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Heidi goes shopping

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.

Good for looking at

  • Pretend play
  • Imagination
  • Mark making
  • Emerging literacy
  • Early writing
  • Adult engagement in play
  • Memory
  • 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.

Notice

  •  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?

 

Reflect

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?

Respond

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?

What next:

  • 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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