Heidi goes shoppingHeidi (just two years old) has started a pretend game with the practitioner. Heidi is pretending to go shopping and wants her mummy to get an orange. The practitioner suggests writing a list so she can let her mum know what to buy.
Good for looking at
- Pretend play
- Mark making
- Emerging literacy
- Early writing
- Adult engagement in play
- Learning strategies
Heidi (just two years old) has started a pretend game with the practitioner. Heidi is pretending to go shopping and wants her mummy to get an orange. The practitioner suggests writing a list so she can let her mum know what to buy.
- What cues can you see that show what Heidi is interested in? (Look out for non-verbal and body language as well as spoken language)
- How is Heidi learning? Which areas of development, engagement and characteristics of learning can you observe
- In what ways does the adult support Heidi’s learning?
- How does the environment support the Heidi’s learning?
- What is valuable about the materials provided as learning resources?
What are your thoughts about:
- How Heidi was trying to communicate?
- Heidi’s level of development?
- The role of the adult in this interaction – how did she support Heidi?
- The value of this type of pretend play for Heidi?
What would you do to:
- Support Heidi’s development of strategies for remembering?
- Encourage other children to join Heidi’s game?
- Extend Heidi’s learning – e.g. supplying other materials to develop the game further?
- Do you need to encourage more of this kind of play and learning for the two year olds in your setting?
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