Reflection of webs
- 1. Reflection of Webs My interactions with the children, ECE’s and parents during the project process contributed to creating respectful relationships because I choose a topic that I observed most of the children played with and knew of. I left a rationale posted with the webs stating that I would do my train activities based on domains such as math and art related to trains. While doing my activities I sat with the children and we briefly discussed what we observed. For example, while reading the books on trains I showed them this is where the conductor sits and the train goes though the city. I told my ECE about the activities I had planned ahead of time and she approved them. The rationale was printed in colour to attract the attention of the parents. The beliefs about how children learn influenced my interactions with the children because children learn though play and experimenting, their cognitive skills are also being used during learning. The learning style of my activities included the goop activity, there was no end product. For another one of my activities I asked the children can you show me how to dip the train in the paint and roll it on the paper and they did so. The children and I learned more about the world because some children didn’t like to get dirty. When I was younger my parents didn’t care about coming home with dirty clothes. For the goop activity some showed me their clothes when they got goop on them I reassured them that it will wash off, similarly occurred for my train art. I think this may happen because in some cultures parents want their children and their clothes to stay clean. Some children are taught at a young age to not get dirty. It also can be the child’s personality. I can already see which kids will or will not do my activity based on how messy it looks to them.