Exploring how the network of development and learning impacts children’s transformations
The examples given below show the different ways the Reflection with Guidance tool can be used.Â
Some are written stories with accompanying Reflection with Guidance templates completed by a small group of educators.Â
Others are recordings of educators using the prompts on the Reflection with Guidance tool to discuss a photo or a video or a written narrative observation (learning story).
Other completed Reflection with Guidance templates show how educators have used them to reflect on a video of children or some photos.
Adults need to sensitively ‘observe, support and extend’ play.
(Bruce, 1987, p.65)
Exploring learning through pancake playÂ
Exploring learning through pancake playÂ
Listen to a small group of educators reflecting on a filmed play scenario which came about because the child had had recent first-hand experience of making pancakes. He is using his first-hand experience in his play.
A and her babyÂ
Read this learning story and accompanying reflection to understand more about emerging imitative play. Consider the relevance of appropriate resources and opportunities to support and extend a child’s play.
A and her baby Learning Story
A and her baby Reflection with Guidance
Rapunzel
RapunzelÂ
This is a recording of educators reflecting on some photos. The photos show a child’s symbolic representation of a story she knows well. You will hear about her developing literal play as she re-enacts the story of Rapunzel.Â
Good struggleÂ
This photo story and the accompanying reflection demonstrate the importance of allowing children to struggle. This child deepens his learning as a result of being supported to repeat, practice and struggle in his play.
Good struggle Learning Story
Good struggle Reflection with Guidance
Boys in the role play area
Boys in the role play areaÂ
This is a recording of educators reflecting on two boys playing in the role play area. Consider their opportunity to ‘wallow’ in play. Think about the role of the educator in that in this instance it appears they did nothing.
