Heidi goes shopping Scroll to learning area

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?