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Child's name: Cailey LauChild's age: 5 years 3 months
Date of observation: 01-12-2021Setting: Small group
During small group activities, Cailey had planned to play with the material set in the science corner. She chose the balancing set. She put the paper towel tube on the table and then put the rectangular Styrofoam plate on top of the paper towel tube. Then, she carefully put two building blocks on the two sides of the rectangular Styrofoam plate. She waited for a moment, she found that the set-up was stable. After ensuring that the building block wouldn't fall, she tried to put another two building blocks on top of the two building blocks. She stopped and waited for a moment again after putting four building blocks on the top of a rectangular Styrofoam plate. I asked her, 'Do you know why the building blocks will not fall from the setup?' She was able to tell me, 'Because the setup was balanced. There were two building blocks on the left-hand side and two on the right-hand side, so they won't fall.' I asked her, 'What will happen if I take away building blocks on the right-hand side?' She responded immediately, 'Then they will fall.' She took away the building blocks on the right-hand side and showed me the result.
Cailey is displaying an advanced capability of understanding mathematical logic and thinking abilities on the concept of balance. She showed a deep and clear understanding of the concept of 'balance'. Besides, Cailey can analyze and reason the acquired concept and explain her exploration in complete sentences by using the 'because of... so...' pattern, and be able to conclude according to the evidence, which is normally seen in children aged 5 to 6. Cailey showed a higher level of mathematic and scientific understanding compared to the level of the average student, which has been moved to a more advanced level.
Child's name: Cailey LauChild's age: 5 years 3 months
Date of observation: 01-12-2021Setting: Free play
During the free play session, Cailey ran around in the playground with her friends to explore what they wanted to play. Hence, she ran to the balancing beam, which other students set up. She decided to play on the balancing beam and she walked on the balancing beam without any support from her classmates. She walked slower when there was another classmate in front of her, and she speeded up when there was no one in front of her. After a while, her classmates changed the setup of the balancing beam to different levels of height. She needed to walk up and down on the balancing beam. Cailey started walking from the beginning of the balancing beam and was able to walk on the balancing beam with different levels, including walking up and down.
Cailey is displaying good development in gross motor skills. She can coordinate the movements of different body parts. She can walk up and down the balancing beam with an alternative foot per step. She can maintain her body balance on the balancing beam by coordinating legs and arm movements, which is generally seen in average children aged 5 to 6. She can control her walking speed while walking on the balancing beam. She showed concentration, stayed focused, and showed self-confidence while she was playing on the balancing beam.
Child's name: Cailey LauChild's age: 5 years 3 months
Date of observation: 24-11-2021Setting: Small group
During small group activities, Cailey was playing with her friend (student X) at the hand puppet corner. They were playing role-play. Cailey was using the tiger puppet and said she was the boss of the juice shop in the forest. X said he wanted to be the boss too. They started arguing about who was going to act as the boss. Cailey said, 'Because we both want to be the boss, how about we take turns? I will be the boss first, and then we swap later. Then both of us can have a chance to act as the boss. Is it okay?' X agreed with the suggestion and agreed to pretend a customer first. After around 5 minutes, X asked, 'Is it my turn to be the boss? I acted as a customer for a long time!' Cailey immediately stood up and swapped positions with him, and they continued playing role-play.
Cailey displays good problem-solving skills in her capability to give suggestions when she has some argument with X, which is a developmental characteristic we would typically see in children at the age of 5. Cailey also showed concern for her peers' feelings by asking X whether he agreed with her suggestions. When X showed impatience in acting as a customer for a while, she showed her understanding of X's impatience and swapped positions with X.
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