Sample Music Observation Paper

10.30-11.30 am

outdoor

planned activity for a small group of toddlers Experience: sing the song Row, Row, Row your boat and do the actions

Focus children: Melissa

Rationale: The action song experience relates to my observation of Melissa on 31/10/2017 engaging in dancing and moving with the song Five little pumpkins with the teacher. This experience will provide an opportunity for her to continue her interest and enjoyment to engage in the action song.

Objectives: For Melissa to listen and respond to sounds in rhymes by listening and doing actions to respond to the song Row, Row, Row your boat (Outcome 5.2).

For Melissa to continue to practice their ability to mirror, repeat and practice the action of me by singing the song Row, Row,

I will encourage Melissa to do the movements with me.

When I sang this song to Melissa, she was able to sing some of the lyrics as she is good at language. I sang the song slowly to teach her the hand motions, encouraged her to do the same hand motions with me. After I sang the song for twice, Melissa was able to do the hand motions with the song.

The first objective was achieved as Melissa listened and responded to the action song. The second objective was achieved as Melissa was able to mirror and repeat my hand motions and we did hand motions for the action song together.

My teaching strategies were effective as the learning objectives were achieved and the flow of the activity was maintained. Melissa did the movements with me and she enjoyed this experience.

For the follow-up activity, I will sing this song to a small group of toddlers, ask toddlers to pair up to do the movement for the song together. They will need to hold their partner’s hands and row when I sing “Row, row, row your boat”, which provide opportunities for them to experience the benefits and pleasures of shared learning exploration (Outcome 4.4).

1.00

Early childhood teachers should be familiar with individual child’s sleep, rest and relaxation needs, adopt effective sleep and rest strategies to ensure toddlers feel secure and is safe at the centre (Outcome 1.1)。

Early childhood teachers should ensure that toddlers are placed on their back to rest and are then allowed to roll over and find individual toddler’s sleeping positions (Peters, 2011). Provide verbal cues five minutes before transitions. For example, provide verbal cues to Melissa by saying “Melissa, you have five more minutes to play and after that you go to sleep.”

Listen to the individual child’s verbal and non-verbal language, get to know what they want to communicate.

Help the toddlers to take off their pants and shoes before going to sleep. There were only two toddlers playing outdoors at one o’clock. Melissa needs to drink milk before going to sleep, so I brought the milk bottle for her and asked her to sit down when she was drinking her milk bottle. I provided verbal cues several minutes before I brought them to the cot room. Both of them were familiar with the routine so they transited to their nap time smoothly. I brought them to the cot room and helped them to take off their pants and shoes. After that I walked them to the cot room and placed them on their backs in their