted to move. I could see them experimenting with how
to use them and what different sounds they make.
Oct.16- A parent has trouble speaking English so we support her abilities by working with
her personally so she feels included and using visuals to explain activities.
Nov.6- I recognized that all the children were at different developmental stages so I made
sure my loose parts experience supported childrens learning at various levels.
Sept.18- I helped with planning out and setting up permanent features of the environment.
I made sure to give my input on placement of centers in relation to the ones around them.
Sept.25- Along with the other girls I assisted in fine-tuning the set up and discussing
additional elements. I also gave my suggestions for pathways and how much open space
we should have.

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
Outcome: Build inclusive early learning environments that support diverse, equitable and accessible developmental and
experiential learning opportunities for all children. Provide ongoing anecdotes of your work. DATE YOUR WORK!!
Section 2:
Creating Quality Learning Environments
How did you recognize that all children have
different learning styles and considered it when
designing creative environments & learning
opportunities.
How did you recognize childrens unique
characteristics when preparing experiences and
environments for learning
( Cultural, linguistic, personality, development)
How did you promote learning opportunities using
a focus of a natural environment?
How did you recognize individual childrens
abilities as well as differences and strives to
celebrate differences by providing options within
the learning environment? This includes children,
families, and peers.

Share examples of how you worked to establish

relationships with children and their families

DATED SUBMISSION
Nov. 20- When designing the group experience when I was a documenter I considered
how some children are more outgoing, and have stronger language skills so I suggested
certain songs that will meet those needs.
Sept.25- I considered the possible children personalities we could have, such as wanting
to be alone and more reserved to wanting to run everywhere and touch everything. I also
talked to some peers about over stimulation and under stimulation of areas; for example
the reading center.
Nov.6- I have a theme of natural wooden bowls in my loose parts which I use as
containers in other experiences. I also try to use natural colours so that the children feel
engaged but not overwhelmed.
Nov. 27- There is a mother in the program who doesnt speak English very well so after
my first time running the group experience I considered her when planning the second
one. I also know a boy in the program loves to dance but only to a few songs so we
changed the song list to include the ones he enjoys.
Dec. 4- After knowing what ideas the other groups had for their experiences my partner
and I planned on doing one that was different so we could offer variety. So we did a music
experience because the children dont get to do those a lot.
Oct. 30- When Jace came into the parent room I sat with him and his mother. Her and I
talked to him and worked together to calm him down. And then we went to circle time
together so Jace didnt feel overwhelmed again.
Nov.6- It was my first day as a child facilitator so I made a point of talking to Mostafas
mother before and after the program so I could establish a relationship with her and to
strengthen mine with Mostafa. By his mother and I spending time together he will see that
he can trust me and feel safe with me.

Outcome: Use a variety of observation and documentation strategies to review, support and promote childrens learning.
Provide ongoing anecdotes of your work. DATE YOUR WORK !!

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
Section 3:
Supporting Childrens Learning:

DATED SUBMISSION

Ability to use observations of children to

objectively see childrens capabilities and
potential. Offer descriptions of what theories you
witnessed and what children were capable of.

Nov.6- Mostafa was throwing the balls out of the ball pit but when I explained to him that if
he threw them all out there wouldnt be any left to play with. After just explaining this once I
could see that he understood. Mostafa doesnt speak very often but afterwards he would
throw the balls out of the balls pit and then go and get them. Even though he didnt
express himself I knew he understood and applied this theory to other activities when he
would take a toy away but then return it.

Observations: Show that you understand the

relationship and connections between focused
observation & the playing and learning process.
Observations
Thoughtfully able to use the role of an observer
and researcher in understanding play interests,
identifying materials children are interested in and
determining the skills or knowledge children
currently have or are working towards. Share
examples from your experience planning
forms.
Recognizes the importance of the reflective
process in using observation to inform and to
support pedagogical documentation. Share
Primary Caregiving conversations &/or
documentation of learning presented to make
learning visible.

