Centennial college early childhood education curriculum1

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Centennial college early childhood education curriculum1

  1. 1. December 7AnInvestigationon Tigers 2012ECEP 229 Instructor: Maria Roberts Erica Addoh
  2. 2. Centennial College Early Childhood EducationStudent Name: Erica AddohAgency: Brookside Family Day_____________________________________________________Age range of children: 3 1/5 to 4Centre Focus: High Scope ANECDOTAL OBSERVATION POSSIBLE CUESOn October 1st During free play the Developmental Cuesobserver watch the children dump theanimal toys on the carpet and began Able to recognize differentmocking the noises of the animals. Theobserver walked over and sat with the animals and the sounds thechildren and asked them what their animals makefavorite animal was, each one of themshouted a different animal Able to recognize color and“Horsey!” features of the tiger“Elmaphant!”(elephant)Once [K] shouted “tiger!” all thechildren agreed “tiger big and stronglike spider man.” [A] Said posing likespider man. The observer got upquickly off the floor and took a pen andpaper to write notes.“Tiger scary …roar!” [K] Said with hisarms in the air.“I am a tiger.” [I] jumped.The next day the observer brought adrawing of a tiger to the center andasked the children what is this animalon the paper.“Tiger!” the children shouted
  3. 3. Possible Interests Web:Small group experience (circle) to confirm interest in the topic: (describe allparts of your circle)When I brought the picture to the children and asked them what animal wason the paper they instantly recognized the tiger and seemed very excitedwhen seeing it the children shouted “Tiger!” I asked them what they knowabout tigers and wrote down everything I was able to copy on the paperwith the tiger’s picture.(See above)
  4. 4. Procedure:  Brought a drawing of a Tiger to a table with the children, during free play.Consider 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 by reminding the children about what animal we talked about during free play. Then gather them around me with a story about tigers.  What lures might you use to attract the children? I will have a table set up with the materials I plan to use and wait for the children to ask “what are doing?”  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? COLLABORATIONI will sit with them through the whole experience and guide them throughany of the experience that they will need guidance. Also I will ask thechildren open –ended question to keep them interested and workingtogether.  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 sit with the children and show them everythingthey did and learned in a little booklet that I will create for the center andparents to see. I will actively listen to the children and give positivefeedback.
  5. 5. 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 procedureEvaluation and Reflection:NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE(CIRCLE):How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?I think it went well with the children they seemed very excited andinterested in the tiger.
  6. 6. Rationale: Dear Parents In the first week of October I observed, asked question and listened to what the children’s interest was and what they would like to learn about is tigers! During the next weeks I will be doing activities on tigers with the children through this experience your child will by introduce to learning science, math, sensory, literacy, social/ethical skills. Your child will learn about: What type of animal a tiger is, where are they located in the world and what do they eat Measure and compare the size of a tiger to other animals and the size of a tiger’s paw to the children’s hand Feel different animals textures and share their ideas with others Draw, paint, and express their ideas Participate in drama (wild animals of the jungle) Learn the different body parts of a tiger (tiger puzzle) We will be sending home evidence by newsletter and samples of our work. Please check in often and share this experience with your children! Erica Addoh ECE Student at Centennial College
  7. 7. Reflection of the experienceThe idea of building the jungle came from when I asked the children where do tiger’s live theycalled out many different places including a jungle. I thought it would be neat to start thecurriculum out with a place for tigers to live. The children enjoy finger painting and using thepaint brushes on the large mirror paper. I placed green paint in the center of the table and thechildren asked for other colors they began to explore on their own using different colors. When itwas time to go outside a child pick up a leave and said “we can put this on the jungle.” I thoughtthat was a great idea and was happy that they were expanding this jungle into their own creationall the children began collecting leaves for the jungle experience.MasksCreating the mask was very interesting because the children were able to understand the differentparts of creating an animal face. The children expressed their vision on how a tiger should looksome put 5 eyes on the paper plate others put two some wanted to add different material otherthan the eyes, nose and mouth which I thought was interesting. One child said “I want to put ared puff on the tiger for my mommy.” Another said “can I put sprinkles for the strips?” theirimagination want wild and the also began speaking about other animals. “Can I make a lion?”,“Mine going to be an orange monkey.”Literacy and SensoryI found a book which would help me with the sensory and literacy experience. After nap time Isat at a table with the book and waited for the children to walk up to me I placed the book downon the table and asked “what animal is this on the cover?”