1. Part II of Shower Time
A Pedagogical Narration
Documented by: Pam Donaldson
ECED 2421
Due Date: June, 2013
2. This is Part II’s pedagogical narration of ‘Shower Time’.
In the document, From Theory to Practice (FTP) (2007)
it writes, “pedagogical narration involves observing and
recording ordinary moments, reflecting on what you have
observed, sharing your description with others” (p. 14), which
has been established in Part I of ‘Shower Time’.
FTP (2007) further writes, “collectively building new meanings
from what you have learned so as to make children’s learning
visible, linking what you have learned to the framework and
incorporating your learning into your planning process” (p. 14).
In Part II, the information gathered revisiting will be linked to
the British Columbia Early Learning Framework (BCELF). I
will create a critical analysis using the new information
gathered and incorporate further learning opportunities for
Toddler H that will expand her world.
Introduction
3. This presentation will cover the following topics:
Overview of Revisiting Part I of ‘Shower Time’
British Columbia Early Learning Framework
Well-Being and Belonging
Exploration and Creativity
Language and Literacies,
Social Responsibility and Diversity
Concluding the Pedagogical Narration
Let’s begin our critical analysis of ‘Shower Time’.
4. Overview of Revisiting Part I of ‘Shower Time’
Revisit with Miss Riley: Lead ECE toddler room
Miss Riley wondered about the assumptions that I had made in my first
anylasis of the ordinary moment.
• She also added that H has possibly seen some information on TV and
has taken that into her imaginative play.
• The shower-pool play happens everyday that H is at school.
• Miss Riley wondered if maybe she is doing swimming lessons, as well as
did she participate in a mom and tot swim lesson when she was a baby
and is one of those “water babies” .
• She wondered also if H takes a bath or a shower because typically at this
age they would bath. Has she watched mom have a shower? Did she go
in the shower with mom?
Further Observation
• H continues to play this after over a month in her imaginative play, Miss
Riley mentioned after the “Birthday Party” they had to go to the “pool”
in one of her more recent days at school.
The shower/pool play has been a common interest for all the children not
just H. Which I had assumed it was just H because the few times I saw her
playing in this context we invited others to join however their interest level
was never sustained.
6. Revisit with Mom:
Shared with me bathing routine at night, H uses their master
bathroom bathtub there is a shower head attachment, plays with toys
they wash her hair and body.
She has been encouraged as a small baby to wash herself with the
cloth in the bathtub
She has been to an indoor pool at Grandma’s house, on vacation
Great Wolf Lodge, Harrison Hot Springs which also had the beach,
and Bridal Falls waterslides
When she went to the pool she left her towel in a locker in change
room.
She has never participated in swimming lessons hoping to in the fall
and she has never participated in a mom and tot program.
She has shower with mom and dad in a stand up stall shower. she has
also been in there alone and plays with the water using the
removable shower head.
She has not participated in this shower/pool play at home
7. Lastly mom shared with me:
• she swims at her Grandma’s house as it has a community
pool she always has a shower there to get “nice & clean”
she is very concious of being clean and gets to wash her
own hair and body (gets help to make sure she was
througough)
• Soap dispenser on the wall at the pool at grandmas
house but she uses her soap in a bottle
• Previous to the pool play at school June 2 she had
attended her cousins birthay May 31 at grandmas pool
mom and her swam for two hours they changed in
change room after and took showers and other people
were also changing (female locker room) using the soap
dispensers
8. Sharing Part I, I’ve learned H’s parents
have introduced her to the pool on numerous
vacations as well as the beach.
Also learned that she often visits her Grandma’s
house and gets to go swimming when she is their
and uses the change rooms she has witnessed other
people putting their towels on the edge of the pool,
and using the ammenities in the change rooms.
That she has had the opportunity to play with the
removable shower head in the shower.
9. British Columbia Early Learning Framework
The BCELF (2007), “is intended to guide and support… early years
professionals…in providing rich early learning experience for children
from birth to kindergarten…Early learning refers to the emerging and
expanding of young children’s physical, intellectual, emotional, social
and creative capacities…the foundation for lifelong learning” (p. 4). The
BCELF focuses on four interrelated areas of learning:
Well-Being and Belonging
Exploration and Creativity
Language and Literacies,
Social Responsibility and Diversity
Within these areas are goals and questions to consider. FTP (2007)
writes, “some questions will be more relevant than others” (p. 20).
Therefore, through careful analysis, the goals and questions most relevant
to this pedagogical narration will be reflected on.