Nov.13- I noticed that Mostafa likes to help with any task and follows this role during his
play. He preferred pushing a friend on the swing instead of being pushed.
Oct. 16-Nov.13- My own observations and my primary care group observations are the
Sarah loves to play in water, Mostafa enjoys opening and closing things such as door and
buckles and Abbott loves playing in the ball pit. Sarah and Mostafa dont talk much yet but
Abbott speaks in almost full sentences.

Nov.7- I did my assignment of Making Learning Visible which was a learning story about
my own learning in the parent room and a documentation panel to visual show this
process.

Outcome: Establish and maintain intentional and responsive relationships with individual children, groups of children,
families and team and families. Provide ongoing anecdotes of your work. DATE YOUR WORK!!!

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
Section 4:
Building Responsive Relationships
Relationships with Children
Intentionality in relationships with children: Share
how you have been present and in the moment
with the child, individualized connections that
grow relationships and extending learning
through building relationships.( engagement, eye
contact, narration of play, animated playfulness,
open ended questions)
How have you been attuned to the needs of
children and fostered the understanding and
expression of emotions, feelings and empathy?

How have you identified pro-social behaviours

and advocates for respectful dialogue between
children?
What techniques have you promoted that are
respectful, supportive and supports childrens
attempts at self-regulation?

DATED SUBMISSION

Nov.6- When Mostafa and I were pushing the swing together I was making eye contact
with him and narrating the motion of the swing up down gentle and hard.
I ask Mostafa open ended questions during our play, even though he isnt able to answer
me I can see that he understands and he takes my questions into his play. I ask him What
do you feel? and he starts feeling more items and handing them to me so I can feel them.
Dec. 4- When Sarah was on the slide there was two boys also using the slide and they
kept pushing her out of the way and I could tell she was getting discouraged and didnt
have the language to stand up for herself. So I spoke up for her and explained to the other
children about taking turns. I could tell Sarah was happier afterwards because she was
getting a turn on the slide and was even giving her turn to other children who came to go
on the slide.
Nov.6- When Mostafa was trying to go down the slide but Joel was climbing up the slide. I
encouraged Mostafa to say excuse me. So he waited and said coose me and waited
until Joel was out of the way. I was proud of him for not just sliding down and trying to
push Joel out of the way.
Dec. 4- While working with Sarah I was supporting her in turn taking and sharing, but I
was also supporting the other children she would be playing with so they could all learn
the techniques.

Relationship with Adults

Participates as a member of the team in an open,
respectful and professional manner showing
positive attitudes towards team members and
families and conduct becoming of a professional
in this field. Essential area to reflect on prior to
the program starting and throughout.

Sept.11- I participated in an open discussion of the environment and schedule of the open
house
Sept.25- In the parent room I asked all my questions and gave all my thoughts to the
group in a respectful way.
Oct.2- the parent group and I had a discussion on what topic to do and came to a
unanimous decision as a team.

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
Initiates and engages in welcoming and authentic
relationships with families showing attention to
inclusiveness and expectations for student
involvement.

Oct.2- At the open house I spoke with all the parents to gain more knowledge of them and
their children in the program. I explained how the program normally works and answered
any questions they had at the time.

Outcome: Assess, develop and maintain safe, healthy and quality early learning environments based on current legislation,
agency policies and evidence-based practices in early learning. Provide ongoing anecdotes of your work. DATE YOUR
WORK!!!
( Standards of practice quote pg 17, ECE Standards pg 12, )
Section 5:
Promoting safe, healthy and quality early
learning environments.

DATED SUBMISSION

How have you familiarized yourself with

information concerning relevant medical
conditions, exceptionalities, allergies, food
restrictions, and medical requirements
How did you plan and adapt equipment, practices,
or experiences to enhance safety and accessibility
for children both indoors and outdoors?

Sept.29- I received and studied the allergy list and considered it for all aspects of my
planning.