“A tiger” a child answered when I opened the book there was a picture of the same tiger but thistime on the nose was fur for the child to touch. The child reached out and touched the nose and Iasked how does it feel?” “Soft, and look the tiger is orange and black!” The child replied then continued “can you readthis book to me.” Once I started reading more children surrounded me the children called out thenames of the animals they recognized on each page and commented on how the fur felt and thecolor on each picture of an animal before I could ask a question the children seemed to enjoyedthe literacy and sensory experience.Body PartsThe tiger puzzle seemed a little difficult for the children; I used the scaffolding technique withthe children by putting the puzzle together once for them to see, then shuffling the pieces on thetable for the children to put together. When they seemed stuck I would ask question like “whichpart of your body is the head connected to?” In this curriculum I followed Vygotskys theory onscaffolding a child when they seem to need help in a curriculum just so that it is easier for themto explore and understand.MathMath seemed exciting for the children when they seen the printout of the paw print they seemedamazed on how big it was, some believed their hand was way bigger than the tiger paw and I guessthat if they kept on measuring the hand it would grow as big as the paw. This activity was done in asmall group. The children counted with me, when I counted the size of the paw and also counted withme when sizing their own hand and others.
  8. 8. Dramatic PlayDramatic play was really fun. Since my curriculum was based on an animal, the children begantalking about other animals so I thought of having the children wear masks of different wild animalsfor the last experience. The children began mimicking and role playing different animals andtalking about different things the animals do “I run fast like a Zebra!”“I am strong like a tiger, roar!”The children seemed to have enjoyed the dramatic play so much the next day for my celebrationof the project. I placed the masks back on the table for the children to put the mask on then theyjoined me at the carpet. I asked them what animals do they like and why. And what did theylearn about tigers.“Monkey! I’m a Monkey!”“Giraffe are tall!” “Elephants!”“Tigers are soft and big!”I asked them question like what was their favorite part during the time we learned about tigers,most of them liked the painting and wearing the masks. After circle time the children were ableto play freely with the mask. At the end of the day when the parents came to pick up their child Ishowed them the scrapbook I created and wrote the name of the child on the mask they wore tothey can take it home with them.
  9. 9. Kwhl chart K(know) W(what do we want H (how will we learn L to know) it)Red Marker is the Blue Marker is Through experiencechildren’s idea’s and questions that I want from 6 domains areasquestions to introduce to the of curriculum. children from their ideas.Cat What type of animal Art They IdentifiedHalloween is a tiger? Creating mask different feature ofTiger eat me Drawing tigers the tigers face when Finger painting creating the mask And knew the different colors of all the material introduced What does tigers eat? Language Used their words toSoft Books about Tigers express the differentHairy and wild animals textures of the fur.Black and orange Animal sounds Shouted out animal Animal songs(tiger) sounds Spoke about where tigers livedIn the jungle Where do tigers live? Sciencebig Learning the Recognized thescary different parts of the different body partsfast tiger of the tiger How big is a tiger? Sensory Acknowledged theSpider man Book of different different feel of theRoar texture of animal fur textures introduce to and skin them Math Mearsured and Comparing the size compared siz by of a tiger to other counting out loud animals Measuring a tiger’s paw to a child’s hand
  10. 10. Global Citizenship and Equity ReflectionBy Erica Addoh My interaction with the children, ECE and parents during the project process contribute to creating a respectful relationships by the communication. I made sure to communicate with my teacher the parents and children. I would share my ideas with my ECE in advance, and then take her advice or opinions on the projects I planned, instead of debating with her or taking her opinion to heart; I’d listen to her perspective and share mines, and learned from it. With the parents I would update them with a newsletter on the curriculum that has taking place or when they drop/pick up their child I would talk to them about how their child reacted to the experience positively which caused myself and the parent to be more comfortable in talking to each other. The respectful relationship I built with the children when communicating with them is actively listened to them and by giving them positive feedback I showed interest in their thoughts which showed them what they were saying was important to me. The belief of scaffolding and allowing a child to have the hands on experience is something that influenced me when interacting with children I asked open-ended questions and allowed them to take the experience to the next level and explore as much as they can, with just a little help from me if needed. The children and I learned about the world together as I introduced this curriculum project to them I did not know much about tiger’s but once doing my research and involving the children who asked many question we both figured out the answer together instead of me just telling them.

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