Documentation for marias assignment

Uploaded on


  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Sensory activity-Tariq is making wheels to his car using a plastic roller-These are the materials used in my sensory activity. The materials seen here are: smooth/jaggedrolling pins, plaster scene , play-doh, child proof scissors, and rollers.-Tariq is looking at the way Noah is designing his logo.-These are the finished work of Tariq and Noah’s logos.The developmental domains used in this activity are: Sensory-The children were feeling, squishing and touching the play-doh, plaster scene Fine Motor Skills- The children were using fingers and hands to grasp materials to make logos. Language and Literacy- The children spoke to one another and to me Cognitive- The children had to think of an answer to the questions i was asking themLanguage and Literacy activity-Tariq reading about fast cars.-Markkus looking at the bottom of the old car and the top of the new car.-These are the materials used in the activity. The materials seen here are: 2 books i got from thepublic library and 4 very different (old and new) hot wheel cars.The developmental domains used in this activity are: Language and Literacy- The children communicated with one another and asked me questions. Fine motor skills-The children used their hands and fingers to hold a book, turn pages Math- The children counted the old fashioned logos in the bookMath activityThe material seen here is what i used for my math activity. The children counted the logos on thepaper to find out how many logos there are for cars.The developmental domains used in this activity are: Math- The children counted the logos Language and Literacy- spoke to one another and helped younger children count, also about the type of cars their parents drive.
  • 2. Social Studies activityTariq is looking at the pictures about rules of the road in other countries and what cars look likein other countries.-Tariq and Markkus looking at pictures from a book about places in London.-Isabelle is drawing a stop light from another country.-This is the material used for my activity. This is a book i got from the public library about mapsand famous monuments in London.The developmental domains used in this activity are: Social Studies- The children learned about rules of the road in other countries in other countries, what cars look like in other countries and different places. Language and Literacy- The children answered and asked me questions.Art activity-This is the set up for my activity. These are materials seen here in my art set up are: Temperapaints, paper straws, boxes, construction paper and glue.Tariq is telling me that he wants to make a garbage truck.Julia is putting glue on her wheels.These are some of what the cars look like done by the children.The developmental domains used in this activity are: Art- The children used their imagination to create their very own cars. Fine motor skills- The children used their palmer grasp to hold materials in their hands. Language and Literacy- I asked the children questions on what they were making and engage them in asking them what those community cars do.
  • 3. Dramatic Play activity-Markkus and Isabelle going to Wal-Mart.-Isabelle and Markkus sitting at the bus stop waiting for the bus.-The bus has arrived and Markkus and Isabelle are boarding the bus. The bus is driven byPatrick.-Patrick looking back to say by to Isabelle as she gets off her stop to go home.-Tariq is driving to the gas station.This is a picture of sign a sign set up in the playground there are many more signs like this set upin the playground such as: wal-mart, tim hortons, pizza pizza and a gas station.The developmental domains used in this activity are: Dramatic play- The children pretended to take on roles in the community Gross motor skills- The children used their larger muscles to ride bikes, and walk. Language and Literacy- The children communicated with one another while shopping and speaking to me.
