Scenario 3: Samara
Samara (4.6yrs) sits down at the art table, she pushes the pasting aside and takes the markers from the collage self-help trolley. The Educator observes Samara and considers whether she should question Samara about her efforts, she decides to observe from a distance a little longer to see what happens.
Samara turns to Nelly(4.3yrs), who is already at the table, and says “My name starts with ‘S’, see esssssssss” she draws a large ‘s’ on her page with her left hand. “What letter does your name start with?” she asks Nelly. “I don’t know, ummmm N?” Nelly replies. “nnnnnnnnelly” Samara sounds out “yes, that sounds right, ‘N’. “Is that right Miss Tiffany?’ she questions the educator. “yes, that’s correct, great understanding and working as a team with Nelly Samara!’ the educator promotes.
Samara smiles and looks at Nelly, who smiles back, they both continue to slowly write the rest of their names on the paper (with the support of the educator at times).
Samara folds it up and places it in her locker with her bag, “This is for our fridge at home” she tells the educator.
a) Explain how the educator promotes responsiveness to children here and what is the benefit to the children developmentally of her ‘being there for them’?
b) How did the educator use her initiative to decide whether or not to participate in the play? How was this beneficial?
c) How did the educator support, acknowledge and encourage the children? What did this promote?