Examples of how you responded appropriately to

unsafe and emergency situations
Share ideas of how you supervised effectively
including: positioning in the room, scanning
regularly and avoiding unnecessary adult
conversation

Nov. 20- We took down the burlap to adapt to the childrens interest in exploring more of
the room while still keeping a focus on safety
Dec. 4- This week we had a lot of experiences that needed some space so I participated
in the moving and problem solving of the things around the room so there was clear
pathways and space around each activity.
Dec. 4- I was never in an emergency situation but sometimes while the children were on
the slide they would not wait for each other and try to slide down while someone was
standing up or push/pull each other off the stairs. I would keep an eye on all the children
around the slide and intervene if one of them was about to be hit.
Nov. 6-13, Dec. 4- I would make sure than when I was in the room I would not have my
back to the children and would keep an eye on what was going on around the room. I also
would listen for any loud sounds that might indicate something was wrong in another part
of the room.

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
How did you implement practices that promoted
personal and team safety and modeled a healthy
lifestyle?
How did you promote regular, healthy physical
activity in all children (both indoors and outdoors.)

Dec. 4- While working with the children I talked to them about sharing, waiting, and being
gentle.
Nov. 20-27- While being a documenter we encouraged songs that include movement and
that would be easy to do at home with the parents and children so it can continue even
after the program is over. (ex. 5 little monkeys jumping on the bed)

Outcome: Professional Knowledge and Behaviour , Accountability and Ethical Standards: Pedagogy related to early
learning, daily actions demonstrate ethical practice as well as written, verbal, nonverbal and electronic communication
( ECE Program Standards). Provide ongoing anecdotes of your work. DATE YOUR WORK!!!

Code of Ethics and Standards of Practice

http://collegeofece.on.ca/en/Public/News/Pages/The-Code-of-Ethics-and-the-Standards-of-Practice.aspx
Section 6:
Demonstrating Professional Knowledge and
Behaviour

DATED SUBMISSION

Share examples of how you works collaboratively

with mentors through active listening, embracing
feedback and using it to facilitate change,
modeling respectful interactions, and displaying
an open attitude to the mentoring process

Sept.4 to Sept.11- I took all the information my faculty provided me with and used it plan,
organize and design the aspects of the program. I made sure to continually ask questions
for clarification.
Sept.25- When designing the environment I took Roses feedback to heart and
implemented it and built off of it. For example, all the open space and the placement and
attractiveness of the art station.
Oct.2- My group and I asked Niki many questions and appreciated and listened to all her
feedback back in regards to the parent room topics and set up.
Nov.6- I talked to Rose about how I felt I needed to stand back from the door and other
children so that they dont feel crowded or overwhelmed. Her encouragement told me that
I was doing the right thing and need to follow my instincts.

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
Professionalism is clearly shown through all forms
of communication: writing shows attention to
detail, all verbal communication is respectful,
open and honest and nonverbal communication is
consistent with the intended message, all things
are handed in on time. Provide reflection of
your work here .
Professional knowledge relating to childrens
development and best practices is understood
and applied. Provide reflection of your work
here.
Communicates information comprehensively,
concisely, accurately, objectively and in a timely
manner. Attention to confidentiality in and outside
of the workplace is evident. Provide reflection of
your work here.
Practices in compliance with the ECE Code of
Ethics and Standards of Practice. Provide
reflection of your work here.

I make sure I proof read all my papers before handing them in and I always try to be as
respectful and mature when speaking with my faculty. I always make sure my papers are
handed in on time and my communications with my group members and other peers are
always respectful.

Shows a professional commitment to;

preparedness each day and to full attendance.
Faculty will require documentation if an absence
is unavoidable. Provide reflection of your work
here.

Sept.4 to Oct.2- I am present and prepared every day and always try to participate. And
even on Sept.25 when I was ill.

Nov.13- Mostafa hasnt developed full speech yet so I ask questions to promote thought
and exploration but they dont require an answer.
Ongoing- During our team discussions we respect and listen to each others ideas and
when writing notes we use M S or A to protect childrens identitys.

I never had an ethical dilemma during the program but I would have followed them if I did
and I always followed the standards of practice. I was professional and always kept
confidentially in mind.

EDUC 90- Interactive Learning with Toddlers and Families

Weekly Anecdotal Reflections
References
Educators, C. o. (2011). Code of Ethics and Standards of Practice. Toronto: College of Early Childhood Educators.