  • 4. On Monday November 5th 2012 during my block week i started my 6 experiences with thechildren. My first experience was a sensory activity, for this sensory activity the only materials ihad to supply was play-doh (3 jars with the colors blue, green and red the rest of the materials)because the childcare center already plaster scene, rolling pins and child proof scissors. I startedthis activity off by taking out my activities getting ready to take the materials over to the tablebut Noah and Tariq who were the only 2 children there at the time came over and Tariq said“play-doh i have that at home its so fun”. The 2 children asked if they could pick their favouritecolors of the pay-doh then take it over to the table. As soon as the children got to the table theyasked me to help open the play-doh because they were able to open it by themselves and when itwas open the children started to feel and squish the play-doh in their hands. Tariq said “this play-doh is easier to make stuff with” “and i said well that will make it easier for you and Noah tomake your logos”. I then took some play-doh and started to make my own logo so that i could beengaged in the activity as well with the boys. Tariq looked at how Noah was using the jaggedroller to make his logo and then Tariq asked “Noah what are you making” and Noah said “myspider-man logo”. Tariq then started making his logo by taking the jagged roller and passing itacross the play-doh to make jagged designs. Noah asked “can we open the plaster scene tooplease”. I said “ok sure” and so i opened the plaster scene and Noah took some to make his logobigger. I asked both the boys “do you have names for your logos yet?” Tariq said “yes mine ismonster and Noah said “mine is Bobo”. I asked the 2 boys how come you named you logos thosenames” and Tariq said “because mine looks scary with this design” and Noah said i like thename bobo”. After the logos were done i asked the 2 boys “what type of cars did you make yourlogos for” and Noah said “ its for spider-man car” and Tariq said “mine is a monster cars”. Towrap up the activity i said showed the boys my logo and told them i made mine into the shape ofa circle with rough edges and i told them that i named mine “berry” because its a unique namefor a logo and its my very own creation”. Tariq said “Ashley can you take a picture of mine andNoah’s logos so that when we break them we will still know what they look like”. I said to Tariqsure and i have Tariq the camera so he could take the picture himself.During this activity the theorist that was followed in this activity is Albert Bandura becauseTariq was observing the way Noah was using the jagged rolling pin to make designs on his logothen Tariq used the same jagged rolling pins to make the same designs on his logo.
  • 5. On Tuesday November 2012 i did my Language and Literacy experience with the children. Tointroduce this activity i took out the materials i was going to use which were 2 books about( Hot,Fast Cars and a book about Old cars), i also had brought hot wheels cars from home withdifferent shapes based on old and new cars. I didn’t even have to say anything to the children assoon as they seen me take out the hot wheels cars they came running over and asking me if theycould hold them so i let the children hold the cars and i held the books and we went to sit at thetable. When we sat down i let Tariq and Markkus play with the 2 cars for a bit to explore andlook at the cars and see how each one rolls on the table for example if one goes faster than theother. After they were done Tariq took the book about old cars and started to look at it in thebook he found lots of new interesting facts he did not know about. Tariq read the sections toMarkkus and me, I asked both the boys “what difference do these old cars have from the newcars?” Tariq said “the old black cars looks like the one in the book”, “it has no trunk but all theother cars do. As i and the 2 boys looked at the book we discovered old logos and i said to theboys “oh tomorrow i am going to bring a sheet filled of different logos to count”, “how many doyou think are on this page” Markkus said i guess “15” and Tariq guessed “20” and i said “ok letscount and see”. I and the 2 boys counted together and we found 29 old logos Markkus said“woah that’s a lot”. We continued looking and reading the pictures in the book about old carsand we came upon a page filled with different wheels that looked like wheels we have now butsome look a bit different. I asked do these wheels look the same as the new cars now” andMarkkus said “no this wheel is fat” and Tariq pointed out at a wheel and said “this one isbumpy”. I said pointed to a wheel that looked like the wheels that are around now and i said “this wheel can be customised into what you would like your wheel to look like”. Tariq said “doyou think engines work the same” I said “yes they do they will have the same parts to make thecar go, stop and for the wind shield wipers to work but if it is a very old car like the black one ibrought in then the engine will have different parts to it because you will have to do certainthings manually with your hands like roll up the windows”. Then i found the page that had alldifferent parts that make up an engine and Tariq read the names of the parts and what they do tous. Markkus noticed a car that carried the tire at the back and he showed it to me and i said“where do you think new cars keep their spare tires?” Markkus said in the trunk and Tariq saidunder the car” and i explained to the boys tires are usually kept in the trunk but it depends on thetype of car you have because if you had a jeep then the spare tire would be at the back just likethis old car.During this activity the theorist that was best followed is Lev Vygotsky because he believed thatsocial factors play a role in cognitive development. He also believed that This was shown in myactivity because there was a lot of communication between myself and the children. Questionswere asked about things the children didn’t understand and i was able to answer them to help thechildren understand which was a part of social factor.
