Self Reflection
Thank you for completing the self-assessment reflection.
| Question | Answer |
| WHAT? Reflect on what happened. Make initial observations. | Balancing wooden plank angled course designed and set for children to practise gross motors, space awareness, coordination, turn taking and communication skills: Daniel and Zahar is 3yo; Myra is 1.3yo and Miraya is 3yo. Daniel and Zahar discovered set up as soon as entered outdoor play area displaying excitement, being active at repetition to go through and jump. We modelled landing with both feet on the ground encouraging children to practice, celebrating achievements and great efforts. Younger children needed support and more coaching. Daniel practiced number of times, changing body position while jumping, spinning in the air, moving legs (“scissors”) and using verbal and non verbal language to communicate and express joy. All learning was reflected in the Daybook and verbally discussed with parents. We added stepping stones in front of the planks to challenge balancing. Children were straggling to balance and walk through to get to the plank. We shortened the distance between stepping stones and replaced for a lower steps. It worked well and older children managed, enjoying activity for up to 10 minutes, coming back through a morning play; Younger children needed more support and lost interest, so we offered slide and tunnel to practice motors – worked well! |
| SO WHAT? Ask deeper questions to better understand what happened. | As we shortened the distance between stepping stones and replaced for a lower steps, it worked well and older children managed to gain confidence and independence, enjoying activity for up to 10 minutes per session, coming back through a morning play; For younger children we need to plan a different level of challenge or another activity to support developing skills, encourage and celebrate using verbal and non verbal language, modelling fundamental skills and scaffolding through activities. |
| WHAT NEXT? Consider what improvements to make and take action. | Repeat activity for older children using different sets of planks, change angle and height, add/remove stepping stones/tyres. For younger children we need to plan a different level of challenge or another activity to support developing skills, encourage and celebrate using verbal and non verbal language, modelling fundamental skills and scaffolding through activities. Review the skills chart expected for different group of children to be realistic and make activity enjoyable and achievable. Stay active with children and model skills. |