Daily Curriculum Record

Daily Curriculum Record (DCR) for Field Placement 4
Name: __________________________ Age Group: _________________________
Week: ________ Date: ________________________
Observation Interpretation Curriculum Experience
On the carpet in the block center, This observation interprets the Title: My Sandwich! (FOOD
M.T took out the Lego blocks from Cognition domain in the ELECT. As EXPERIENCE)
the bin. She stacked blockers one M.T is displaying the skills of 4.1
on top of the other, one by one. Self-regulation – Attention Environment:
“what are you building M.T” J.L Regulation. She was able to
(SECE) asked. “a tower!” M.T maintain her attention for an Materials
replied. The blocks began to wiggle, increasing period of time while
and one fell off. “Oh no! back on stacking the blocks. • Bread
top” M.T said as she took out a few • Vegetables (cucumber,
more blocks from the bin and Meaning Making: tomato)
stacked the blocks on top of each • Cheese slices
other again. This was meaningful as the
children are able to ignore Arrangement: Arranging for focus.
distracting variables and regulate This will take place on the snack
their attention to one subject at a table or the circular table.
time. (focus) Materials will be placed in front of
every child for focus and easy
access.
Interactions:
As the children are focusing and

engaging in the activity, a verbal
strategy I can use is Predictive
questions. For example, “How tall
will you make your sandwich?”–
A behavioural strategy I can use is

Sit next to the children.
because this will provide emotional
and physical support in the case
where children may feel frustrated
in not being able to use the tool.
Date implemented:
Enriching Ideas (handwritten):
Self-Reflection & Evaluation (handwritten):
1) Pedagogical Strategies
2) Reflecting on your own thinking …
CECE comments and signature:
Field Liaison comments and signature:

Name: __________________________ Age Group: _________________________
Week: ________ Date: ________________________
In the book center, J.L (SECE) was This observation interprets the Title: About me (ENRICHMENT)
reading a “Shabbat” book to Y.S Emotional domain in the ELECT as Lunar New Year Lanterns!
and A.E. “Purim is soon” said Y.S A.E and Y.S are displaying the skills
with a smile on his face. “Really? of 2.2 Identity Formation. They are Environment:
You celebrate Purim?” J.L asked. expressing curiosity to physical and
“Yes!” Y.S said as he grinned and cultural characteristics. Materials
held the book. “Me too!” A.E
followed. “What about you Jenny?” Meaning Making: • Paper
Y.S asked. “Jenny celebrates Lunar • Markers
New Year, we call it Tet” J.L replied. The children are building an • Assorted decorations
“Tet!” Y.S and A.E repeated after. understanding of culture in the (jewels, glitter, etc)
people around them as well as • Scissors
themselves. This can lead to
connection making between family Arrangement: Will take place on
and larger cultural groups. the carpet or table. Materials will
be placed in front of the children
for access.
Interactions:
While the children are working on

the activity a verbal strategy, I
have to engage with the children is
Asking open- ended questions for
example “Do you celebrate any
other holidays? What do you eat or
do on those holidays?” – This will
allow the children to answer with a
response that is important to them
and it reveals the children’s
thinking.

Sit next to children. This will help
children regulate attention to what
they are doing while reassuring
them the adult is there in the case
support is needed.
Date implemented:

Name: __________________________ Age Group: _________________________
Week: ________ Date: ________________________
At the Wagman Centre, the This observation interprets the Title: Follow the food prints! And
children were running around with Physical domain in the ELECT as Indoor Hopscotch
their peers. “Who would like to play the preschoolers are displaying the
freeze dance?” said J.L (SECE) J.L skills of 5.1 Gross Motor – Walking Environment:
then played various songs. Baby and Running. The children are
shark began to play, and the improving their reflex as they stop Materials
children ran around the common while running.
room, once the music stopped • Foot Print Cut outs
“Freeze!” said J.L all the children Meaning Making: • Tape
froze. M.B and Y.S took out some
big bouncy exercise balls for the The children will be able to the Arrangement: Arranging for focus.
children to play with as well. SECE around in circles in the Materials will be on the floor of the
“where is the music J.L” E.D asked. common room with the foot print Wagman centre in the common
J.L plays the music again; some cut outs, this demonstrates an room. Children will follow the cut
children ran with the balls and once increase in balancing and outs this will enhance
the music stopped, they froze with coordination. coordination.
the ball.
Interactions:
As the children are focusing and

engaging in the activity, a verbal
strategy I can use is for example
“Let’s see if you can hop on one
foot and freeze on one foot?” –
This will allow the children to
answer with a response that is
important to them and it reveals
the children’s thinking.

Parallel play with the children.
Playing at the at the children’s level
can reinforce and extend their
exploration.
Date implemented:

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Daily Curriculum Record (DCR) for Field Placement 4

Name: __________________________ Age Group: _________________________

Week: ________ Date: ________________________

Observation Interpretation Curriculum Experience

As the children are focusing and

A behavioural strategy I can use is

Self-Reflection & Evaluation (handwritten):

2) Reflecting on your own thinking …

CECE comments and signature:

Field Liaison comments and signature:

Name: __________________________ Age Group: _________________________

Week: ________ Date: ________________________

Observation Interpretation Curriculum Experience

While the children are working on

A behavioural strategy I can use is

Enriching Ideas (handwritten):

Self-Reflection & Evaluation (handwritten):

2) Reflecting on your own thinking …

CECE comments and signature:

Field Liaison comments and signature:

Name: __________________________ Age Group: _________________________

Week: ________ Date: ________________________

Observation Interpretation Curriculum Experience

As the children are focusing and

A behavioural strategy I can use is

Self-Reflection & Evaluation (handwritten):

2) Reflecting on your own thinking …

CECE comments and signature:

Field Liaison comments and signature:

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