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/jagged
rolling 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 them
Language 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 the
public 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 book
Math activity
The material seen here is what i used for my math activity. The children counted the logos on the
paper 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 activity
Tariq is looking at the pictures about rules of the road in other countries and what cars look like
in 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 maps
and 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: Tempera
paints, 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 by
Patrick.
-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 up
in 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 the
children. My first experience was a sensory activity, for this sensory activity the only materials i
had 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 started
this activity off by taking out my activities getting ready to take the materials over to the table
but 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 favourite
colors of the pay-doh then take it over to the table. As soon as the children got to the table they
asked me to help open the play-doh because they were able to open it by themselves and when it
was 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 to
make your logos”. I then took some play-doh and started to make my own logo so that i could be
engaged in the activity as well with the boys. Tariq looked at how Noah was using the jagged
roller to make his logo and then Tariq asked “Noah what are you making” and Noah said “my
spider-man logo”. Tariq then started making his logo by taking the jagged roller and passing it
across the play-doh to make jagged designs. Noah asked “can we open the plaster scene too
please”. I said “ok sure” and so i opened the plaster scene and Noah took some to make his logo
bigger. I asked both the boys “do you have names for your logos yet?” Tariq said “yes mine is
monster and Noah said “mine is Bobo”. I asked the 2 boys how come you named you logos those
names” and Tariq said “because mine looks scary with this design” and Noah said i like the
name bobo”. After the logos were done i asked the 2 boys “what type of cars did you make your
logos for” and Noah said “ its for spider-man car” and Tariq said “mine is a monster cars”. To
wrap up the activity i said showed the boys my logo and told them i made mine into the shape of
a circle with rough edges and i told them that i named mine “berry” because its a unique name
for a logo and its my very own creation”. Tariq said “Ashley can you take a picture of mine and
Noah’s logos so that when we break them we will still know what they look like”. I said to Tariq
sure 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 because
Tariq was observing the way Noah was using the jagged rolling pin to make designs on his logo
then 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. To
introduce 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 with
different shapes based on old and new cars. I didn’t even have to say anything to the children as
soon as they seen me take out the hot wheels cars they came running over and asking me if they
could hold them so i let the children hold the cars and i held the books and we went to sit at the
table. When we sat down i let Tariq and Markkus play with the 2 cars for a bit to explore and
look at the cars and see how each one rolls on the table for example if one goes faster than the
other. After they were done Tariq took the book about old cars and started to look at it in the
book he found lots of new interesting facts he did not know about. Tariq read the sections to
Markkus and me, I asked both the boys “what difference do these old cars have from the new
cars?” Tariq said “the old black cars looks like the one in the book”, “it has no trunk but all the
other cars do. As i and the 2 boys looked at the book we discovered old logos and i said to the
boys “oh tomorrow i am going to bring a sheet filled of different logos to count”, “how many do
you think are on this page” Markkus said i guess “15” and Tariq guessed “20” and i said “ok lets
count 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 cars
and we came upon a page filled with different wheels that looked like wheels we have now but
some look a bit different. I asked do these wheels look the same as the new cars now” and
Markkus said “no this wheel is fat” and Tariq pointed out at a wheel and said “this one is
bumpy”. 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 “do
you think engines work the same” I said “yes they do they will have the same parts to make the
car go, stop and for the wind shield wipers to work but if it is a very old car like the black one i
brought in then the engine will have different parts to it because you will have to do certain
things manually with your hands like roll up the windows”. Then i found the page that had all
different parts that make up an engine and Tariq read the names of the parts and what they do to
us. 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 said
under the car” and i explained to the boys tires are usually kept in the trunk but it depends on the
type of car you have because if you had a jeep then the spare tire would be at the back just like
this old car.
During this activity the theorist that was best followed is Lev Vygotsky because he believed that
social factors play a role in cognitive development. He also believed that This was shown in my
activity because there was a lot of communication between myself and the children. Questions
were asked about things the children didn’t understand and i was able to answer them to help the
children understand which was a part of social factor.

