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Phase 1 and 3


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Phase 1 and 3

  1. 1. Hari Menon300667208
  2. 2. Student name: Lekha RajivAgency: Chester YMCAAge range of children: 2.5 to 5 yearsCentre Focus: Emergent CurriculumAnecdotal Observation Possible Cues Developmental CuesOn the 27th of September teachers and parentsnoticed children were curious about shopping, the Able to Dress up according to situationchildren wore clothes and dressed for shopping. Thechildren wore shoes, handbags and wallets and Able to Imitating and Observing adultsdressed similar to adults. The children go to thedramatic play area and begin to shop in the super Children repeat the activitiesmarket buying things like flowers, vegetables,bread, and bags. The children then proceed to the Take turns and shares toys or itemscash counter and pay money for the items theypurchased. Interest CuesAs the children began playing, they invented new Enjoys role playingways to play. Some children carried portable babybaskets and place their children in it and pretend to Enjoys playing with other childrenbe parents. The children started to buy and pickitems from shelves and start to pay money for the Likes going to dramatic area and shopping differentitems they purchased. itemsThe children asked each other questions such as:“what did you buy?” and “Where did you find itfrom?” The children show the items they purchaseto each other. 2
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  4. 4. Small group experience (circle) to confirm interest in the topic: (describe allparts of your circle)During circle time I began a discussion with the children after seeing them interested in shopping whilethey were playing at the dramatic play area. I asked the children where they shopped and I got answerssuch as “Sobeys, Walmart, Loblaws, Toy Store, and the Chocolate factory.” To gauge interest I asked thechildren what they wanted to buy and I got a variety of answers from all the children. They repliedcookies, toys, snacks, princesses, blue berries, pumpkin pies, etc. I asked the children if they liked to gofor shopping and they all raised their hands and saying yes. To confirm the interest one more time, Itried to sing the ‘toy store’ rhyme on shopping and the children seemed to be interested in it.It was evident from the interaction with the children during circle time that they were interested inshopping.Procedure:Using circle time to discuss with children about shopping.Evaluation and Reflection:NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE(CIRCLE):How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?The children seemed interested to do some shopping. The children were excited and were lookingforward to get some shopping done and “buy everything.”WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY ORWHY NOT?I believe that the inquiry process will work for this topic because it permits the children to explore,discover, and play by themselves or as a group. This process also gives room for the student ECE to be aco-learner. The student ECE can assist the children by guiding them toward answers by researchingbooks, pictures, etc. The activity could be made more dynamic by changing the items in the activity. Forexample, children could shop for different items and they can spend different amount of money to buyvarious items to keep it more interesting and varied.In conclusion, this project and process will allow the children to explore themselves but it allows for thecollaboration and the involvement of the student ECE. 4
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  6. 6. Rationale: Note to Parents:After observing the children and speaking with them during various times, I have come to understandand discover that the children are interested in shopping along with other children. During circle time, Inoticed that the children had lots to say about where to shop, what to buy, how to pay, and how to gofor shopping, etc.During the next few weeks, I will be trying to engage the children in activities concerning shopping andtry to help them understand shopping better. The children will learn to: i. Gut Pumpkins to explore sensory feeling ii. Role play at a mini-walmart using dramatic play iii. Learn geometric patterns using marshmallows iv. Improve fine motor skills using toy car mat activity v. Create a carrot shaped bookmark vi. Do a scientific experiment using celery sticks and leavesI will be posting samples of work from the children. Please talk to your children about these activitiesand be amazed!Regards.Lekha. 6
  7. 7. KWHL Chart: K(know) W(what do we want H (how will we learn L to know) it)Pumpkin pies What do you buy to SensoryChocolate Cookies eat? MathSnacksMarshmallowsBlueberry What do you want to ScienceCelery buy? ArtCarrotToys What do you want to Fine MotorPrincesses buy?DollsWalmart Where do you go for Dramatic playSobeys shopping?LoblawsToy StoreCash How do you pay for Math things you buy? Dramatic playCars How do you go for Gross MotorBus shopping? Fine Motor Music 7
  8. 8. [Type the document title] [Type the document subtitle] Hari Menon Rajiv 300667208 [Pick the date] ECEP 229 8
  9. 9. Phase 3: Concluding the Project (Celebrating Learning)Celebration of the work completed:At the end of the work, I read a book called Something Good by Robert Munsch, which talksabout shopping. The book discusses price tags and shopping with children. The book is writtenin a humorous way filled with illustrations and jokes which the children enjoyed greatly.As part of end of the project, I showed some pictures of the activities of the children. I printedthe pictures for the children and gave it to them. The children made a collage with captions forthe pictures. I wrote down what the children said for the captions onto the collage. A sample issubmitted. 9
