1. Phase
1,2,3
Reihane Etekali
ECEP 229
Date Due: Week8

3. Centennial College Early Childhood Education
Student Name: Reihane Etekali
Agency: __Friendly Little Campus 2
Age range of children: 2.5 -3.9 years
Centre Focus: __Emergent curriculum,
Anecdotal Observation Child’s Possible Cue
In the preschool room dramatic area is provide any Developmental cues
kitchen toy equipment. Child B is in the cognitive play -Develop fine motor skill
area and she walks out to dramatic play and she goes to during measuring, mixing.
the hanger that has a few kitchen cloth and apron then - children understand
she takes one of the cloths and she put it on the table. sequences and orders
Child B is going to right side of the center where the - Children will be able to add
baking toys such as stand mixer, rolling pan, cookie and sort by texture, colour.
pans, plastic knives and fork, and teapot are store and -Able to explore independently
she startsputting them on the table. Child B seats on the
Interest cues
chair and the child J in the other side of the table. As it
Mixing
appears child B pretend mixing things because she stirs
Cutting
knife in bowl. In the other hand child J looks the stand
mixer.

4. Organizing
In another October day as the observer enter the room
Matching
and she sees five children are in the dramatic
center with same equipment. As the observer Baking
enters the center child R asks what you want,
Cooking
she said pizza but the child R said we only have
cookies. Child X is using plastic knife as she
said “I am cutting corn” child B and H use pans
and rolling pans as it appears they are trying to
open doughbecause they pull the roll up and
down. In both days children receive the
notification of tidying up.

5. Possible Interests Web:
Small group experience (circle) to confirm interest in the topic:(describe
all parts of your circle)
Table sets with the water and flavour and a bowl in front of children. I ask
children to takes the small dixie cup and measure the flavour and dump it in the
bowl in front of them and then use the same cup to measure the water and this
time they need to dump the water in the bowl and by using their hand their hand
they mix the material as the child R describe that he is making the glue. In the

6. other hand child H said I want the colour in it and she start mixing it. That was the
goop that group of children in the table.
Procedure:
 Flavour
 Water
 Small Dixie cups
 Bowl
 Food colouring
 Table and chair
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 group experience went very and children show their excitement while one of
the children was doing the experience and the other was asking “can I do it.”In
the other hand during experience children was interested about how is the
process of changing from flavour and water to a goop.

7. WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY
OR WHY NOT?
Inquiry process will work for this topic because:
 The variety of material and equipment are easily access
 There are many different result for one experiment
 Each child can have own perception about material
 The second web provide opportunity for lots of different experiences
.

8. Rationale:
By observing children in sequence and speaking with them in the circle and
making the web I obtain that the children are interested to the baking and its
process.
Your children are curiousabout baking and in a few following weeks; they will
have many opportunities to follow their interest about baking with many supervise
activities and develop their understanding of baking process and this is the inner
part if pre-schoolers’ development. You will be surprised about what children
know about the subject what they will learn through the process.
In this a few week children will:
Measuring, pouring, dumping, mixing
Classifying, sorting, adding, shaping
Colour, drawing, painting, their ideas
Compering the differences in their product and the row material
Learn about occupations
Comprehend and share ideas.
We will post evidence and samples of our work. Please check in often.
Reihane

9. KWHL chart
W(what do we H (how will we
K (know) want learn L
to know) it)
The result of How adding
mixing different different
Mixing substance such as substance can
liquid and solid result another
product
The product can Placing the mixed
be shape in product to the
shapes different form and frame pan and
size shape it
We want to know Act in the dramatic
about the center to as the as
Dramatic occupation one type of
occupant
How the we can To design different
design a simple t baked thing with
things and change variety of
Art the functions materials.
we want to By providing
expend sense of open-ended
Language interaction and question and
collaboration in sharing
children information.