Let’s look at our 1st area of learning: Well-being and belonging
10. Well-Being and Belonging
Feel safe and respected:
displays her security within her environment through the length of time
she plays her imaginative play. She freely moves around the
environment with minimal interruption from the world around her.
Feel confidence in and control of their bodies:
H is able to keep herself physically active and is confident in her ability to
control her body without needing or waiting for someone to entertain
her.
Build healthy relationships with both adults and children:
H feels very comfortable with her teachers and often invites them to play
with her in her imaginative play. She also is comfortable with the other
children joining her play.
Adapt to and enjoy experiences of change, surprise, and uncertainty:
When other children join her play or teachers offer suggestions such as
when I said I would splash her gives us an example of her ability to
adapt to change, surprise and uncertainty.
11. Build, create and design using different materials and technique:
H exhibits being able to create and design using different materials as she
has used the coat rack as her shower, scarves as her towels, a block as her
soap, and the classroom as her pool.
Actively explore, think, and reason:
H is actively exploring the environment and how she can use different
areas to be things in her play such as the front door being the pool, and
the bench with the window sill being the edge of the pool.
Exploration and Creativity
12. Express a zest for living and learning:
H exhibits a zest for living in her imaginative play
with the shower/pool play, she likes to vocalize
her play scenarios which seem to mimic her real
life experiences.
Let’s look at the 3rd area of learning: Language
and Literacies
13. Language and Literacies
Communicate thoughts and experiences creatively using many
different forms of expression:
H communicates her thoughts and experiences
creatively through her play. She is communicating what she has
learned through the interaction she experiences in life.
Let’s look at the 4th area of learning: Social Responsibility & Diversity
14. Social Responsibility and Diversity
Explore and learn about family, community and the wider
World:
By bringing H school, she is learning about the wider world.
She is able to experience that the world offers many of the
same materials as at home. This of course, builds a
familiarity and connection to home and allows her to be
confident in her new environments.
Show Responsibility for Themselves and Begin to Show
Responsibility for Others:
H is learning that the world is responsible for her interests
and ensuring she can pursue them to her fullest desires.
When other children join H she allows them however as
long as they do not take items from which she is using.
15. In concluding the BCELF, we’ve reflected on the
learning observed and how the environment
already supports her learning; however, the next
step will be analyzing how to expand H’s
current knowledge.
I would like to recall revisiting with Miss Riley
and Miss Flett.
16. Questions from the BCELF (2007) to reflect and assist in expanding
the world of Toddler H are:
What can I provide that makes room for a broad range of abilities?
How does the program support the learning needs of all children?
How can I adapt the program or environment so it fits the needs of all
the children?
Now that the questions have been established, the next step is to
incorporate the findings into the planning process.
This planning process involves sharing the findings with family and
colleagues to assist in establishing a wider perspective of what
learning possibilities there are.
17. Concluding the Pedagogical Narration
I wasn’t sure of the learning opportunities to establish around the shower. Toddler H appears to be
very successful in expanding her learning opportunities. For example; associating the coat rack
as a shower and creating play out of it. Re-visiting the documention and shared responses
several times, I learned that building further explorations, necessarily don’t have to involve the
coat rack, but, too look past the coat rack and at the environment. How can we make changes
to the environment to support other children in developing their imaginative play so they can
join H in her play for sustained periods of time.
Expanding the childrens world will involve the teachers establishing the grass is safe. During
outside play, her teachers will take her out to the grass, either walking or holding her and
getting down with her. They will build a trust and familiarity for the grass; as Baby S does
with every new experience she encounters.
Expanding the other childrens world will involve the teachers finding interests of the other
children and helping to create play around scenarios the other children are interested in.
This will show we value all the children and welcome their individual differences.
Since H is play has started new items have been added to the environemnt in the house area to
expand her play, it has also helped the other children to start to show more interest in dramatic
play.
This concludes my “shower Time” presentation I hope you enjoyed it!
18. References
Gonzalez-Mena, J & Widmeyer Eyer, D. (2012). Infants,
toddlers, and caregivers: A curriculum of respectful,
responsive, relationship-based care and education (9th ed.).
New York, NY: McGraw-Hill
Government of British Columbia. (2007). British Columbia early
learning framework. Victoria, BC: Ministry of Education:
Ministry of Health; Ministry of Children and Family
Development.
Government of British Columbia. (2007). British Columbia early
learning framework: From theory to practice. Victoria, BC:
Ministry of Education; Ministry of Health; Ministry of
Children and Family Development.