  • 6. On Wednesday November 7th 2012 i did my math experience. To introduce this activity ireminded Tariq and Markkus of the old book we read yesterday and that we counted the oldlogos. As soon as i put the paper with the logos on the table the children started to point out whattypes of logos their parents have on their cars. Markkus said “my dad has this one” and the logohe had pointed to was the Nissan logo and Tariq said “my dad drives that one too. Sherif said“my mom doesn’t drive and i explained to Sherif that not everyone drives and its ok to walk ortake the bus because i take the bus as well. I asked “who can guess how many logos there are?”.Sherif put his hand up in the air and jumped and said “me” and i said “ ok Sherif how manylogos do you think is on this paper?” Sherif said “10” and Tariq said “no i think “50” andMarkkus said “ 30”. I said “ok well i guess 40”, “lets count together and see how man therereally are”. We counted the logos together and found that there are 35 logos and Markkus said“oh i was closer”. Patrick and Isabelle who were younger preschoolers came over and wanted tocount as well so the older preschoolers helped the younger preschoolers count. Isabelle said“which one do you drive Ashley” I told Isabelle that i take the bus or my daddy drops me off andMarkkus said “you have a daddy” and i explained to the children that i have parents, brothers,aunts, uncles, cousins just like them. The Isabelle asked me how old i was so i told the childrenthat i was 19 years old and Markkus said “you’re old and Tariq said “no that’s not old. To wrapup the activity I said asked the children which logo is your favourite logo Tariq pointed to thejaguar logo and said “this one if my favourite because its so fast. Isabelle pointed to the bmwlogo and said “this one”, Markkus said “ i like the “Nissan logo because my daddy drives thatone”. To end off the activity Tariq asked me what my favourite logo was so i told him myfavourite logo is a BMW because i like the way the logo is designed.During this activity the theorist that was best followed is Lev Vygotsky because the olderpreschoolers were helping the younger preschoolers scaffold while counting together to find outhow many logos there were on the paper. Also there was a great deal of social interaction on thechildren communicating and showing each other the type of cars their parents drive.
  • 7. On Thursday November 8th 2012 i did my social studies experience with the children. Tointroduce this activity Tariq came up to me while i was sitting on the couch reading a book andasked me what activity i had planned for today. I explained to Tariq that we will be looking atpictures from different countries about the rules of the road and a book about London ondifferent famous places in London. Tariq then said “can i see now” so i went and got mymaterials and Tariq sat down with Markkus at the couch and started looking at the pictures i hadof different countries such as China, India, Egypt, London and Australia, also i had pictures ofdifferent states in the Bahamas, and in France. Isabelle came over and seen the big stop lightsthey had in London and she said “i like this one im going to draw it” Isabelle took a sheet ofconstruction paper and put the picture of the London stop lights beside her and started to drawthe lights”. Tariq looked at the London lights and liked it as well and said “that’s cool”. Tariqlooked at India’s traffic on the roads and said “wow that’s crowded”. I said “yes it is becauseIndia doesn’t have stop lights or much space to drive because their roads are narrow”. I askedTariq and Markkus “do you think the cars look the same compared to cars in Canada?” Tariqsaid “No because those taxis dont look like the ones here”. Markkus was more into looking at thebook about Londons maps and places. Markkus said “London has a lot of places to go too”,Markkus noticed the Buckingham Palace and asked “is that where the Queen lives and i said“yes it is” and Tariq said “oh i have seen that place on tv”. I told the boys that i want to visit theBuckingham Palace some day because i would like to meet the Queen. Then i asked the boys ifthey would like to meet the Queen some day too and Markkus said “yes”, and Tariq said “ofcourse”. Tariq asked me “what do cars look like in London?” I said “here look i have a pictureof what buses look like”. We looked at the pictures of the buses and both Markkus and Tariqthough the buses were very different from the ones in Canada. After looking at all the pictures itold Tariq and Markkus that not all countries drive on the same side of the road as Canada i toldthem about countries to drive on the other side such as China, Egypt and many more.During this activity the theorist that was best followed is Jean Piaget because schemas took placein this activity. The children used their cognitive skills to learn about rules of the road indifferent countries and different names of states and on maps. Also put their exisiting knowledgeof some places into affect an example of that would be when both Markkus and Tariq recognizedthe Buckingham Palace.
