Childrens Engagement in Physical Activities & the Impact on Their Development

Topics: Māori, New Zealand, Māori language Pages: 10 (2912 words) Published: August 18, 2010
Table of Contents

I.Table of Contentspage1
II.Introducing the Special settings
of the service/sessions
III.The Child and their context
a)Time Sample 1
b)Time sample 2
c)Duration Record 1
d)Duration Record 2
e)Narrative 1
f)Narrative 2
g)Anecdotal account 1
h)Anecdotal account 2
i)Anecdotal account 3
j)Anecdotal account 4
V.Discussion in relation to theoretical perspectives
VI.Discussion and Recommendation
VII.Observation toll
IX.Appendices A-

II.Introducing the Special settings of the service/sessions The Assignment brief is stating that Observation of 2 hour duration have to be carried out. This is not practicable in my home centre. The service, which is a fully licensed crèche to a health club and gym, operates on a sessional basis. There are 2 sessions per day, one starting at 9am and one starting at 10.45am. The service does not have an outside area. We are offering JuniorGym sessions which are held in the gym’s class fitness room. Each session the child I am observing is attending is of 1,5 hours duration. The routine in the 9am-sessions contains free play in various play areas, followed by mat time with Karakia for the following morning tea and a short story time to bridge the time to pick up. The 10.45am sessions the child is attending are Junior Gym sessions, containing free play in crèche room, followed by 30min guided physical activities in the class fitness room before Karakia and Kai time, after which the parents pick the children up. Our service does not have an outside area.

III.The Child and their context
The Child I have chosen for this study is Max. He will be 3 years old this winter. His birthday is the 19th August 2006. Max has been attending our service since he has been six weeks old. At current time this boy is attending our service for 4 days a week. He is attending 2 sessions starting at 9am and 2 sessions starting at 10.45am. Max is the oldest son to father Roger, a medical accountant and mother Donna a “stay at home mum”. There is also a 7month old sister in the family, who is also attending our service. Both parents identify their own and their children’s ethnicity as New Zealand Maori, affiliated with the Kahungungu tribe of Mahia and the Te whanau-a-apanui of Te Koha. Te Reo Maori is the mothers first language and is used equally alongside English at home. The family lives in their owned 3 bedroom house. They are all very active and love the outdoors. The father is a passionate rugby league player. Max shares the interest for sports and active play with his parents. He loves our Junior Gym sessions. The consent form from the parent and the Associate teacher are attached as Apendices K and L.


a)Time Sample 1 (Appendix A)

This time sample (Appendix A) reflects the child’s activities and interactions with other children (Podmore, 2006) and notes in which ways Max interacts with the other children. The format and the use of the letter “C” for “co-operative play” and “N” for any activity other than “C” are adapted from Podmore, 2006, p. 49.

Child: Max
Date: Tuesday, 3rd March 2009
9am session, sunny day, inside
Crèche facilities
TimeBehaviourInteraction withContext/ Activity
9.ooCMandy (Teacher)Arriving, enthusiastically greeting inTe Reo, tells about little sister crying in car

9.10CK, HTouching & feeling still warm playdough, making shapes with cookie cutter 9.20NLu, LiLeaves tables several times to watch others playing with small balls, comes back to table 9.30CLu, LiLeaves table for mat area, attempting to balance small balls on tennis racket, sucessfull 9.40CK, M (T), J, RMat-time, “Tena Koe”,”Hands, shoulders...”, “Funky Monkey Exercise” very involved, dancing, knows all actions, wanders away when story begins 9.50Nn.A.Plays quietly with small car, no attention to story, looks around , seems bored 10.00CM (T)Sits...

References: Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2005). Contemporary perspectives on children’s play, learning and development. Programming and planning in early childhood settings (3rd ed.). Australia: Thomson
Bronfenbrenner, U
Durie, M. (1994). Whaiora: Maori Health Development. New York: Oxford University Press
Roberts, J., Jurgens, J., & Burchinal, M
John-Steiner, V. & Vygostsky, L. S. (1978). Mind in Society: Development of Higher Psychological Processes. New York: Harvard University Press
Ministry of Education (1996)
Penrose, P. (2000). Take another look: Tirohia ano (2nd ed.). Auckland: New Zealand Playcentre Federation
Pere, R
Podmore, V. (2006). Observation Origin and Approaches to Early Childhood Research and Practise. Wellington: NZCER
Rogoff, B., (1990)
Slavin, R. E. (2003). Educational psychology: Theory and practice (7th ed.). Boston: Pearson Education.
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