Observation Child with educator :The boy is crying and throwing the puzzle box on the floor, the educator comes to the boy and tells him, to pick it up, the boy looks at her and she shrugs her shoulder as if telling him that she is not going to help him pick it up. The boy keeps throwing stuff and crying. The educator grabs the boy and takes him to a table and she sits on the chair behind him and tells him witch piece of puzzle he should put first. The boy calms down and the educator keeps playing with him a puzzle. Analysis Expression The boy who throws the box was showing expression because he was using his body by throwing the puzzles on the floor and crying showing that he was upset. The educator took the first foremost by shrugging her …show more content…
The educator provided the child with new interesting opportunity by taking a reasonable degree of risk by playing puzzle pg.29. the boy was challenged in a meaningful way because the educator waited for him to stop crying, but he wouldn’t stop crying so she grabbed him and sat right behind him so he can play puzzle and telling him where to put them pg 29. The educator is using active play and physical exploration to the child so he can gain increasing levels of independence, learn how to persevere and practise self-control by playing a puzzle and telling him which piece he should put first 29. the educator was using self-care by supporting the child developing a sense of self 30. The boy was in a safe environment because the educator offered a capacity for self-care that let the child take a challenge,to learn and persevere, and explore ways to cope with him a good manner and self-regulation pg30. the educator used Self-regulation by how the boy will be able to deal effectively with stress and recover by watching him cry then grabbing him to play the puzzle 30.When boy calmed he was focused and alert when the educator was playing the puzzle he was able to modulate