6. On Wednesday November 7th 2012 i did my math experience. To introduce this activity i
reminded Tariq and Markkus of the old book we read yesterday and that we counted the old
logos. As soon as i put the paper with the logos on the table the children started to point out what
types of logos their parents have on their cars. Markkus said “my dad has this one” and the logo
he 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 or
take 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 many
logos do you think is on this paper?” Sherif said “10” and Tariq said “no i think “50” and
Markkus said “ 30”. I said “ok well i guess 40”, “lets count together and see how man there
really 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 to
count 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 and
Markkus 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 children
that i was 19 years old and Markkus said “you’re old and Tariq said “no that’s not old. To wrap
up the activity I said asked the children which logo is your favourite logo Tariq pointed to the
jaguar logo and said “this one if my favourite because its so fast. Isabelle pointed to the bmw
logo and said “this one”, Markkus said “ i like the “Nissan logo because my daddy drives that
one”. To end off the activity Tariq asked me what my favourite logo was so i told him my
favourite 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 older
preschoolers were helping the younger preschoolers scaffold while counting together to find out
how many logos there were on the paper. Also there was a great deal of social interaction on the
children 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. To
introduce this activity Tariq came up to me while i was sitting on the couch reading a book and
asked me what activity i had planned for today. I explained to Tariq that we will be looking at
pictures from different countries about the rules of the road and a book about London on
different famous places in London. Tariq then said “can i see now” so i went and got my
materials and Tariq sat down with Markkus at the couch and started looking at the pictures i had
of different countries such as China, India, Egypt, London and Australia, also i had pictures of
different states in the Bahamas, and in France. Isabelle came over and seen the big stop lights
they had in London and she said “i like this one im going to draw it” Isabelle took a sheet of
construction paper and put the picture of the London stop lights beside her and started to draw
the lights”. Tariq looked at the London lights and liked it as well and said “that’s cool”. Tariq
looked at India’s traffic on the roads and said “wow that’s crowded”. I said “yes it is because
India doesn’t have stop lights or much space to drive because their roads are narrow”. I asked
Tariq and Markkus “do you think the cars look the same compared to cars in Canada?” Tariq
said “No because those taxis dont look like the ones here”. Markkus was more into looking at the
book 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 the
Buckingham Palace some day because i would like to meet the Queen. Then i asked the boys if
they would like to meet the Queen some day too and Markkus said “yes”, and Tariq said “of
course”. Tariq asked me “what do cars look like in London?” I said “here look i have a picture
of what buses look like”. We looked at the pictures of the buses and both Markkus and Tariq
though the buses were very different from the ones in Canada. After looking at all the pictures i
told Tariq and Markkus that not all countries drive on the same side of the road as Canada i told
them 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 place
in this activity. The children used their cognitive skills to learn about rules of the road in
different countries and different names of states and on maps. Also put their exisiting knowledge
of some places into affect an example of that would be when both Markkus and Tariq recognized
the Buckingham Palace.

8. On Friday November 9th 2012 i did my Art Activity with the children. To introduce this activity
it took a lot of work when the children were out of the room and in the other room that is being
transformed into a toddler room i set up the activity on the table. I had to set out all of the
materials 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 paint
wouldn’t get on the floor. When the children came back into the room they ran to the table and
sat down and read the sign that was on the table that said make your own community cars then
then the children asked me if they could start. First before we started i asked the children “what
type 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 asked
Julia “what does a Taxi do” and she said they pick up people”. I asked the children why they are
making 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 my
favourite community car is a fire truck because they have a long hose on it that out fires. As
Tariq was making his garbage truck i asked him “how does a garbage truck collect garbage” and
he said people put their garbage outside. I then said “well how do people that live in building get
their 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 into
a huge blue or green bin then the superintendent will put it outside for the garbage truck to
collect it. I went over to Patrick who is a younger preschooler and i asked him if he wanted some
help and he said “yes” so i helped him with putting glue on his box for his to glue his
construction 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 them
write 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 was
scaffolding between myself and Patrick who I have helped with gluing construction paper on his
box.

