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Centennial College Early Childhood EducationStudent Name: Sayeda sultanaAgency: Muppets Children’s CentreAge range of children: 3 years - 3 years and a halfCentre Focus: Emergent Curriculum ANECDOTAL OBSERVATION POSSIBLE CUESOn September 25, 2012 at 3:30 pm, the Developmental cues:student teacher went with ECE teacher and Sort objects logically on the basis of onethe children for a community walk. The dimension, such as colour, shape, or size.children were then asking questions aboutthe leaves. We answered their questions. In Understand basic size, shape comparisons.addition we said to them, “How does the Able to classify by colours and types.colour of the leaves change at the time of Understand simple questions appropriately.season change.”Most of them collectedleaves and said, “Fall is coming, all leaves Develop animism crediting inanimateare in the ground, and we will jump, objects with life and lifelike properties suchcrunch, and crunch.” Also, most of the as “Leaves are bored, they don’t like oneparents said, “Children are very interested colour.”about leaves. They collect leaves from theplayground, the park, and whenever they Interest Cues:find leaves they start collecting leaves.” Interested in nature.The children brought leaves to class andstarted comparing the leaves with one Collecting leaves and comparing.another. They also exchanged their leaves Stories of how leaves fall.and mentioned the colours whileexchanging. As the children startedplaying, they developed more clearunderstanding of leaves and their nature.Their conversations included:”Does the leaves walk?”– “No leaves fly. Fairies wind blow andleaves fall down.”“Why do you think these leaves changecolour?”– “They are bored, they don’t like onecolour.
Small group experience (circle) to confirm interest in the topic: (describe all parts ofyour circle) In the circle time, I put a bamboo basket of leaves different in size, colour, shape andtexture. I asked the children to help me sort the leaves by colour, shape, size and texture.Then I hid them in various places around the class, and asked the children to tell mesomething interesting about the leaves. We discussed about when leaves change colour, andthen we began an interesting discussion. “N” knows when fall begins leaves start to changetheir colour. “K” said, “I think leaves are bored, so they change the colour.” Then we startedexploring on a large paper what we know about the leaves and created a web. After finishingthe web, I said to the children, “Find the hidden leaves.”Procedure: • Bamboo Basket, • Different colours of Leaves • Floor space and use of circle time to discuss and explore the leaves.Consider the following and fully describe how you INTEND to explore your chosenexperience with preschoolers How will you introduce the experience? According to the book titled Development profiles, Pre-Birth Through twelve, three-year Children sort objects logically on the basis of one dimension, such as colour, shape, orsize, answer simple questions appropriately and ask increasing numbers of questions,particularly about location and identity of objects and people. (Allen, K. & Marotz, L., p.134,135). During free play time, some time I will place before the children some leaves ofdifferent colours and tell them to sort by colour. Some time I will read various types of booksabout leaves such as “Blue’s fall day, Fall Leaf Project.” I will provoke them to hide theleaves and find them from different place in the classroom. I will ask them some open endedquestion like “Where do leaves come from?”, When do leaves change colour?” etc. I will alsogive to the children different types of leaves to touch, feel, and explore.” According to Piaget,children learn through exploration and using all their senses. Vgotsky agrees with Piaget thatchildren learn by doing and emphasize the role of adults. Adults need to ‘scaffold’ children’slearning by asking questions, giving hints. (Bullard, J., 2010, p.11, 12). Children areinterested about the leaves; now, the role of an adult is to scaffold their learning and providethem material and environment to get more experience about leaves.
What lures might you use to attract the children? The lures I will use are to bring leaves of different colour, shape and size and decoratethe bamboo basket with the leaves to attract the children. Also, I will use sentences, such as“How many leaves we have?”, We will hide them many different place in our classroom.”“Who want to sort and hide leaves?” Then I will start singing “leaves, leaves, falling down,falling on the ground, red and orange, yellow and brown falling on the ground.” Preschoolers require support and guidance to fully explore an experience. How will you guide and support their interactions with the materials and each other and with you? COLLABORATION I will guide and support their interactions in the following way: In the free play time, I will make a circle with children. I will first make a set up of theexperience that involves leaves. I will ask them open ended questions to provoke each otherto initiate conversation between them. The questions could be “Where do leaves come from?”“Which season leaves change colour?” Also, I will ask the children how they feel when theytouch leaves. Then I will said to them,“Who want to play with leaves?”“Who like leaves to sort and hide?”“Which colour do you want?”Then I will give them clue how they will hide the leaves at different places in the class room.I will then ask, “Who want to seek the leaves?”“Let’s go to find the leaves.”“How do you feel when you find your leaves?” Closure is important in any planned experience. How will you end the experience with the children? What guidance strategies would be helpful to use? At the end, I will repeat the conversation about the leaves. I will help children to findthe leaves. I will also give cues by telling them, “We found out our leaves, we know lots of