  10. 10. An Evaluation of children’s learning:KWHL: K(know) W(what do we want H (how will we learn L to know) it)Pumpkin pies What do you buy to Math Children learn toChocolate Cookies eat? make geometricSnacks shapes, numbersMarshmallows and alphabets using construction papers and tooth picks.Blueberry What do you want Science Children learn toCelery to buy? observe colourCarrot change in plants over a period of time.Toys What do you want Sensory Children learnedPrincesses to buy? about the differentDolls types of sensoryFruits feelings using various fruits. The children made kebabs using various fruits. They understood the shape, colour, taste, and smell of fruits.Walmart Where do you go Dramatic play The children didSobeys for shopping? pretend-play andLoblaws role play. TheToy Store children imitate their parents and do role play based as the, customer, cashier, etc. The children learn to imitate through role and pretend play.Healthy Eating What are healthy Arts The children learn foods to make pyramids using real and artificial food objects based on the 10
  11. 11. Canada Food guide. The children learned that there are four food groups and it is important to eat food items from each of the food groups every dayCars How do you go for Language and The children learn toBus shopping? Literacy make traffic signs and they learn the rules of the road. The children make traffic signs and learnt what they mean using rhymes which the children learnt to sing. They practiced the traffic signs using rhymes both indoors and outdoors.Potential new hypothesis:Since the children are really interested in fruits, for a new project, the children could beinterested to do this. The children could explore the differences in fruits such as their colour,shape, size, texture, and taste. The prices of various fruits could be explored. The origin of thefruits can also be explored by visiting a fruit farm. Children can also learn rhymes for fruits andcan also do dramatic play while shopping for fruits.Summary and Analysis:As part of the shopping project, the children have learned or completed activities in sixcurriculum areas. The children learned to make geometric shapes, numbers and alphabets usingconstruction papers, and tooth picks using marshmallows as part of the Math curriculum area. Inthe sensory area, the children made fruit kebabs and through the activity the children learnedabout the different types of sensory feelings using various fruits. They understood that the shape,colour, taste, smell and texture using fruits. The children learn to observe colour change in celeryleaves and stems over a period of time as part of their science experiment. As art, the childrenlearned to make pyramids using real and artificial food objects based on the Canada Food Guide.The children learned that there are four food groups and it is important to eat food items fromeach of the food groups every day. As part of the language and literacy, the children learned tomake traffic signs and they learn the rules of the road. The children made traffic signs and learnt 11
  12. 12. what they mean using rhymes which the children learnt to sing. They practiced the traffic signsusing rhymes both indoors and outdoors. For Dramatic play, the children do pretend-play androle play. The children imitate their parents and do role play based as the cashier, coustomer, etc.The children learn to imitate through role and pretend play. In all the activities, the cognitive developmental perspective of Jean Piaget is important. Thechildren learn through exploration and using their senses. In the science experiment, the childrenlearn through exploration and observation that the colour of celery changes. The scaffoldingtheory put forth by Vygotsky states that the adult plays a vital role in helping with the children’slearning by setting up the environment, answering questions, giving hints, etc. In all theactivities, I play the role of the scaffolder who helps to facilitate learning. Scaffolding is requiredfor all activities and adult has to play a vital role. For example, the adult has to set up the scienceexperiment, the math activity by putting out all the materials and helping children with questions.Children imitate important adults during dramatic play. According to Bandura, children imitateimportant adults in their lives. In the dramatic play, the children pretend play as their parents andact like them by using handbags and talking like elders. The children also imitate and modelthemselves after the student teacher or an adult while following instructions for variousactivities.Reflection:I enjoyed working on this project. I had a great time working with the children on this project. Ilearnt a lot about the children and got closer to them while working on this project. I enjoyed thatthis project was well spread out during the duration of the course. I had to make some changes tothe proposed activities based on the suggestion of the ECE. For example, the ECE did not acceptthe car mat activity (fine motor), so I had to change it. Therefore, I had to change my Rationale(Note to parents) and the KWH chart. (This is submitted in Phase 2 and Phase 3 respectively).Overall, this was a very interesting project and the children and I had fun doing it. 12