Overall word count for this assignment = 3000 maximum (1500 words for the three observations and 1500 words for the summary) This assignment takes place in three parts, as follows: 1. Watch the...

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Observation One: Infants 2
    In the provided video here, the setting of the care centre is the key driver; it supports a variety of infants that are seen actively involved in various learning activities with the help of the props. Initially, there are three children playing on the bed with having color pencils and canvas to draw something on the board. The educator intervenes with two infants whom she has to handle because it appears that they are uncomfortable and they are newly placed in the childcare centre setting. Thus, the effects of the environment are clearly visible by their behavioral approach here. Additionally, following up the activities of one another is mentioned at 3:40 minutes in the video; one toddler is seen strolling on the ground while the other one keeps following him. It appears that the toddler is approaching the educator who is sitting in the right corner of the room.
    At 6:50 minute, the toddler is picked up the educator and he is given a prop to play with. There is a formal engagement technique used with a view to ensure that all children present in the room are well attended. However, there is one toddler, as mentioned above, who is not comfortable with the setting and by not finding familiar people around; he is seen anxious and crying. At the high pitched voice at 17th minute, there are two educators, one primary and the other one assisting her, found engaged with the crying toddler who takes time and convincing enough to be subsided. Meanwhile, it can be observed that the three children at the left of the room are engaged with their toys and their playful mode showcases that they are inquisitive in learning as well as they are actively participating in the process of learning.
    At 18:10 minute, however, the female toddler in the room is seen as crying loud still and to manage her, the educator moves her attention from the remote table to the one existing in the room. Her focus is on intervening effectively so that she can assist the toddler in calming down. She cleans the remote table and then puts the toddler on the ground so that she gets some free space to play with. Meanwhile, the assistant is seen taking care of the other two toddlers by keeping one by her side and the other one keeps moving to and fro in the room. It is his direction which keeps changing only.
    Towards the end of the video, the activities are summed up; the three toddlers on the bed—and then on the remote side of the room—are done with their playing. They put the pencils away and are ready to perform some group activity. The toddlers on the ground keep moving by clearing the obstacles in their way. The educators collaboratively monitor the activities of the all toddlers and makes sure that everyone of them is attended well.
Link- https://www.youtube.com/watch?v=fbnYyMcFL68&feature=youtu.be
Observation Two: Kindergarten 1
    Since the very beginning of this video, it can be observed that there are three children sitting on the couch cum bed and there is one educator who is guiding them towards the activity area. There is a positive interaction happening between them and it can be justified by the fact that the children respond promptly to the instructions of the educator. There is a core alignment between them which is projected by the coordination as well as the positive interaction. The children are ready to play or get involved in any activity provided and it seems that some initial instructions related to it are being provided (Minute, 1:00 to 3:35). Meanwhile, a girl is sting at the centre table with her stuff ready. She is about to knit some image but it appears that she is waiting for the further instructions (Minute, 2:00 to 4:00).
    The second educator in the room is seen intervening at the right time; she is engaged in preparing the room for the play and other activities but at the same time, she attends the girl sitting at the centre of the room and guides her about painting. Towards the middle part of the session (Minutes, 7:00 to 13:00), the activities in the room about knitting expand with the help of the educator and the course of learning is set. The educator calls the five children to the table and provides them with colorful threads. Coloring the objects or rather, shaping them with the help of thread or yarn seems to be one of the favorite activities of children here because all of them are engaged positively (Minutes, 7:30 to 9:45). They place colors at the right image and are further guided by the educator who is engaged with them in a playful way. It is more like providing space to the imagination of the children about ensuring that they can make whatever they wish to.
    There is a careful monitoring of the educator to ensure that every child involved in the activity achieves the goal of making some shape. The initial response of the children is fine enough as they proceed with putting the yarn at the perfect place, as desired by the educator. There is a series of instructions, a step by step guidance, which the educator prefers giving to enhance the ‘playfulness’ of the activity (Minute, 17:20 onwards). She demonstrates to the children about making the yarn and the possible shapes that they can make with it. The children sitting at the right manage to put the yarn in order and the children on the left keep working on the canvas. This activity requires attention and precision both at the same time because the yarn can be a typical object—though in the best sense of play—to be handled by the children. Still, they get to know the best things that they can make out of it and it is all due to the fact that...