Iram preschool project initial planning sheet (14)
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Iram preschool project initial planning sheet (14) Document Transcript

  • 1. Centennial College Early Childhood EducationStudent Name: ___Iram_ Hamid__________-___________________________Agency: _Chester YMCA_____________________________________________Age range of children: ____3 yr and 5yrCentre Focus: __Emergent curriculum_______________________________________ ANECDOTAL OBSERVATION POSSIBLE CUESIn the afternoon, Child A andChild B were in the dramatic Developmental cuesarea. Child C was in the literacyarea. Child A was sitting on the -Pretend play(make believe play)carpet with the basket of fruitsand vegetables. She picked -Able to hold fruit and vegetablebroccoli with her right hand and (palmer and pincer grasp)said “I am going to cut broccoli,it’s my favorite. Then she picked -Able to express their ideas.a knife from another basket andstood up; and put broccoli and Able to speak full sentences.knife on the table. Child C, whowas in the literacy area, walked -Able to socialize.towards dramatic area. He pickedcorn from the fruit and vegetable -Able to negotiate.basket and said “I eat it”. Child Ascreamed and said “don’t touch, -Able to sit and standits mine.” Child C threw the corn independently.on the carpet and went back tothe literacy area. Child B whowas wearing a princess dress,alking towards fruits vegetableshelf. She bent down and picked Interest cues
  • 2. up an apple with her right hand -Difference between fruit andfrom the basket and said “I am a vegetable.princess, I like apple.” Child Asaid, broccoli is better than apple, -Cut and cook with fruit andit makes me strong. Child A said vegetable.“But a princess like apple.” Fruit and vegetable makes us strong.Possible Interests Web:
  • 3. Small group experience (circle) to confirm interest in the topic:(describe all parts of your circle)During free play time I sat with the children in the dramatic area. Iplace the fruits and vegetables basket on the carpet. We talk abouteach other’s favorite fruits and vegetables. Children also mentionabout the sizes, textures, taste and colors of fruits and vegetables.They are very well aware of the fact that fruits vegetables make thebody strong helps to grow. Some of the children also mention howthey eat the fruits. E.g. “I peel the banana and then I eat it.” “Mangoand banana are same color” .One child told that his mother bake avery yummy apple pie.Procedure:-We have enough space and props in the area.-There were two Baskets of fruits and vegetables in the area.Consider the following and fully describe how you INTEND to exploreyour chosen experience with preschoolers  How will you introduce the experience? After the naptime, when the children start their free play, I invite the children to have party in the dramatic area. Then I ask the children to help me to bake pizza for the party. In this way, I will encourage them to tell me their favorite topping for pizza. I will start it with my favorite topping and then I let them share their favorite fruits or vegetable topping for the pizza.
  • 4.  What lures might you use to attract the children? We have fancy dresses and recipe books in the dramatic area. I will let the children to dress up and to see the recipe book; and tell me their favorite recipe for the party. 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 First, I will invite a small group of children dramatic area. We have enough props for the children and I also make sure that every child have an equal opportunity to experience and share their ideas and thoughts. I will ask open ended questions and make an eye contact. I will actively listen their opinions and add more information to their previous knowledge. I will also give them gentle remainders to share and respects other children’s ideas. Closure is important in any planned experience. How will you end the experience with the children? What guidance strategies would be helpful to use? First, I will make sure that each child have the opportunity to share, experience and explore the props. Then I will ask them to help me to tidy up the dramatic area. In this situation, I will use redirection and choices direct guidance strategies. I can redirect them to the Art area where they can draw their own favorite fruit and vegetable. Furthermore, I can give them the choices to stay at the same area or read a book in the literacy area.
  • 5. BEFORE YOU BEGIN YOUR 6 EXPERIENCES IN THE PROJECT,COMPLETE THIS GROUP (CIRCLE) TO BE SURE OF THECHILDREN’S INTEREST IN THE TOPICArrange a date, and time to implement your chosen experienceusing the elements you defined in your procedure.Evaluation and Reflection:NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE(CIRCLE):How did it go? ARE THE CHILDREN STILL INTERESTED IN THETOPIC?Children are really interested in the topic. In fact, they are so curiousand eager to learn more. Children shared real life experiences andtalk about which fruit and vegetable they liked and why. For example,one child mentions that he likes apple and watermelon because bothare round and juicy.WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHYOR WHY NOT?The inquiry process work very well, as children demonstrate thetremendous amount of awareness and interest about the topic. Theyalready have lots of knowledge and every day hands on experiencewith fruit and vegetable. They have easy access to real fruits andvegetables and fake ones. The dramatic area is spacious and wehave enough topic related props in the area.
  • 6. . Kwhl chart K(know) W(what do we want H (how will we learn L to know) it)We get fruits and Where do fruits and Collage of fruits and Wash fruits andvegetables from vegetables come vegetables vegetables beforegrocery store, trees, from? (Art) eat. We can growgarden and ground. fruits and vegetables at our home (back yard.)Taste, colour smell of How fruits and Experience the real Fruits are moredifferent fruits and vegetables differ? fruits and vegetables colourful juicer andvegetables. by cutting touching, sweet as compared tasting. to vegetables. Some (sensory) fruit’s skin colour is different from its flesh colour. Vary in smell and taste.we can make or cook What we can make Play shopping and We can use bothdifferent food with or cook from fruits make fruit and fruits and vegetablesfruits and vegetables. and vegetables. vegetable salad. for cooking. They (drama) change colour and become softer when cooked.Size, and colour of What are different Sort, count and One fruit ordifferent fruits and size and colour of classify fruits and vegetable can havevegetable fruits and vegetables. different Kinds, vegetables? (Math) colour and sizes. What fruits and Discuss how they Fruits and Fruits and vegetables vegetables do to our grow and explore vegetables haveare good for health. body? different seeds of different size and fruits and colour seeds. We eat vegetables.(science) some fruit’s seeds. Apples have star shape inside.Veggies are greener. How do fruits and Singing songs of Learned songs about vegetables are same? different fruits and fruits. They also vegetables learned that we (Music) burnt if we touch hot veggies. Veggies are leafy.
  • 7. .