  • 8. On Friday November 9th 2012 i did my Art Activity with the children. To introduce this activityit took a lot of work when the children were out of the room and in the other room that is beingtransformed into a toddler room i set up the activity on the table. I had to set out all of thematerials i would use and the boxes i brought into the center for the children to use for their cars,i also had to take garbage bags on the floor around the table and on top the table so that paintwouldn’t get on the floor. When the children came back into the room they ran to the table andsat down and read the sign that was on the table that said make your own community cars thenthen the children asked me if they could start. First before we started i asked the children “whattype of community cars are you going to make?” Tariq said “im going to make a garbage truck,Markkus said “im going to make lightening Mc Queen, Julia said “im making a taxi”. I askedJulia “what does a Taxi do” and she said they pick up people”. I asked the children why they aremaking these community cars and Tariq and Markkus said its their favourite community cars”.Then Markkus asked me what my favourite community car was and i told the children that myfavourite community car is a fire truck because they have a long hose on it that out fires. AsTariq was making his garbage truck i asked him “how does a garbage truck collect garbage” andhe said people put their garbage outside. I then said “well how do people that live in building gettheir garbage collected and he said they put it out too, the he stopped and said “no I dont know”and i explained to Tariq that people throw their garbage down the garbage shoot and it goes intoa huge blue or green bin then the superintendent will put it outside for the garbage truck tocollect it. I went over to Patrick who is a younger preschooler and i asked him if he wanted somehelp and he said “yes” so i helped him with putting glue on his box for his to glue hisconstruction paper on. I asked Patrick “what are you making Patrick?” He said “race car vroom”and showed the actions with his arms. When the children were done they asked me to help themwrite their names on the boxes and then they put their boxes on the window sill to dry.During this activity the theorist that was best followed is Lev Vygotsky because there wasscaffolding between myself and Patrick who I have helped with gluing construction paper on hisbox.
  • 9. On Monday November 12th 2012 i did my dramatic play activity with the children. Thisexperience took place outside during outdoor play. To introduce this activity the playground wasset up with signs going around with different store names such as pizza pizza, wal-mart, gasstation, metro and many more, also there was chair set up as a bus stop and bikes the childrencould use to drive, shopping carts and dolls and strollers for children pretending to be a mommyor daddy taking their babies shopping. I took turns being a bus driver and a passenger with thechildren. As i was waiting on the bus Isabelle was sitting beside me waiting for the bus as well soi leaned over and asked “excuse me miss but do you know when they next bus iscoming?”Isabelle looked at her hand and said “1 minute..look there it is”. Patrick who was thebus driver came and we go on the bus and ask Patrick rode around i rung the bell and got off atWal-mart and Isabelle got off at Pizza Pizza . After i was done shopping i got ready to go backhome and i waited on the bus again. Isabelle and Markkus continued to be shopping and waitingon the bus to go places. I and Sherif pretended to be at the gas station waiting to serve peoplewho came to get their gas tank filled back up. I had tied a skipping roped to the side of the gateand we used the ends to fill up cars. Tariq was our first customer i cleaned his windshields andSherif filled his gas tank up, then Tariq asked “how much should i pay Sherif for the gas andSherif said “$50” so Tariq paid Sherif and off he went. Markkus and Isabelle who were doneshopping i asked them “what did you guys get” Markkus said “i got food and Isabelle said “i gotclothes for my baby”. To end the activity off the children and i ended up playing until it was timeto back in for lunch so i let the children know 5 more minutes until we tidy up to back inside.During this activity the theorist that was best used is Lev Vygotsky because he believed stronglythat community plays a central role in the process of "making meaning. In my activity thistheory was clearly shown because the children understood how the bus service worked, gasstation and stores because i didn’t have to explain to the children what we are going to do theyalready knew. Also Isabelle showed the process of making meaning when she went to buyclothes for her baby she understood that it was cold outside and her baby would be cold withoutany clothes on, she knew which store to go to in order to get clothes for her baby.
