Evaluating children’s knowledge. plzz help
hi there, could some one help me on the following activity:
This activity asks you to watch and analyse video sequences of children at play. You should look for evidence of young children’s developing knowledge and skills in the three subjec areas: language, mathematics and science.
watch the video sequences of children playing with wooden blocks part 1 and 2 (transcript for video is below.) As you watch, make a note of significant actions and interactions that demonstrate the children’s understanding of aspects of the three areas of knowledge: for example, what knowledge of mathematics is revealed through individual children’s manipulation of the wooden blocks? For each claim, identify the significant part of the footage that supports your view.
Part1
Choose two incidents from the video sequences which, in your view, significantly demonstrate well-established knowledge on the children’s part. Your analysis of each incident should focus on adifferent subject area. Describe the knowledge that you believe is being demonstrated in these incidents, and why you consider that knowledge to be well established
Part2
Choose two incidents from the video sequences which in your view significantly demonstrate developing knowledge on the children’s part. These two incidents should exemplify the same two subject areas that you explored in Part 1. Describe the knowledge that you believe is being demonstrated in these incidents, and why you consider that knowledge to be developing.
TRANSCRIPT of video:
Children playing with wooden blocks
Pre-school play in groups: Part 1; three girls
Girl 1: [0:00]
Oh! (laughs)
Girl 2: [0:02]
There’s a door … That can become a door! There’s a little door! (chatter and laughter) Knocked all the blocks off! Block. (laughter) There! (throws blocks)
Girl 1: [0:38]
Ow! …
Girl 2: [0:39 ]
Sorry! … They’re a bit harder, aren’t they? I catched the big ones. … I do the big ones ‘cos I’m allowed the big ones. That, yeah, you can do that one ‘cos that’s even smaller, that’s even smaller as well … even smaller. That’s even smaller … No, you’re not allowed to do the big ones, that’s heavy. Me and you are allowed to do the big, heavy ones, aren’t we? Because we’re the biggest, aren’t we? The big toys. There’s one!
Girl 1: [1:44]
(laughs) We’re getting all the bricks.
Girl 2: [1:48]
Oh, that one is the smallest. Yeah, them ones are small, them ones are smallest. Mummy said I’m allowed to do the smallest one … Allowed to do the big ones too. Oh, no! You keep on, go on, then, keep on doing the little ones. …
Girl 1: [2:17]
Knocking it all over. (laughs) Whack it all over!
Girl 2: [2:37]
We’re making a lot of mess, aren’t we? We’re making an awful lot of mess, aren’t we?
Pre-school play in groups: Part 2; three boys
Boy 1: [2:48]
And this one’s going to, and my car’s going to drive away with this one.
Boy 2: [2:53]
And it will go down, and they’ve put all the [rubber] trees on it.
Boy 1: [3:01]
More trees, please … Um … Shall we tip them all out now? … I tipped it out, I tipped it out.
Boy 2: [3:17]
Put that one on. (puts tree on truck)
Boy 1: [3:23]
They tipped it out. Vroom vrooom. I’m going back to my home. This one’s going to go crash … crash! I crashed in the mud. Vroom vroom … um … My car crashed in the mud! Vroom, vroom … This noise taking them to the garage.
Boy 2: [3:52]
Mine’s crashed into the mud too …
Boy 1: [3:56 ]
Quick instant … vroom vroom. Thanks, ma’am … thanks, thanks … vroom vroom … and go crash in the tree! Crashed in the trees! OK …
(Boys continue to chat together and play)
Boy 1: [4:54]
Ah! Fell off the bridge … Fell off the bridge … Ow, I fell off the bridge! …
i would be very grateful if some one can help me out or put me in the right direction. thanks!! xxx
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