Blog Observation Series 2 ep 2

Blog Observation Series are fictional pieces of work, and form the journey of a newly qualified Playwork Assessor.

This is a continuation of T from Series 2

T turns as she hears my voice. T is seated with a child in her arms. The girl has two large coloured crayons in her hands. T is wearing a coloured name badge today.  T stands and walks towards me with the girl still in her arms.

T offers me another biscuit, I decline as I have just bitten into the first one. The girl smiles and reaches out towards me with a vacant hand, I verbally reply “good morning, are you offering me your crayon?”. T informs me that she is attempting to communicate by stretching out her hand. I offer my hand, child places hand on mind, palm to palm, and smiles. We repeat the process, though this time she offers me a crayon.

I have noticed the difference in materials and resources out for the children to access today. There are four tables, six children, three staff, and four parents. On one the tables there are wooden farm buildings, on another, felt tips, coloured tissue paper, coloured card, glue, pasters, pallets and fine cut coloured paper. The other table has plastic food opportunities, with money till beside the home corner. I can see books, Lego, drums, skittles pots pans, wooden blocks, and cars all accessible by the children.

More children and parents are arriving.  The setting is busy, vibrant and has an energetic feel to it today. Parents are involved in conversations amongst themselves, and workers, the children are engaging in play opportunities moving in and outside of the building, some eating biscuits, others fruit.

T has walked with girl to another play opportunity, they are standing in front of the table with the food stall, plastic fruits, plates, teapots and canned fruit. Girl picks up fruit and places crayons on the table. She now has a banana and pineapple in each hand.  T collects a book then moves to the table with paper, glue and colours. T sits in front of girl’s mother, bouncing girl mildly on her lap. Girl smiles, which soon turns to a laugh. T holds girl and allows her to stand, all the time supporting as she is unable to walk.

The girl smiles, bends her legs, then straightens, “are you trying to walk to mummy”, T say’s “you trying to walk”.

T is seated in the soft cushioned and carpet area, the girl is crawling around. She crawls towards the soft duck toy, T say’s “quack, quack”, and offers the toy to the girl, as she is struggling to reach it, mother now repeats T’s actions, and ends by placing rattler in her daughters hand.

T is having a conversation with the girl’s mother. She speaks with T about her daughter’s likes and dislikes, and reasons she gets frustrated. Mother say’s that her daughter enjoys the one-to-one interaction.

Girl is positioned closer to T, they remain on the ground. Mother say’s that her daughter likes anything that has a B, and say’s “Bah bah, bath, bubble” all the time emphasizing on the letter B.  T say’s “Bah bah” girl laughs. Girl attempts to stand, and is holding onto a chair, she wobbles back, T places her hand behind the girl to support her standing. Girl is looking at T. T places her on coloured padded soft whale, and slides her down making a fast motion sound,

T is touching a toy to activate a flute sound, and start the lights. The girl responds by touching, and repeating T’s action. T extends by touching toy again, girl repeats.

T stands to walk away, the girl’s head and eyes follow T, T aware of this and turns around and walks back to where mother and child are. Girl reaches towards T, T responds by reaching back, girl stretches out arms, T takes child from mother.

T with two children back on carpet area with another mother. One is a girl, the other a boy, girl seated in mother’s lap. T seated in position allowing both children to see where she is. T is kneeling down to child level. Girl is making puffed cheeks to T. T responds immediately, and returns action, girl repeats, T returns.

T is communicating with a girl saying “duck, duck…..duck, duck”, at the same time offering a large coloured cushion. T say’s “look, look, where do you want to go?”, T is supporting the balance of the girl while they move around the setting. T stops beside the girl’s mother, and say’s “oh you’re so flexible”, while making bouncy sounds, and rocking herself back and forward. Girls mother starts to sing “row , row, row your boat….”, T starts actions to support the song of rowing ya boat, girl repeat T actions.

Advertisements

Blog Observation Series 2 ep1

Blog Observation Series are fictional pieces of work, and form the journey of a newly qualified Playwork Assessor.

Welcome to T in Series 2

T approaches a boy, he remains standing while looking around the play space. T moves away, and collects a chair which she positions in view of the door entry to the setting, and observes other children’s movements.

A child is moving slowly on carpeted area with soft cushions. T turns her head and observes the child’s interaction with the toy from about two meters distance. The child touches the toy, T continues her observation. T moves slowly towards child, and kneels down onto carpet, T smiles and reaches hand out towards child, no verbal communication. Child H looks at T, and returns a smile and walks towards grandmother. T returns to chair.

Other users arrive and position themselves on the ground on soft padded area with large cushions and rattlers, a child is being fed by mother while she talks with three workers. A baby has remained stationary for a period, I notice that T has positioned herself to retain eye to eye with child, and has brought herself down to his level, child able to pull himself up. T offers child mirror, and has positioned it for child to view themselves. T also moves and rolls sensory bell towards child. Three more children arrive accompanied by a female adult. T removes her shoes and stands on carpet area.

H’s mother approaches T, she says that “H had his speech therapy this morning”. T enters dialogue with mother about H’s therapy progress. There are now 8 children present.

A mother is talking about her son with a staff member. She say’s “A cannot start school until he is 5 years old”. A sits on a table in front of me in a school uniform.  I ask T whether A attends the setting regularly, T says that A is 4 years old and has an older brother, possibly the uniform belongs to him. T and staff welcome all the children and female adults by their first names.

Another child D’  in a buggy arrives to setting. T is looking towards child and makes eye contact. T is retaining contact, she then walks towards child and places her hands on her cheeks and moves them in an outward motion. D looks at T, T is repeating previous action. D is laughing. T repeats action for a third time, and then performs a small star jump. D laughs out aloud, his legs and arms are now moving in various directions. I ask T about the visual interaction with D, and his response. T tells me that D has a hearing impairment, and that his response was due to him being familiar with her face.