9. On Monday November 12th 2012 i did my dramatic play activity with the children. This
experience took place outside during outdoor play. To introduce this activity the playground was
set up with signs going around with different store names such as pizza pizza, wal-mart, gas
station, metro and many more, also there was chair set up as a bus stop and bikes the children
could use to drive, shopping carts and dolls and strollers for children pretending to be a mommy
or daddy taking their babies shopping. I took turns being a bus driver and a passenger with the
children. As i was waiting on the bus Isabelle was sitting beside me waiting for the bus as well so
i leaned over and asked “excuse me miss but do you know when they next bus is
coming?”Isabelle looked at her hand and said “1 minute..look there it is”. Patrick who was the
bus driver came and we go on the bus and ask Patrick rode around i rung the bell and got off at
Wal-mart and Isabelle got off at Pizza Pizza . After i was done shopping i got ready to go back
home and i waited on the bus again. Isabelle and Markkus continued to be shopping and waiting
on the bus to go places. I and Sherif pretended to be at the gas station waiting to serve people
who came to get their gas tank filled back up. I had tied a skipping roped to the side of the gate
and we used the ends to fill up cars. Tariq was our first customer i cleaned his windshields and
Sherif filled his gas tank up, then Tariq asked “how much should i pay Sherif for the gas and
Sherif said “$50” so Tariq paid Sherif and off he went. Markkus and Isabelle who were done
shopping i asked them “what did you guys get” Markkus said “i got food and Isabelle said “i got
clothes for my baby”. To end the activity off the children and i ended up playing until it was time
to 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 strongly
that community plays a central role in the process of "making meaning. In my activity this
theory was clearly shown because the children understood how the bus service worked, gas
station and stores because i didn’t have to explain to the children what we are going to do they
already knew. Also Isabelle showed the process of making meaning when she went to buy
clothes for her baby she understood that it was cold outside and her baby would be cold without
any 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’ve
done way more on this topic. If i had a chance to bring in a guess speaker i would’ve gotten
someone that is a mechanic to talk about cars and the way cars work. Also if i was able to leave
the school with the children then i would’ve take the children to an actual real car and have the
guest speaker show the different parts of the engine, tell the children the names and what each
part does for the car, the talk about how things are sold at a dealership and get the mechanics
insight on what type of car they think is the best. If i could i would’ve also gotten someone that
works in a store that i had set up in the playground to come and talk to the children about the
services the stores offer, rules of the store and what is sold at the stores. I think that if i could’ve
found people to come in that it would’ve helped from a professionals point of view to teach the
children about their area of expertise because the little that i know about care i tried my best to
give the children as much information an educate them on the topic as much as possible. Even
though the book that i brought in about old fashioned cars and new cars have engines and how
they work in them i think it would be alot better if the children could actually experience looking
at a real car engine.
The reason i came up with a hypothesis is because i took cues and interests i took from the
children. At the beginning of my placement i noticed that my ECE was encouraging the children
to learn about cars, she would do a lot of actvitiies based around cars and i seen that all of the
children participate in these activities. When the children are on their own they will play with toy
cars and read books about cars and even start up an spontaneous activity around cars without the
ECE’s help. The brainstorming web was where i got all of my ideas on the children gave me all
sorts 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 logos
What 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 fashioned
cars 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 Education
Student Name: Tanuja Singh
Agency: St.Boniface Jr.YMCA
Age range of children: 3-4 1/2
Centre 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 play.
travel 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 brainstorming
ideas 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 all
parts of your circle)
-I will bring in some small toy cars based on different shapes, sizes and colors, so that the
children could hold and look at the cars physically to help generate ideas. The children can feel
and explore the different types of cars and then I will ask the children open-ended questions
based on the children’s developmental cues “What can you tell me about cars”? “What do you
know about cars”?
