Shower TimeObservation of an Ordinary Moment

Documented by: Pam Donaldson

ECED 2421

June 9, 2014

Introduction

• This is Part I of my two part documented interpretive analysis of an ordinary moment. In this I will share my interpretation of what learning I see transpiring in the documented ordinary moment.

In giving an explanation on the importance of creating an interpretative analysis of a children’s learning, “From Theory to Practice” states,

”Observing and interpreting what children do and why they do it probes the connection between thinking and questioning, and shows

or makes visible the way children are making meaning of their learning or of their interaction with the world. As one interprets and analyzes an ordinary moment/observation, intriguing questions and insight can be gained without requiring absolute certainty about the particular situation or occurrence” (p. 12).

Part II of the analysis will involve revisiting the pictures with H, her parents

and staff, in order to gain new perspective of the child’s learning. After

revisiting I will complete Part II using various theoretical readings to build a

critical analysis of the documented ordinary moment.

The documented piece chosen for this analysis includes Toddler H

and a coat rack that Ive titled “Shower Time”. This documented

presentation will consist of the following:

Pictures of the ordinary moment

Revisiting dialouge

Reflection of the ordinary moment

Interpretation of the ordinary moment

Conclusion

It is during the morning free play when H comes over to me and says “let’s have a shower” she grabs my hand and walks me over to the coat rack. She stands underneath it and uses her hands to what appears “scrub her body” she invites me to “scrub my body” “get some soap” as she points to one of the coat hooks in particualar “now we rinse it off” H proceeds to use her hands to “rinse” soap from her hair. She steps towards me and starts to help me with washing and rinsing my hair. At this time other children have noticed us playing and A, M, C, and B have come and joined us. I remind H “let’s not forgot to wash our feet, legs and tummy. H gets more soap and starts to wash her body all over and then rinse off.

May 12, 2014

June 2, 2014• H arrives at daycare at 6:50 she

eats breakfast at a table and after she is done she comes over to me and says “come to the pool” we walk over holding hands to the entrance to the daycare. H stops “we need towels” she walks over and picks to long scarves from the dress up bin. She carries them over to me “put this on me” I proceed to tie the scarf around her waste “ here put your towel on” I then tie mine around my waste. “ Immediately following that she instructs me to take it off and shows me where to leave it while we swim “the side of the pool” which was the window sill she takes my towel from me and places it with hers on the window sill.

Come on” H says “let’s jump in the pool” we jump in then I say “ what a big splash we made, lets swim around” I swim around the classroom using my arms in a swimming motion and H follows me. She stops me and takes my hand and leads me back towards the door. “Let’s jump” says H “okay how about we hold hands” we jump in and teacher V says “what a big splash” H proceeds to provide teacher V with a towel to wipe her face. I then say “I’m going to splash you” and proceed to move my hands as if splashing water at her H shrieks with laughter two times and does the same motion back at me. “oh my eyes” I say. She leads me back over to get our towels. “Let’s have a shower” She walks me over to the coat rack. On her way H picks up a green square block. “get your soap” H says and squirts the soap in my hand using the green block. “wash your hair” so I pretend to scrub my hair while H does the same with her hands.

Interpretation of “shower time”

Interpreting “shower time” and what Toddler H is learning from a developmental perspective, according to Gonzalez-Mena & Eyer (2012) toddler H seems to have surpassed her ability to “play with sustained interest” as well as “converse In short sentences, answer questions, give information, use language to convey simple ideas” Toddler H is very capable of conveying her play ideas and provide those around her with the information necessary to play dramatically with her.

Toddler H has been presented with the concept of having a shower most likely from home. I would assume she has seen the shower running, or had one herself. I would also assume she has some independence when bathing with scrubbing her own hair. I would also assume she has been to the pool and used or seen a shower at the pool. As she in her play referred to getting soap from a dispenser. Or possibly in her shower at home her parents have a soap dispenser for shampoos and such that attaches to the wall. I would also assume H thinks the coat rack symbolizes a shower as it has the shape similar to a shower head.

Conclusion

This concludes Part I of my interpretive analysis of “The Shower”. Now I will go back and revisit the pictures and documented interpretation with staff and H’s family and build a deeper understanding of the learning in this observation for Toddler H and myself.

In Part II, I will utilize my findings and through critical analysis build a deeper understanding using theoretical interpretation to share the image of the child as competent and full of thought processes.

Reference

Gonzalez-Mena, J & Widmeyer Eyer, D. (2012).

Infants, toddlers, and caregivers: A curriculum

of respectful, responsive, relationship- based

care and education (9th ed.). (pp. 336-337).

New York, NY: McGraw-Hill