Spend two days looking out for cues from the children while you are engaged in your daily example touching your eyebrow) when you are begin responding to a cue, so that your partner can
Question/Activity
Work with a partner.
3
Work with a partner. Take turns to be the facilitator and the observer.
programme of activities at the ECD centre. Develop a signal that you can give your partner (for
observe your response.
Make notes on your response as a facilitator to the various cues from the children.
Select three examples of cues and your own response to them, and describe each example (and
your response) in a few paragraphs. Identify any developmental challenge that the child may have
been struggling with, which gave rise to the cue.
Now share your written work with the observer. Discuss any difficulties or insights you had in
responding to cues.
Your partner should assess what they observed about your response to cues from the children,
using the following rubric:
Facilitator's 1: Not able to 2. A positive 3
but attempt but understanding
for and response
response
meet
А
good 4.
attempt
Excellent
requirement
not
room
satisfactory
Attention
improvement
behaviour (shows
active listening and
observational skills)
Empathic and
supportive
communication
Attention
to​

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Excerpted from "the children's hour" by henry wadsworth longfellow a whisper, and then a silence: yet i know by their merry eyes they are plotting and planning together to take me by surprise. a sudden rush from the stairway, a sudden raid from the hall! by three doors left unguarded they enter my castle wall! look carefully at the lines above. a poem with this particular rhyme scheme is best read a. line by line. b. with long pauses. c. phrase by phrase. d. with a strong rhythm.

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