Complete curriculum assignment
- 1. Phase 1 Student Name: Yuleisi Salina Teacher Name: Mrs. Maria Roberts Course Name: Curriculum Project Development BlocksanInvestigation
- 2. Centennial College Early Childhood Education Student Name: Yuleisi Salina Agency: Centennial College ECE Centre Age Range of children: 3-4yrs. Centre Focus: Seems to follow the child ANECDOTAL OBSERVATION POSSIBLE CUES On Friday October 4, 2012 at around 4:10 pm the observer was playing with the children at The children seem to enjoy playing with the dramatic area when a child name IS blocks. They seem to like assemble/balance approach the observer and ask her: „„Yuli can you help me build a big tower? „„Sure IS let‟s blocks together. do it” replies the observer. The observer also invites the other children to join her and IS to Developmental Cues: build a tower and they agree to be part of the experience. The observer and the children started to collaborate with each other to build The children use their palmer grasp to the tower. It appears that IS was very excited hold the blocks. because he was smiling and calling the observer saying: „„Look Yuli the tower is They are able to handle sudden changes getting higher” and the observer would replies with control. (e.g. when the tower fell) with amazement “Oh yeah the tower is getting They bend over to pick up the blocks pretty high”. Then unfortunately when the block tower was almost the high of the from the floor. children it fell apart onto the floor. Some of the They are able to focus on their task for children exclaim “Oh, Oh” but the observer a quiet period of time. told the children: “Guys is OK, would you like to build another tower”. The children smile and Children understand the concept of shout “Yeah”, except IS. It seems as if he was high and short. disappointed because he stamps his foot in the Able to assemble and balance blocks together. ground and said to the observer: “I don‟t like it Able to make pattern with blocks by when the tower fell.” The observer gentle put her hand on IS head and explains IS that she their colors and sizes. understood his frustration but, the most important was to have fun. Then IS said to the observer: “but Yuli why the blocks doesn‟t stick together?”
- 3. 1. Small group experience (circle) to confirm in the topic: (describe all parts of your circle) A large variety of plastic blocks all different sizes and shapes. The observer asks the children the different between her blocks and the blocks from the classroom. The children immediately point out that the observer blocks were smaller, colorful, and hard (plastic). The children also point out that the observer blocks could stick to each other while the ones from the classroom do not. 2. Procedure: - Blocks - In the reading area at the carpet spots make a circle to collaborate and explore/discover with the blocks. 3. Consider the following and fully describe how you intend to explore your chosen experience with preschoolers. How will you introduce the experience? The observer will introduce the activity during free play through a discussion between herself and the children. Talking to the children about the materials asking them question to scaffold their though and opinions and also to discover how interested are they still about the blocks. Then through the discussion the observer will encourage the children to see and explore the materials so they can familiarize with it. 4. What lures might you use to attract the children? The observer will attract the children by showing them the materials and give them anexample of the many interesting things we can do with the blocks such as: balancing few on the observer head, or juggle with 2 or 3 at the time since the observer have previously notice how much the children enjoys when she juggles with objects/toys.
- 4. 5. Preschoolers require support and guidance to fully explore and experience. How will you guide and support their interactions with the materials, each other and with you? - The first thing the observer will do before starting the experience would be stating limits effectively to ensure safety of all the children. The observer will be accessible to guide and support the children throughout the experience and it will providea large variety of materials and time for exploration and discovery to avoid frustration and conflict between peers. The observer will model positive behaviors such as friendly tone of voice,active listening, equal collaboration with everyone involve, and prosocial behaviors (sharing, taking turns, respecting ones another) to encourage the children to imitate the positive behaviors. “Authoritative, trust-building adults use positive strategies, focusing on teaching and not punishment. For example, they explain limits, redirect behavior, and teach behaviors that are helpful. They give information that children need for learning and practicing behavior beneficial to the child. Positive guidance and discipline continue when adults manage typical discipline encounters with positive listening, I messages, conflict resolution, and recognizing and dealing with strong emotions. They try to prevent overstimulation, and they teach calming techniques. Helping children save face and preserve their dignity in discipline encounters is the most important and essential element in child guidance”. (Marion, Swin, & Jenner, 2000) 6. Closure is important in any planned experience. How will you end the experience with the children? What guidance strategies would be helpful to use? - The observer will give the children notice ahead of time before concluding our activity. For instance “Guys in five minutes, we need to start putting the toys away so that we can get ready for lunch”. That way the children feel secure and in control because they know what is coming next. The observer would also recognize that some children need more time and support than others to get mentally, physically, and emotionally ready for the transition(so friendly reminders). Then the observer will also make time to ask for the children feed backs about the activity to recognize if the children expectations were met and to discover what to change or improve the next time. Then finally to conclude our activity, the observer would sing a tidy-up song to encourage the children to help putting the toys away.
