Solution
Taruna answered on
Sep 30 2021
4
Analysis of Video One
Link- https:
www.youtube.com/watch?v=LTEovndcFa0
Duration-1:20 to 2:20
A
eviations:
T: Educator
E: Ethan
C: Clem
Transcript of Conversation
T: Swish it off with your hands] (moves in backside)
E: (opens up the green and spreads) (happy and enjoying)
C: (watches from the other end)
T: [encourages doing more] good thing you do, keep the rest. (Voice heard)
E: (keeps splashing over the table the green color)
C: [cleaning her fingers] (watches Ethan engaged) [keeps looking at him]
T: keep doing it, that’s okay. [Overviews the spread green] (Appreciation)
E: [tires to stamp more green] (Clem watching), [teacher appreciating]
T: [appearing from behind, writes “E”]
E: [wipes out everything on the table, including the letter E)
T: [appreciates the reverse action of E) good thing to undo it. We can do it later again. It is good.
[Tone is positive and learning outcomes are seen to be in process]
E: (keeps ru
ing green color on the table, looks through the pot and tries to pour more)[Clem joins]
T: [joining the two in the process] [face is not seen from behind, only the hands in motion]
E: [rapidly goes on stamping](Clem watching again, seeing what he is doing)
T: yes, that’s good, we can do it later as well. we can add water and keep the yellow now to mix.
E: [making half ad full circles, no shapes, just mixing]
C: nice [amazed on the other side of the table]
T: you like vanilla [chuckles, seeks Clem to be active on the table]
C: [stamps hands on the table] [begins painting but observes Ethan].
E: (mixing of the color begins).
Critical Analysis
The supervisory stand of ECE is set under the context of teaching Ethan and Clem in the provided video. The process of painting initiated with some fine ve
al cues made in which, the two children learn how to paint a
uptly. The major interventions of learning are achieved in the activity in the sense that the free play is permitted by ECE—at some occasions, she even participates in the process by guiding the children. The two children are seen actively engaged with coloring the table and the paper placed on it. The pedagogy of education, self improvement and learning through physical activity are some of the primary ingredients of this degree of classroom setting. The efficiency of the ECE can be marked by her constancy of approach as well as her active engagement with Ethan and Clem.
Mode of Communication and Positivity
The epicenter of the communication in the video is Ethan; he presents his views positively to the ECE as well as to Clem. He is seen excited to paint; coloring is hands and at the same time, making the swish all over the table. He is gifted with the ability of social competence, an active child who knows how to ca
y out the activity of painting with least skills developed so far of the same. (See lines 25, 26, 34, 40), although there are times when teaching is part of dialogue (see lines 28 and 31). Both children are compliant with the demands made by the ECE and receptive to them. This possibly has ties to the relationships of adult-child control. The interventions made by ECE simply formulate the balance of teaching in the class. Ethan approaches the subject of learning and tries to involve Clem with him; it is remarkable to see his efforts as a whole. The Early Years Learning Framework for Australia is holistic and integrated and as such this section provides an opportunity to explore the relationship between all three elements of the Framework’s Principles, Practice and Learning Outcomes (Connor, 2005).
Some parts of the selected section of the video show the presence of the ECE but it is only through her audible voice. She stands at the back of the table from where; it can be observed that she is monitoring the activity of painting. From that perception, the activity of painting is guided by the skilled observation of ECE and at the same time, she gives feedbacks to the progressive moves of Ethan and she encourages Clem also to join Ethan in the process. All cu
icula, whether a national framework or a locally developed program, reflect ideas of how children should be and what they should become and what they are meant to showcase; the beliefs of educators are a major factor in how a cu
iculum is planned, what goals are established and how relationships and the learning environment and experiences are established. Educators’ actions and words are observable signs(EYLF, 3)
Adult Learning Goals
A well organized approach with systematic pedagogy is seen in the video on behalf of the ECE. She encourages Ethan to touch the table and stamp the paint on it. It ca
ied out the goal of making sensory connections with what action Ethan is doing; he has to feel the object over which, he is supposed to pain and, therefore, his sensory skills should be organized and well processed (EYLF Outcome 3). As mentioned above, Ethan dominates the whole of the conversation by showing his degree of competence; ECE also encourages him to paint by his finger, especially by writing the letter E on it (see lines 25 and 26). By seeing E, the first reaction of Ethan is to make formidable gesture against it; he seems to have understood the purpose behind writing his initials but as a child, he switches his attention and swipes the letter and moves on with more swishing on the table (see lines 30-33). The ECE offers something that is easily relatable to Ethan when drawing an 'E.' it also offers scaffolding for future learning and development. The concept applied here is that...