Reflection on phase 2 3 project

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Reflection on phase 2 3 project

  1. 1. ReflectionThe projects that I made at the center were about fruits. It was based on myobservation and the interest of the children. The planned activities weredevelopmentally appropriate for the preschooler.In the science experience, children learn the process of making “banana” fruitshake. The children gather around the table and I showed them what weneed for making banana shake. I set up by putting all the necessaryingredients such as: ice cube, milk, bananas, blender, and wooden skewers.During the process of the experience, we develop self-help skills, language,sensory and cognitive domain of the child. The theorist that influenced me inthis particular activity is Lev Vygotsky : “where an adult need to scaffoldchildren’s learning by asking open ended question and giving hints” (Classhand-out, ECEP 231 by Chris). Another theorist is Jean Piaget: “children learnthrough exploration and all using their senses and adult need to set up theenvironment (Class hand-out, ECEP 231 by Chris)”.By following the Vygotsky and Piaget’s theory, I set the environment in a waythat I can provide enough materials for the children to participate andexplore the activity. The setting was in a child size table and chair. During theprocess of making the activity, I asked open ended questions to the children.In this particular activity, I demonstrated and encouraged self-help skills byletting each child to put an ice cube in the blender. I let another child to putthe banana and pour the milk in the blender. Children learned the skills inholding the tongs and pouring milk. I asked them open-ended question like:what kind of shakes do you like? Children answered: “I want strawberryshake and banana”. I told the children I like mango and buko shake. Whatkind of fruits did you make in your shakes? I observed that most children likestrawberry shake because they answered strawberry. Did you like ourbanana shake? Some children liked it because they asked for the secondserving while others did not even finished the small serving they have.
  2. 2. In the other activity like dramatic play, sensory and art, a combination ofBandura, Piaget and Vygotsky theories were applied. Bandura believed thatchildren learn by imitating adults who are important in their lives. During ourpuppet activity, I showed the children how I introduced my fruit puppet inthe show. I gave each child a puppet to present and say something about it orimitate the teacher. Scaffolding and giving the children hints to develop theirideas and creative thinking. Children were able to express their thoughts andfeelings.In the art and sensory activity we made fruit kebabs. In this activity thefollowing developmental domains were developing: fine motor, language andsensory skills. Language development when we talk about the different fruits,colors, seeds in the fruits, and where fruits come from. Sensory and finemotor skills were developing when children held and touched fruits inmaking kebobs and tasting too. I can say that making a kebab is also an artbecause the finish product will depend on how you make. It will depend onwhat fruit you put in sequence that will create a different appearance fromthe other children’s kebabs. The artistic ability of the child will be developingtoo.In math activity, the children learn about measurement using tape measureand ruler. They also learn numbers and classifying and sorting between bigand small fruits. Showing children how to measure and read the tapemeasure like inches and foot/feet. They also classify according to colors likeall yellows, all green, etc.
  3. 3. Closure Summary:I gather the children and we sat on the chair, and I showed to everyone thescrapbook of our activities from day 1 to the end. The pictures will remindthe children what we did and I asked them what they enjoyed most and whatdid they learn from it. Some children cannot recall so I have to retell theexperiences and scaffold them by giving hints on the particular activity. I alsogave each child a picture of our activity and asked them to stick on the Bristolboard to create a collage of our experiences. Each child was asked on whatthey learn, or like about the activity. One child said: “I liked strawberryshake” while the other said: “Banana shake is good”. Another said: “I likefruit kebabs”.It appears the children enjoyed making the fruit kebabs. Everybody was ableto stick the fruit in the wooden stick without any assistance. Each childfinished all the fruits they have. I asked the child what did you feel when youhold the peach and apple, the child said: “peach is soft and apple is hard”.One child said: “I learn to make fruit kebabs” another “I learn to sort big andsmall”. Another said: “I learn to measure and numbers”.In conclusion, the children learned and enjoyed the activities we had aboutfruits. Developmental domains develop by these activities were language,cognitive, and sensory. The children vocabularies increased, learn creativethinking and fine motor development. Children also learned self-help skills.Based on my observations in collaboration with the children, it appears thatchildren are still interested in fruits so I have listed some future activitiessuch as:**Field trip to the farm
  4. 4. **Experiment and make dried fruits**Prepare fruit salad**Growing fruits tress**Learn about exotic fruits**Make fruit jams**Fruit carving**Learn the different vitamins and minerals found in fruitsThese future activities will expand their knowledge about fruits. They willexplore and study deeper on fruits. Children will have more hands-onexperiences and testing to make. Field trip to the farms will be an interestingexperience too.
  5. 5. REFERENCES:Class hand-out, ECEP 231 by Chris Cadieux

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