Entry 1
3rd August 2010
Pay your toll Five boys sat around the blocks, they began to put the blocks together. Each one started placing blocks in a particular area. D said to J "this can be our bridge" holding up an arch wooden block. J replied "okay then we can make it a toll bridge where the cars can go under". Once the other three boys realised what D and J were making they also wanted to play so they grabbed some small cars and moved over to the "toll bridge". One by one the boys moved their cars under the bridge with J at the other end saying "pay your toll before you go pass" and they did. D came with a truck and said "I am the rubbish truck collecting your rubbish J” J replied “ok. You don’t have to pay then”. As their conversation went on their play caught the other children’s attention and many gathered to watch.
Recognised learning: Pre-school social studies topics are hugely related to ideas about the community, self, and family. These ideas include areas such as transport for example how we get around the community. This observation demonstrates these understandings as well as understandings of other social studies concepts such as economics (Mindes, 2005; Seefeldt, 2000). Developing economic concepts involves children understanding that money can be exchanged for services. This also involves children themselves pretending to provide and/or produce services for others (Seefeldt, 2000). For example when J asked the other children to “pay the toll” before they went pass he was exchanging a service which allowed the children to pass if they paid. Te Whariki also talks about how children must develop the ability to explore, generate, and adapt their own theories about the real world alongside others (Ministry of Education, 1996). Community concepts are also explored in experience because the children are talking about the rubbish truck; children often act-out understandings of the world around them in order to gain a sense of knowledge and understanding (Seefeldt, 2000).Another important aspect of social studies expressed by the children in this observation is the way they worked in co-operation with each other. The co-operation shown by the children involved listening to each other, discussing solutions, expressing preferences, collaborating, taking turns, and participating in discussion and activities (Mindes, 2006). Te Whariki also talks about collaboration in social sciences by stating “working together helps children develop confidence in their ability to develop relationships with others” (Ministry of Education, 1996, pg.94).