  • 10. Since i was not able to leave placement and i wasn’t able to get a guest speaker i think i could’vedone way more on this topic. If i had a chance to bring in a guess speaker i would’ve gottensomeone that is a mechanic to talk about cars and the way cars work. Also if i was able to leavethe school with the children then i would’ve take the children to an actual real car and have theguest speaker show the different parts of the engine, tell the children the names and what eachpart does for the car, the talk about how things are sold at a dealership and get the mechanicsinsight on what type of car they think is the best. If i could i would’ve also gotten someone thatworks in a store that i had set up in the playground to come and talk to the children about theservices the stores offer, rules of the store and what is sold at the stores. I think that if i could’vefound people to come in that it would’ve helped from a professionals point of view to teach thechildren about their area of expertise because the little that i know about care i tried my best togive the children as much information an educate them on the topic as much as possible. Eventhough the book that i brought in about old fashioned cars and new cars have engines and howthey work in them i think it would be alot better if the children could actually experience lookingat a real car engine.The reason i came up with a hypothesis is because i took cues and interests i took from thechildren. At the beginning of my placement i noticed that my ECE was encouraging the childrento learn about cars, she would do a lot of actvitiies based around cars and i seen that all of thechildren participate in these activities. When the children are on their own they will play with toycars and read books about cars and even start up an spontaneous activity around cars without theECE’s help. The brainstorming web was where i got all of my ideas on the children gave me allsorts of ideas such as:Know:-The children know that there is no dealerships around St.Boniface.-Know that the cars are different colors-Texture of wheels, shape, size, colors-Come from dealerships-Can name certain amount of logosWhat the children want to learn:-How fast can cars go?-How many logos are there?-Variety of different kinds of logos?-Where do cars come from before they go to dealerships?-How do car engines work properly?-How are wheels made?After the process of 6 activities the children learned:-The most favourite type of wheel is Dunloe Cord-Old fashioned cars are very different from new cars; trim of cars are different, old fashionedcars have spare tires located at the back.-Different parts of old fashion cars
  • 11. -Wheels and parts of engines look different-There are 34 different logos; learned new ones as well-Learned new places in London-Different rules of the road in other countries-Discovered favourite community stores-Least favourite type of wheel is spinning a disc.By doing these activities i also learned:-Children’s favourite community cars-Favourite logos-Cars their parents drive-I have learned that my favourite logo is a BMW-Lots of old fashioned logos that aren’t around anymore. Centennial College Early Childhood EducationStudent Name: Tanuja SinghAgency: St.Boniface Jr.YMCAAge range of children: 3-4 1/2Centre Focus: Emergent Curriculum ANECDOTAL OBSERVATION POSSIBLE CUES In September during my first week of placement I noticed that my ECE did a lot Developmental Cues: of spontaneous activities about cars. The Children were reading books about cars, -Signs of evidence that the children are and were learning about dealerships. The able to identify certain brands of vehicles, children did a lot of dramatic play- for and know the rules of the road based on indoor play they would use their chairs to pretending to drive during outdoor around to pretend that they were at a (The children would stop at yield signs). drive-thru ordering food, and for outdoor play the children would use bikes as cars.
  • 12. On a big piece of paper I helped draw -Can identify different color cars, sizes roads with the children, some of the children were able to tell me where they lived and what stores or shops were -Uses imagination to create drive-thru, around their houses. restaurants, or cars to drive to many-During outdoor play the children were able places around their communities (they to identify certain vehicles that passed by pretend to go to stores during outdoor the school. play). Interest Cues: -Reads books about cars, and brings their own cars from home.Possible Interests Web:-Brainstorming ideas based on cars as the topic-When I am finished brainstorming ideas with the children I will put the brainstormingideas under developmental domains such as Literacy and Language, Math, Science,Social Studies, Music, Art, Sensory, Drama.