things about the leaves, and we are going to finish our activity.” I will also ask help from thechildren for wrapping up the set up. I hope they will be enjoying while helping me.BEFORE YOU BEGIN YOUR 6 EXPERIENCES IN THE PROJECT, COMPLETETHIS GROUP (CIRCLE) TO BE SURE OF THE CHILDREN’S INTEREST IN THETOPICArrange a date and time to implement your chosen experience using the elements youdefined in your procedure. I observed in my placement center that children are very curious about the naturalthings such as leaves. Based on my observation, I have planned that on October 22, thechildren will play leaf fishing game in the circle time. I have arranged various kinds ofleaves. I will tie 3 feet of string to a wooden spoon and attach a magnet to the end of thestring, and attach a paper clip to each leaf. Then I spread the leaves in the sand table and letthe children try to catch the leaves.Materials needed: various kinds of leaves, 1feet string, wooden spoon, attach paper clip, anda magnet.Name of the experience: Leaf fishing game (cognitive and fine motor activity).Explanation of the experience: During free play, I will make a circle with children. I will set all the materialsmentioned above in the sand table. I will start to communicate to the children about theleaves, by asking different questions about the colour, shape and size of the leaves. Then, Iwill provocate them by asking open ended questions such as “Who want to catch red one?”,“Who want to catch green one?”, “How many leaves do you have to catch?”, “Who havefound three big leaves?” I will also give them clue saying, “Under the sand there are lots ofleaves, if you want you can search, and find some yellow one.” Also, I will read a book aboutleaves. I will them why leaves fall down and where they come from. I will give them visualknowledge by showing leaves’ pictures of four different seasons and explain them how theychange colour from time to time. I will sing a song about leaves like “Fall is here, fall is here,yes it is, yes it is. We can see the leaves change. Then they fall on the ground. Blow away,blow away.” The children will also be singing with me. According to the book titledChildren, Gardener (1993, 1995) believes that schools should foster all intelligences, not justthe traditional linguistic and logical-mathematical intelligences. Teachers should capitalize onthe strongest intelligences of children. Some students may best understand unfamiliar
cultures, for example, by studying their dance, while other students may understand thesecultures by studying their music. (Kail, R. & Zolner, T., p. 341).Appropriate Developmental Goals: This experience will support the fine motor skills by holding wooden spoon andcatching leaves. It will also enhance their cognitive development by identifying differentcolours and sorting objects logically on the basis of one dimension, such as colour, shape orsize (Allen, K. & Marotz, L., p.133, 134). Moreover, it will provide an opportunity of asensory experience of hard and soft feelings. This experience will enhance the language skillsby using the words like hard, red, yellow, and also by asking questions. It will provide socialand emotional development through collaborative performance. It will also provide thedevelopment in physical (fine motor), cognitive, social, emotional and language domains andsupport the development of a whole child.Evaluation and Reflection:NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE (CIRCLE):HOW DID IT GO? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC? It was really a great experience. The children seemed very enthusiastic and interested in futureexploration of leaves. They were very excited in catching leaves from the sand table. Theycaught leaves by colour, shape, and size. Then they compared the number of leaves with oneanother. The experience was really a success.WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY OR WHYNOT? This will work for several reasons: • Fall is the best time to pick leaves as they change colour. Moreover, it is the best time to teach the children about the leaves. • Lots of leaves are easily available. • Leaf is natural and safe. • We have enough time, space and scientific equipment to explore the leaves. • My second web provides lots of opportunity to explore in several curriculums.
Rationale:Dear parents, My name is Sayeda. I am a doing my placement in Muppets Children’s Centre. Incouple of weeks I am going to implement six planned activities based on my observation, andchildren’s cues and interests. My selected topic is related to children’s everyday experiences
with leaves. After observing the children and speaking with them at circle time, I havediscovered that they are so much interested in leaves. Most of the children enjoy playing withleaves, and most of the time they are talking about the leaves, and they enjoy encounters withdifferent leaves. Moreover, leaves are available all around the place. We can integrate leavesin the curriculum to utilize as tools in order to enhance their development of all domains.According to Vygotsky, the difference between what a children can do without the support ofa more experienced caregiver and what the children can do with that support (Kail, R. &Zolner, T., p. 248). Preschoolers are naturally curious and they will have many opportunitiesover several weeks to explore leaves, and they will be benefited in all developmentaldomains. For example, they will feel texture; they will count leaves and define different typesof leaves. It is an open ended experience which they can extend more. The children will learnhow many colours the leaves change, and when leaves change colour, so they will learn aboutthe seasons. Therefore, these experience and environment will work for children as a thirdteacher. This experience is beneficial for preschooler children because they are now atpreoperational stage, and they will learn how to use symbols, such as words and numbers,colour and texture. During this time, the children will: • Sort, classify, and categorize leaves. • Explore and crunch leaves • Compare and contrast the similarities and differences • Make leaves of different colour with play dough • Goop with leaves, using leaves as paint brushes and draw leaves • Collect leaves and pretend that children are squirrels and getting ready for winter • Make head gear and waist gear with leaves and wear them and dance with leave songs. We will be posting evidence and samples of our work. Please check in often and sharethis experience with your children!Thanks for your cooperation,
Sayeda Sultana, Student of Centennial College. KWHL Chart K (Know) W (What do we want to know) H (How will we learn it) L When do leaves change Make leaves of differentFall, winter, spring colour? colour with play dough. How many times do leaves Different colour. GoopGreen, yellow, red, change colour? with leaves, using leavesbrown as paint brushes and colour leaves.Red, yellow, big, How are leaves different? Collect many leaves ofsmall, round, different size, shape, andsquare colour and sort them.In winter all the What happens to the leaves in Collect leaves and pretendleaves fall down. the winter? that children are squirrels What happen to the squirrels? and getting ready for winter.Smooth, rough, How we feel when you touch a Place leaves in the waterrough, and dry. leaf? and sand table to explore and crunch.Make happy sound, How do leaf sound when wind Make head gear and waistcrying, laughing. blows? gear with leaves and wear them and dance with leaf songs.
Bibliography:Kail, Robert V, and Zolner, Theresa. Children A Chronological Approach. Toronto:Pearson,2012. Print.Allen, K. Eileen and Marotz, Lynn R. Developmental Profiles. USA: Thomson, 2007. Print.Bullard, Julie. Creating Environment for Learning. New Jersey, USA: Pearson Education,Inc., 2010. Print.