Procedure:
-6 cars
-Floor space to explore the variety of cars.
-Markers
-Chart paper
Consider the following and fully describe how you INTEND to explore your
chosen 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’S
INTEREST IN THE TOPIC
Arrange a date, and time to implement your chosen experience using
the elements you defined in your procedure.
-Starting from November 5th through block week
Evaluation and Reflection:
NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE
(CIRCLE):
How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?

15. -After enticing the children with bringing out toy cars, a few of the children asked to hold the
cars. So I allowed the children to carry the cars to the circle area. I asked one of the boys that
had been standing beside me if he could carry the markers to the circle area. I then asked “what
colors would you like me to use for your ideas on the web”? The children took out the colors
they wanted and then I asked “what do you know about cars” and then one of the child started
listing what they knew and wanted me to specifically write it down in blue. Then I asked “What
would you like to learn about cars and the child started telling me what he wanted to learn by
looking at the cars that was laid out on the ground. After I was done I discussed my ideas with
the children and wrote it down. I let the children play with the cars while we were brainstorming
because I wanted to see what they would say and one child said “these cars look different one
doesn’t have a hood but the other one does how come”? I told the child because that’s an old
fashion car from 1970’s and the children had gotten really interested in what I was telling them
which 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 me
what activities they wanted to do under certain domains. After the activity was done one of the
boys said “I can’t wait to do these activities”. “When are we going to do them”? I explained to the
boy when and the date and he sad “okay”. I asked is there anything else you would like to add
to the web and he said “no that’s it”
WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY OR
WHY 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:
The reason I have chosen this topic to do my project on is because since I have started my
placement here at St.Bonifce which was in early September I notice that your children read
books 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 I
helped the children draw roads and together we labelled dealerships that vehicles came from.

16. Since October 2nd based on the cues and interest that your children show for cars, I have been
working with them on brainstorming ideas on cars. After brainstorming ideas and collaborating
with your children we will put our ideas into activities under developmental domains which will
help 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 your
children based on cars. This will help to expand your children’s knowledge on cars and
hopefully 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 come
from).
-Compare differences on the looks of cars-colours, shapes, sizes, and texture of wheels
The brainstorming and developmental domain web will be posted October 23 rd, 2012.
Sincerely,
Tanuja
Self-Reflection
My interactions with the children, ECE and parents during the project process contributed to creating
respectful relationships because during the week of block week when I did my activities with the children
I learned more about the children’s home life. For example I know the cars that their parents drive and if
they have any materials that I have provided in my activity at home. Before I started block week I
finalized my activities with my ECE to make sure it’s appropriate in following the daycares philosophies
and if the activities needed to be altered a bit my ECE and I would talk it out and make suggestions to one
another. Each day I would let some of the parents know what the activities are about and what their
children took did during the activities..

17. 2. Beliefs on how children learned influenced my interactions with the children because during some of
my activities there were children from ages 2 ½ to 5 taking part in the activities. The younger
preschoolers needed more help in understanding some of the materials provided in certain activities. So
once I was done the activity with all of the children in general I would then direct my attention to the
younger children. I would try to simplify the activity as much as possible for example my language and
Literacy activity I had provided books about old fashioned cars and new cars and the younger
preschoolers understood the pictures but they kept on asking what certain pictures are. They would ask
about parts of engines so I explained in my own way what the engines do for the car and the names of the
engines.
3. A Way that I and the children learned about different places in the world is because I did my Social
Studies activity on cars and rules of the roads in other countries. When I was researching countries about
cars that drive on the other side of the road I found countries that I never knew drove on the other side of
the road and the children learned the same as well also what traffic lights and cars look like in other
countries.