- 5. “Giving a warning demonstrates that we have respect for children and their work. The time between the warning and the transition allows children to bring closure to the task they engage in and to begging planning for the next event. This often results in children been more cooperative. Whenever possible, it‟s helpful to allow children to complete the task they are involved in before they transition to the next activity”. (Creating Environments for Learning. Chap 3. P. 61) Evaluation and Reflection : 7. How did it go? Are the children still interested in the topic? - The experience went well, the children positively responded to the activity. They were collaborating with ones another,sharing information and though about the materials (blocks) colors, shapes, high with each other and with the observer. The children seem interested in further exploration of the blocks. 8. Will the inquiry process work with this topic? Why or why not? - The observer believes that the inquiry process will work because the materials are available. There is also enough time, space and many other favorable factors that made lead this project to be fun, positive and the most important aspect is that, it would be relevant for the children interest and development. The observer is also certain that this project like anything else in life would not be perfect but as long as is done with love, dedication, commitment and professionalism with the children and for the children is the real key of a valuable project. Rationale: - After active observing and listening to the children at the reading area during the activity the observer have discovered that they are interested in playing and explore blocks. For instance this are some of the ideas to continue developing our project in a way that is fun, positive, and also where learning would take place. Sort, classify blocks by their colors, sizes, and shapes Using construction hats, non-pointed pencil behind our ears, an architect plan to pretend we are building a community. (Houses, convenient stores, school, hospital, park etc.) Making experiments to discover if the blocks can float or if it sink
- 6. Share ideas, though and make their predictions Make music with the blocks by clapping then together at the rhythm of a tune. Draw, paint, documented, photograph their ideas no to miss any important detail. Finding the blocks with the letter that resemble each individual child names and finding the fruit that also starts with the same letter as their name. Dear Parents/Guardians - We will be posting updated sample of our project. Please I encourage you to embark in this exciting adventure and also to feel free to approach and share your valuables ideas. K (know) W(what do we want to H(how will we learn it) L know) Blocks have How to build higher We will learn through active different shapes, structures that will not fall. experience. sizes and colors. When assembling Experiments blocks they need to If blocks can float or if it be really cautions will sink. not to destroy the structure. Suggest wearing a Discussion where everyone‟s construction hat to information will be valid and protect their head appreciated. when building high structures to be safe. They would need Activities. stairs to make a higher structure.
- 7. Initial Web:
- 8. Dramatic/Sensory Experience Isaac: “The tower is getting Walker: “The tower is not Every: “I’m bigger than the bigger and bigger!” bigger than I’m tower for sure!” Danica: “Oh, Oh Now the Larissa: “It’s not bigger Morgan: “Wow, the tower tower is bigger than me!” than me” is the biggest tower ever!” Avery: “Yuli we finish the tower; and I’m the biggest!” Observer: “Yes, we finish the tower. And Avery is true you are the tallest.
- 9. Phase # 2
- 12. Art/Creative: Building and painting our “Big” corks towers. Observer: “What is Sloane: “This is Rapunzel Lucy: “This is a house everyone making?” Tower” for my mommy, daddy, I’m making: “A and my baby brother” house”! Charlotte: “I’m building Kate: “I’m building a Isaac: “I’m building the a bird house” house for my doggie” biggest tower on the whole world Observer: “Wow guys, I Slone: “Yuli do you like really like all the colors my tower? you use on your Observer: I love it; you all have work really structure hard. I’m very proud of all of you.
- 13. Creative/Math: Tracing our bodies and coloring it. “Who is the biggest?” Morgan: “Yuli, I want to draw Observer: “Isaac you are Isaac: “Yuli see I’m very, very big”. your shape”. growing taller and taller”! Observer:” Yes, you are tall!” Observer: “OK, guys I’m Morgan: “Yuli I’m tickling Observer: “Guys, how tall ready” your knee!” do you think I’m?” Observer: “Oh that was Children: “I don’t know! you I think it was an ant Observer: I’m 1.65 cm tall or a tickle monster!” Fiona: “I’m drawing my Adelaide: “Yuli, it Fiona: “Yuli my mommy eyes!” tickles” is bigger than you!” Observer: “Yes, your mommy is taller than me!”
- 14. Dramatic Activity: “Our Zoo” Here is the observer “Yuli I want to climb up Observer: “Charlotte introducing the materials on this chair to make the climbing up on chairs it biggesttower” not safe. I would lift you up instead”. Observer: “I have an idea, Kate: “Guys now instead Danica: “Guys I’m lets upside down the tower of a tower let’s build putting tape to make it in the carpet to make easy bigZoo”. higher and stronger so for everyone to build the the animals can’t run tower". away from the Zoo”. Charlotte: “Yuli our Zoo is done!” Observer: “Yes, we did it!”
- 15. Math Activity: Height Chart Mom’s, Dad’s and us… Who is the tallest? Stacey: Mateo your Avery: “Yuli look at me! Tyson: “Please don’t move mommy is really tall. I’m really, really big” Isaac.” Isaac: “OK” Observer: “Wow, Morgan Charlotte: “Guys, look I’m Charlotte & Kate: “Look Yuli you have38 ml of height”! measuring my mommy” our mommy is really big!”
