Scenario
Jack (four years two months) is enjoying dismantling a large stack of wooden hollow blocks in the outdoor area. First, he lines up all the long, rectangular blocks end to end. James (three years three months) and Chelsea (three years 11 months) watch him. Chelsea asks, 'What are you doing?' 'It's a transporter... it's mine!' he replies.
Chelsea starts to add shorter blocks to the end of the line. Jack shouts, 'No! The big ones are there - put them ones back!' Chelsea replies, 'Put them up here.' Jack places Chelsea's blocks on top of the original ones, saying, 'That's good...them little box ones (the shorter, rectangular blocks) can be for the cars.' Chelsea continues to place shorter blocks on the top of the construction.
Jack calls to James, who is still watching, 'Get them (tyres)... for wheels.' James brings the tyres one by one to the construction. When the transporter has been built, Jack says, 'We need two bikes!' He and Chelsea go to find two bikes (cars) which Jack then 'drives' up a plank and balances on top of the bricks. One bike falls off repeatedly and Jack asks Chelsea to hold it steady as he adds a block at each side to create a wider base. James watches with interest. Jack shakes the bike until he is satisfied it is stable. He sits at the front of the construction pretending to drive and telling the others, 'The cars are crashed... I'm going to the garage... Do you want to come? You can mend the cars.' James sits next to Jack.
Observation and assessment
Consider the following questions before reading the assessments of children's learning:
* What are your observations about Jack's approach to learning?
* How did Jack respond to Chelsea's initial involvement?
* Can you find evidence of co-operation or negotiation?
* In what ways is Jack expressing his imagination?
* What have you observed about the children's language skills?
* What evidence of mathematical learning is there?
* What technical skills/understanding are evident?
* How would you use your observations in future planning?
Points for team discussion Talk about what learning you expect to occur from play with large construction equipment. Spend time watching how children use hollow blocks, milk crates, tyres, boxes and planks. Were your expectations of their learning fulfilled? What other learning was observed? In which curriculum areas did learning take place?
Scenario evidence of learning
Jack showed enthusiasm and pride in his work. He was motivated to learn and persevered to see a task through to its conclusion. He worked independently and built with purpose. He chose appropriate equipment and adapted his work where necessary. After a short defensive period, Jack allowed, then 7encouraged, others to take part in his project. He interacted with, and instructed, Chelsea and James. He used imagination, expressing ideas through language and role play. He understands the function of a car transporter and is interested in its structure. Jack selected blocks according to shape, and used language associated with size and his own words for solid shapes ('box ones') and number 'two' to describe quantity.
Chelsea was curious about the activity, confident in questioning Jack and keen to join in. She was able to work co-operatively. She responded appropriately when Jack disapproved of her actions, offering an alternative suggestion and following it through.
James spent a lot of time observing rather than participating. He sustained interest in the activity and got involved when Jack made approaches to include him. It is unclear how much of Jack's request he understood. There is no evidence of him using spoken language.
