Student name: Student ID number: EMH302 Assessment 1 202490
Observation of a Relational Encounter
Contextual Details and Observation
The child's background and context of the setting
Latif is a 4-year-old girl of aboriginal descent and from a suburban setting. She comes
from a family of 6, living in a homestead with her parents, two siblings, and paternal
grandmother. She attends a community-based early childhood education (ECE) learning center
from 8 to 4.00 pm, Monday to Friday. Her grandmother often drops her off, and her parents
work full-time. Her grandmother is significantly involved in her learning and often
recommends social and cultural integration to continue her cultural roots. She has perfect class
attendance and only misses school when she is sick.
The observation takes place in a standard ECE setting, with a classroom organized for
ages 3 and 5. The activity zones in the classroom include block areas, a reading section, an arts
and crafts section, and a sitting area. Mia is in the block section with three other learners, trying
to build a house. The room is filled with chatter as the children agree or disagree on various
elements of the activities they are engaged in. The teacher is centered at the front of the
classroom, rounding on the learners and engaging them frequently and briefly before going
back to observing. The other learners in this context will be described as learners 1, 2, and 3.
The teacher will be referred to as Ms. Rachael.
Observation
Latif and the other learners assemble all the building blocks into a single corner to create space
for the construction. Latif recommended starting with the base blocks, and the teacher agreed.
Lafit: “We need the big blocks to start at the bottom."
Ms. Rachael: [nodding] “Yes, I agree. The blocks make a strong foundation for the house."
Learner 1: [holding a smaller block] "This is too small."
Learner 2: “Here is a bigger block for the width."
, Student name: Student ID number: EMH302 Assessment 1 202490
Learner 3: “But this big one does not fit here; it goes to the longer side."
Latif: [pointing at the structure's base], “The longer block goes here, at the longer side."
Learner 3: “The blocks do not fit”.
Latif: [carefully moving and arranging the blocks], “It fits if you place it like this."
Ms. Rachael: “Good job, guys, keep going like that, and we will have our winners for the day!”
Latif: “We need triangles for the roof."
Learner 2: “Triangles do not go to the roof!”
Latif: “Yes, it does. On the side of the house”. [Latif stands up, picks up the triangular blocks,
and sets them at the side, joining with other blocks]
The teacher is focused on another group of students who are building a playground. She
is also looking over to another set of students building cars.
Ms. Rachael: “That is a really good idea, Latif. Triangles are in good shape. Do you know
why?”
Latif: “Yes. It will make the roof pointy and strong like grandma's”.
Ms. Rachael: “Yes, good girl Latif.” [Patting Latif on the shoulder and moving on to the next
group].
Ms. Rachael: “Everyone, let us finish up before we go for recess. We will present our work
when we come back."
Latif plays a central role in the group, ensuring that her teammates are informed of the
project's progress. She constantly teaches them the role of each building tool and suggests ideas
to make their project strong and outstanding. She is collaborative yet assertive, making her an
outstanding group leader.
Analysis
Interpretation and Analysis of Observation
Observation of a Relational Encounter
Contextual Details and Observation
The child's background and context of the setting
Latif is a 4-year-old girl of aboriginal descent and from a suburban setting. She comes
from a family of 6, living in a homestead with her parents, two siblings, and paternal
grandmother. She attends a community-based early childhood education (ECE) learning center
from 8 to 4.00 pm, Monday to Friday. Her grandmother often drops her off, and her parents
work full-time. Her grandmother is significantly involved in her learning and often
recommends social and cultural integration to continue her cultural roots. She has perfect class
attendance and only misses school when she is sick.
The observation takes place in a standard ECE setting, with a classroom organized for
ages 3 and 5. The activity zones in the classroom include block areas, a reading section, an arts
and crafts section, and a sitting area. Mia is in the block section with three other learners, trying
to build a house. The room is filled with chatter as the children agree or disagree on various
elements of the activities they are engaged in. The teacher is centered at the front of the
classroom, rounding on the learners and engaging them frequently and briefly before going
back to observing. The other learners in this context will be described as learners 1, 2, and 3.
The teacher will be referred to as Ms. Rachael.
Observation
Latif and the other learners assemble all the building blocks into a single corner to create space
for the construction. Latif recommended starting with the base blocks, and the teacher agreed.
Lafit: “We need the big blocks to start at the bottom."
Ms. Rachael: [nodding] “Yes, I agree. The blocks make a strong foundation for the house."
Learner 1: [holding a smaller block] "This is too small."
Learner 2: “Here is a bigger block for the width."
, Student name: Student ID number: EMH302 Assessment 1 202490
Learner 3: “But this big one does not fit here; it goes to the longer side."
Latif: [pointing at the structure's base], “The longer block goes here, at the longer side."
Learner 3: “The blocks do not fit”.
Latif: [carefully moving and arranging the blocks], “It fits if you place it like this."
Ms. Rachael: “Good job, guys, keep going like that, and we will have our winners for the day!”
Latif: “We need triangles for the roof."
Learner 2: “Triangles do not go to the roof!”
Latif: “Yes, it does. On the side of the house”. [Latif stands up, picks up the triangular blocks,
and sets them at the side, joining with other blocks]
The teacher is focused on another group of students who are building a playground. She
is also looking over to another set of students building cars.
Ms. Rachael: “That is a really good idea, Latif. Triangles are in good shape. Do you know
why?”
Latif: “Yes. It will make the roof pointy and strong like grandma's”.
Ms. Rachael: “Yes, good girl Latif.” [Patting Latif on the shoulder and moving on to the next
group].
Ms. Rachael: “Everyone, let us finish up before we go for recess. We will present our work
when we come back."
Latif plays a central role in the group, ensuring that her teammates are informed of the
project's progress. She constantly teaches them the role of each building tool and suggests ideas
to make their project strong and outstanding. She is collaborative yet assertive, making her an
outstanding group leader.
Analysis
Interpretation and Analysis of Observation