- 16. Science: Floating/Sinking boats. Isaac: “Yuli my block is Reese: “My block went floating!” all the way down!” Kate: “Guys see I find something that floats!” Reese: “If you fill the block with Isaac: “Kate if you empty it water it would go down!” out it would float”.
- 17. Phase # 3 New web
- 18. Final Activity: “My Body”
- 19. The observer have choose this activity because after looking back to all our experiences there was some detail that the observer remember the most. It was observing how during the different activities the children would compare their heights with their peers and the structures. So based on that fact the observer decided to have a closure activity where the children could look back at the pictures of the difference experiences and the structures we build together and have a discussion with the observer. About how can they help their body to grow stronger like the structures from the pictures and how can we take a good care of ourselves to keep away from preventable diseases. The observer though the children respond was very positive. They gave the observer important information such as: “I go to the doctor to check my bodies”. “I exercise to have strong bonds”. “I cannot eat too much sugar”. Mommy says too much sweets can give me cavities and make me fat and sick”. Then the children continue to say after the observer asks them what they do to be strong. “I walk my doggie to the park”. “I ride my bike”. “I eat vegetables and fruits”. “I drink lots of water and milk”. It was a very nice closure experience and it has given the observer many ideas to implement in the future. One of those ideas are to have a Picnic with real fruits and vegetables activity. Move your body through the rhythm, and many others. Developmental Goals: Physical development: Using their hands/fingers to touch the different materials such as the text book and the different body parts. Social/emotional: Working Cooperative with others and practicing prosocial behaviors like sharing, taking turns and supporting each as well as throughout the other activities. Cognitive development: Learning about body‟s parts, their functions and the different ways to support our bodies to keep growing stronger and healthy. Language development: Discussing, asking questions and sharing their though and opinions about their experiences. Materials Provided for the Final Activity: A text book & a hand made doll with sticky body parts Literacy: “Learning about different body parts”
- 20. Isaac: “Yuli here goes the Morgan: “Yuli the heart goes Morgan: “Here Yuli?” heart!” here?” Observer: “Yes, well Observer: “Yes, you are right Observer: “Morgan keeps done my friend!” Isaac”. going a little down close to his shoulder!” Morgan: “Yuli, see I stick the Walker: “Yuli look I did it!” Isaac: “Yuli, I stick the brain!” Observer: “Yes, you stick brain too!” Observer: “Very good Morgan, the brain in the right Observer: “Yes, you did you know where your brain is!” spot!” it all by yourself!” Walker: “Look Yuli” Observer: “Guys you put the Observer: “Yes, the stomach brain, the stomach and the goes right in there!” heart. Well done!”
- 21. K (know) W(what do we H(how will we learn it) L (what the children want to know) learnt) Blocks have How to build higher Building structures with If I build structures different shapes, structures that will different materials such as taller than my size it sizes and colors. not fall? Blocks, corks and more. can fall because it would be hard to reach. When assembling Experimenting by putting Yes, blocks float like it blocks they need to If blocks can float like blocks in the water. a boat but if you filled be really cautions not boats or it will sink? up with water it would to destroy the sink. structure. Suggest wearing a Where to buy real Discussion where In stores such Home construction hat to constructions hats, everyone’s information will Depot, Canadian Tire, protect their head instruments, and be valid and appreciated. Wal-Mart. when building high clothing. structures to be safe. They would need Why can we use a Activities. Stairs are not allowed stairs to make a stair to climb up and The observer and the at the center because higher structure. build higher children build high they are not safe. We structures? structures and ones can fall and hurt becomes too high the ourselves. observer would flip the structure in the floor so everyone could participate, I’m a big boy/girl. How tall am I? The observer develops a 38 cm Morgan chart where most of the 35cm Tyson children got measured. 36 cm Isaac Another activity where the 44 cm( the tallest) Avery children trace each other 39 cm Fiona body and the observer. 41cm Kate 39 cm Danica 35cm Sloane I’m strong! But how strong we Discussion, photograph, I’m strong but I can be really are? books etc. very week too. For example if our body get sick we could not have the same strengths. Healthy choices to keep growing stronger and smarter.
- 22. Reflection: This assignment has been an amazing experience. It has helped me to develop my observations skills and my confident that is such important skill an educator need to interact with parents, children‟s and the staff. In every one of these experiences I have an amazing time with the children and the children have also a pleasant time with me because I wasn‟t afraid to be myself and to go down to the children‟s level and allows them to see that I can be silly, funny, sensitive, and interesting person to be around with. I have also learnt to acknowledge which strategies work better for me and to accommodate my style to positively influence and support each individual child. Mrs. Maria I‟m not sure if this assignment requires a reflection but if it does not requires one I wanted to write you one anyways expressing the amazing experience I had at my field placement and also how thankful I‟m of having YOU as my curriculum teacher. Thank you so much for teaching me with your passion, dedication and professionalism. Please keep it up your good energy and optimism because it makes you the unique person that you are. Sincerely, Yuleisi Salina