THE PROJECT APPROAH ~ PHASE ONEBY: STEPHANY DANGELOCOURSE CODE: ECEP 229DATE DUE: TUESDAY, OCTOBER 23, 2012TEACHER: MARIA ROBERTSPROJECT SUBJECT: TRANSPORTATION (VEHICLES)
Centennial College Early Childhood EducationStudent Name: STEPHANY DANGELOAgency: Danforth Child Care CenterName of children: Children’s: Rion, Shemar, Thomas, Cora, Vivien, Armaan,Chris, Joseph, SamAge range of children: 3.5 -4 yearsCentre Focus: ELECTIVEDay of Observations: Thursday, October 11, 2012ANECDOTAL OBSERVATIONOn Thursday, October 11, 2012ECE teacher Yuki and Observerwalked the school age children,Rion, Shemar, Thomas, Cora,Vivien, and Armaan to their school.As we all walked on the sidewalk, afire truck sped on the street awayfrom us. As the fire truck passed us,Thomas said, “That’s a new firetruck! The fire truck house is overthere” Thomas pointed to his leftwhere there was a fire station on theother side of the street. After theobserver had looked in the directionThomas had pointed, the Observersaid “ hmm, maybe we can go visitPOSSIBLE CUESDevelopmental cuesAsks questions whenunfamiliar with objectsAble to remember familiarlocations and past eventsAble to identify/categorizevehiclesUnderstanding of speed andsizesInterest Cues
the fire house one day.” Thomas hada smile on his face as he told theObserver he had already gone to thefire station and then told theObserver who he had gone with.As Yuki, the Observer and thechildren continued to walk towardsthe school, Armaan and Vivien hadbegun a conversation regarding whatthey saw in front of the schoolpreviously. Vivien said “I saw amonkey in front of the schoolbefore!” Armaan had said, “I saw arace car in front of school! It wasfast.” Yuki had replied with “thereare no monkey’s at school! But wedid see the sport car, and it did govery fast!” Armaan then had said “itwent so fast no one could see it whenit moved!”When the school age childrenwere dropped off at school and Yuki,the Observer and Shemar walkedback to the center, Shemar pointed tothe sky and asked the Observer,“what is that?” The Observer lookedup and saw that it was an airplanethat looked like a jet, but wasn’t sureand told Shemar that it was like anairplane but smaller and really fast.Shemar then said “is it faster than arace car? The Observer told ShemarSpeedsSizesNoises of different vehiclesThe different vehicles (firetrucks, race cars,airplanes/jets, trucks, trains)
that she “did not know” and that theywould ask someone in the center ifthey knew.The same day, the Observernoticed Joseph and Chris playingwith toy trucks and play pretendingwith them. “Vroom vroom my car isbigger and faster vroom vroom”, saidJoseph as he pushed a blue truckback and forth on the carpet in frontof him. Chris, in response grabbed abigger truck and said “my truck isbigger than yours and it makes morenoise!” He then pressed the horn onthe toy truck. As this was happening,Sam walked towards Chris andJoseph and watched the two boys.As Chris and Joseph continue to hittheir trucks together, Sam said, “Iwant to drive the train”. Chris toldSam that these “trucks are trucks andnot trains”. Chris then pointed to thebin of trains to his right and told Samthat the trains were “over there”.Sam walked over to the trains andbegan to pull out three trains and said“choo choo” as he ran the trains backand forth in front of him on thecarpet.
Small group experience (circle) to confirm interest in the topic: (describe allparts of your circle)As part of the afternoon circle, I had gathered a variety of transportationtoys, such as cars, trains, trucks, airplanes and bikes. I had placed them in themiddle of the circle area floor and asked the children to sit around the toys. I askedthe children to name each of the toys and how they are used, where they are used. Iasked them which types of vehicles they liked and which kind they have ridden on.After all the children had had their say, I asked them what they found interesting,or “cool” about any or all sorts of transportation.As the children talked about what they liked or knew about all types oftransportations, I had a piece of paper laid on the table. I asked them to come overaround the table and to tell me more of what they know about transportation(vehicles) and what do we want o know as I wrote down all that they were saying.And that is how our exploration Web was started.Procedure:Different types of transportation toys (cars, trains, trucks, airplanes andbikes)Floor space and use of circle time to discuss different types of transportationLong table to explore more ideas on transportationConsider the following and fully describe how you INTEND to explore yourchosen experience with preschoolers
How will you introduce the experience?I will introduce the experience during a SPONTANEOUS circle time! I willgather the children in a circle and have with me, just like the beginning of theexploration web, a variety of transportation toys. I will ask them if theyremembered what we had talked about regarding transportation (vehicles) andwhat we could do with them. I will then mention that since transportation is usuallyoutside, we will be taking these (transportation) toys outside when we go play. What lures might you use to attract the children?I will use a selective amount of transportation toys, enough for all thechildren, and bring them outside with us. I will spread the toys out through the playarea. I will be placing a few on the sandbox, some on the grass, and some on thepavement. I will also have road signs and place them on the pavement. As well as abin filled with water. Preschoolers require support and guidance to fully explore an experience.How will you guide and support their interactions with the materials and each otherand with you? COLLABORATIONI will go over to all the sections and observe what the children are doingwith the toys first. I will co-play with the children and get a feel on how thechildren are liking the activity. I could interact and ask questions on what they aredoing and why they are doing it. I could help them expand on the activity (addwater to the sand so the tractor lifts “dirt” up rather than sand), place “people” intheir way and see how they act and what they do. Closure is important in any planned experience. How will you end theexperience with the children? What guidance strategies would be helpful to use?