  • 13. Small group experience (circle) to confirm interest in the topic: (describe allparts of your circle)-I will bring in some small toy cars based on different shapes, sizes and colors, so that thechildren could hold and look at the cars physically to help generate ideas. The children can feeland explore the different types of cars and then I will ask the children open-ended questionsbased on the children’s developmental cues “What can you tell me about cars”? “What do youknow about cars”?Procedure:-6 cars-Floor space to explore the variety of cars.-Markers-Chart paperConsider the following and fully describe how you INTEND to explore yourchosen experience with preschoolers  How will you introduce the experience? -I will bring out the small cars along with the chart paper and markers and then set the materials on the ground.  What lures might you use to attract the children? -I will use the cars, chart paper and different color markers to entice the children. Then I will ask the children if they would like to help pick the color of markers they would like me to use for their ideas.  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
  • 14. -I will give the children choices of markers they would like me to use for their ideas. I will ask questions based on the cars the children have in front of them to be able to guide them I will ask “what do you know about cars?” and what would you like to learn about cars? With asking those 2 questions it will make it easier on the children to generate ideas rather than confusing them.  Closure is important in any planned experience. How will you end the experience with the children? What guidance strategies would be helpful to use? -To end the experience I will ask the children what they thought of this activity and then I will ask “what activity would you like to start with”? I will tell the children that they can help pick the activity off the chart for everyday during block week starting from November 5th.BEFORE YOU BEGIN YOUR 6 EXPERIENCES IN THE PROJECT,COMPLETE THIS GROUP (CIRCLE) TO BE SURE OF THE CHILDREN’SINTEREST IN THE TOPICArrange a date, and time to implement your chosen experience usingthe elements you defined in your procedure.-Starting from November 5th through block weekEvaluation and Reflection:NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE(CIRCLE):
  • 15. How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?-After enticing the children with bringing out toy cars, a few of the children asked to hold thecars. So I allowed the children to carry the cars to the circle area. I asked one of the boys thathad been standing beside me if he could carry the markers to the circle area. I then asked “whatcolors would you like me to use for your ideas on the web”? The children took out the colorsthey wanted and then I asked “what do you know about cars” and then one of the child startedlisting what they knew and wanted me to specifically write it down in blue. Then I asked “Whatwould you like to learn about cars and the child started telling me what he wanted to learn bylooking at the cars that was laid out on the ground. After I was done I discussed my ideas withthe children and wrote it down. I let the children play with the cars while we were brainstormingbecause I wanted to see what they would say and one child said “these cars look different onedoesn’t have a hood but the other one does how come”? I told the child because that’s an oldfashion car from 1970’s and the children had gotten really interested in what I was telling themwhich brought about more ideas on the history of cars, logos and differences in shapes, sizes.We moved on to listing our ideas on the developmental domain webs and the children told mewhat activities they wanted to do under certain domains. After the activity was done one of theboys said “I can’t wait to do these activities”. “When are we going to do them”? I explained to theboy when and the date and he sad “okay”. I asked is there anything else you would like to addto the web and he said “no that’s it”WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY ORWHY NOT?-The inquiry process will work for many different reasons: The children have displayed a great deal of interest in cars for a while by talking about cars with each other and having spontaneous play every day since I have started placement. The children generated a lot of ideas around cars on the brainstorming web and they gave a lot of ideas on activities on what they wanted to do under the developmental domains. Planning around the topic of cars will broaden the children’s knowledge on cars and add to what children know about cars and what they want to learn.Dear Parents/Guardians:
  • 16. The reason I have chosen this topic to do my project on is because since I have started myplacement here at St.Bonifce which was in early September I notice that your children readbooks about cars, during indoor and outdoor play the children will pretend to have drive-thru,using bikes or chairs as cars and pretend to drive to stores around their community. One day Ihelped the children draw roads and together we labelled dealerships that vehicles came from.Since October 2nd based on the cues and interest that your children show for cars, I have beenworking with them on brainstorming ideas on cars. After brainstorming ideas and collaboratingwith your children we will put our ideas into activities under developmental domains which willhelp your children broaden their knowledge on cars and experience new learning opportunities.The week of November 5th I will be here all week where I will be doing activities with yourchildren based on cars. This will help to expand your children’s knowledge on cars andhopefully have them learn some new and fun facts about cars.During this time the children will:-Share ideas on what they know about cars, and what they would like to learn-They will be learning interesting facts about cars (how a car works or where do cars comefrom).-Compare differences on the looks of cars-colours, shapes, sizes, and texture of wheelsThe brainstorming and developmental domain web will be posted October 23 rd, 2012.Sincerely,Tanuja