Child Observation-Wednesday 4th October 2017

By | 10th October 2017

In this class, we stuck to the usual routine of starting with the Hello song which Child A is very familiar with and waves whenever I sing his name. We moved onto the song we learnt from last week, ‘Dog named Rover’ which I developed further into a circle game.  Each child has a turn in the middle as the dog and ‘Rover’ becomes the name of the child chosen.  Thus, enabling children to learn personification and the opportunity to perform on their own, developing their self-confidence.  Child A needed some prompting to ‘roll over’ at the end of the song but enjoyed having his ‘belly rubbed’ like a dog by his Childminder.

I linked each song/rhyme of the class with a story, so my dog puppet decided to chase my cat toy who climbed up an apple tree to get away.  This enabled me to introduce the rhyme ‘Apple Tree’ which links in with a child’s environment and everyday life, linking this to the changing season.  This particular rhyme has lots of actions for each phrase, establishing a strong sense of pulse which I varied according to events in the story e.g cat climbs down the tree reluctantly because the dog says he won’t chase her if she comes down.  We were able to practise gross motor skills as well, so learnt the movements both sitting and standing.  At the end of the rhyme, we finish pointing because it ends with line ‘Did you ever tell a lie’, which his Childminder noticed Child A looked quite guilty and sheepish at the concept.  So this would imply that Child A is starting to understand emotions that are expressed in music.

All was well at the end of the rhyme, however in the next stage of the story it started to rain so I introduced the new song ‘Rain in falling down’.  This song has a strong emphasis on building pitch awareness because the melody ends on a low note each time the word ‘down’ is sung.  I used the bear puppet which sits in a honey pot when it’s raining for shelter.  I further demonstrated the that when the bear disappears, so does the sound which meant we had to use a ‘thinking voice’ , a skill needed to hear the music in your head.  Each child then had a go at making the bear disappear and our voices silent which Child A did very well with a sense of musicality, being aware of the phrases.  To further explain the idea of the thinking voice, we brought out the bee and hummed the rest of the song when the bear disappeared into his pot.  This idea came to me because Child A always remembers that the bear puppet comes with its own bee attached inside. To bring the group’s awareness back to the pitch of the song, I got out maracas to represent the rain drops getting closer to the ground as the pitch changes and varied the dynamics e.g hailstones=loud/drizzle=quiet.

While it was raining, I brought back the cat puppet who had been sleeping inside and recited the rhyme from last week called ‘Soft Kitten’.  This also includes lots of actions and brings a sense of tactile play and a chance to bond with adult carers because the stroking of hands takes place between adult and child and then child strokes the adult.  I revealed some ribbons for the children to play with like kittens to further explore this type of play.

To finish the class we kept the ribbons out and used some Dalcroze type movement to music, which enhances the full sense of the music by feeling it through dancing.  I used the song ‘My Baby Just Cares For Me’ by Nina Simone and loved watching the adults and children move together by holding ends of the longer ribbons and moving as a unit.

For request time at the end of the class, Child A asked for ‘Incy, Wincy Spider’ which is one of his favourites so he is developing his own personal tastes. We waved the ribbons during the Goodbye song to close the class.

 

 

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