By ending the activity, I would have the children come inside and draw apicture (using markers, crayons or paint) of which type of transportation they likesbest and to tell me why. Then the children could show everyone, (once the picturesare dried) what they had drawn and I would post the pictures up in the room foreveryone in the center to see when they come in, as well as parents.
Evaluation and Reflection:How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?The circle went well for a large group of children! There were 16 children inthe circle and everyone wanted a say. I had a few children who were really eagerand excited to continue on about the subject and they were the ones who got thewhole group going. There was a lot of repetition and of course a lot of“Stephanyyyy, so and so is copying what I just said!” but I must say the group heldon great.After bringing the toys outside, the children were running in all directions tosee what I had placed where. After assessing, some children got in there littlegroups and started playing in the same area. Others really stopped and thoughtabout where they wanted to go, some wanted the sand and the water, so I placed abin of water near the sandbox and I placed a bin of water and sand on thepavement. Children added dinosaurs to their games and a couple of childrenwanted to see if a big bouncy ball could roll over a toy truck.After observing the children playing with the transportation toys for a good45-50 minutes (I was so surprised it lasted THAT long!) I concluded that most ofthe children in the class are somewhat interested in the further exploration oftransportation. I hope, by the way some of the children were playing andenthusiastically talking about the various types of transportations that I will haveno problem with implementing my activities with the children.WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY OR WHYNOT?` I do believe it will work, we have the time (block week!!), the center has avariety of transportation sorts, I have children who are most enthusiastic aboutcertain types of transportations, and based on what the children know and want toknow, I have been able to create many experiences that I would like the childrenexplore.
POSSIBLE EXPERIENCESSensory – Vehicles in water, sand, salt (snow)Literacy – Match transportation to word, Reading and ReflectingScience – How do boats not sink? How do airplanes fly? Making boats andairplanesMath – Sorting/Matching, comparing weightArt – Paints tracks, Make own transportation vehicleMusic – Sing songsDrama – Pretend Play
Rationale:After observing the children and discussing with them at our circle timeabout transportation, I found out that they are very interested in the further learningof transportation!Our Senior Preschool children are inquisitive about vehicles and what theydo, and will have many opportunities over the next week to explore all types oftransportations, perform supervised experiments and deepen their understanding ofwhat transportation is and share their ideas with everyone.During the following week, the children will be:• Pouring, scooping, lifting sand/water/salt with various types oftransportation toys• Partaking in pretend role playing• Weighing and comparing different vehicles• Sorting and matching• Singing songs of different types of transportation• Creating tracks with various types of transportation• Creating their own favorite vehicle• Familiarizing themselves with new transportation words• Exploring how things moveWe will be posting our art work and discoveries through the classroom, and takingwhat we learned that day home with us to share with everyone! Please expect yourchild’s cubbies to be filled with all means of transportation!Centennial student,Stephany
Kwhl chart“Transportation”K(know) W(what do we wantto know)H (how will we learnit)LComes in differentsizesHow heavy can theybe?We can use ameasuring scale andmeasure the trucks vstrains!Moves in differentspeeds, some fastsome slowHow do they move? We can put boats inwater and cars onpretend roads as wellas tractors in the sand.It takes people (andanimals) places, (youride on it)Who drives it?We can look at bookand see who the driveris to all the vehiclesand what the drivers“special names are.It (usually) movesoutsideWhat do they do?We can take a look atall the special jobsdifferent vehicles have,and act them outCars, trains, boats,trucks, garbagetrucks, fire trucks,airplanes are all sortsof transportationWhat sounds dodifferent vehiclesmake?We can look at a bookthat shows us all thedifferent soundsvehicles makeRiding can be funWhere can we find thedifferenttransportation?We can have thechildren look fordifferent types oftransportation whenwe are outside, playingor walking