Observation of Infants - Toddlers Young Children in Education - Education Studies Assignment Help

Assignment Task :

A spread out both his hands to pass a toy to the educator. A turns his head to the right to look for the next toy on the floor. He swipes his hands briefly with the front of his shirt. He hops a little by using his body weight and his body bend forward as he reaches down to grab a toy with his left hand. Using both his legs to support his body weight, A raises his head up to lock his eyes to the educator. He lifts up his left hand to show the toy to the educator. Then he bounces his body to a straight position. As his eyes and hands focus on the toy, he walks two steps towards the educator to close the gap between him and the educator. He uses both hands to pass the toy to the educator. Immediately after putting the toy on the educator’s hands, A turns his head and shifts his body to the right again to look for a new toy. A drops his body, using both his legs to support his weight, bend his back and put both his hands down in front of him to support himself. He lifts his hips up, slides parallel to his right to reach for the toy on his right. His keeps himself in the squatting position and spread his left hand to balance himself.
The moment he grabs the toy, he lifts his head up to focus on the educator. Then he passes the toy to the educator again. The educator acknowledges his effort by celebrating in an excited tone, showing how many toys are on her hands. As A continues to move to his right and take more toys to the educator, A pauses and looks at the amount of toys on the educator’s hand. The educator engages with A by counting the number of toys on her hands. He turns his head to another educator as she calls out “Alexandar”. A turns around and focus on the toys in front of him. He hops and sit down on the floor while focusing on the educator in front of him.

Analysis:
Through the observation above, A demonstrated a strong sense of identity through play with the educator. The Australian Government Department of Education, Employment and Workplace Relations (AGDEEWR) states that personal identity of children is shaped by experiences (2009). A was playing in a safe and secure environment where he was supported by the educator. This is evident as he continuously initiated interaction with his trust educator and confidently explored the infant room for more toys to play with. In addition, the educator has help A in promoting his sense of belonging and agency by showing enthusiasm when A exhibited sharing behaviour (Buckwalter & Reed, 2017). A also have a strong sense of wellbeing as he displayed trust in the relationship with his educator.
By constantly locking eyes with his educator and making sure he has the educator’s attention on him, A actually recognizing respect and reciprocal relationship from his educator (AGDEEWR, 2009). Eye-to-eye contact is a primary means of conveying messages and feeling between infant and educator. This action established intersubjectivity for infant as gaze was identified as an important pedogogical act. The educator acknowledged A’s attempt in sharing behaviour and this essentially promoted A’s emotional intelligence in terms of sharing emotions with others.

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