This document is a reflection from a student teacher, Analia Orelia, on her practicum experience teaching English to 3-year-olds at a preschool in General Pico, La Pampa, Argentina. She planned lessons incorporating creativity, play, and multimodal activities to engage the children in a new English world. While the short exposure time was a challenge, observing the children helped her scaffold instruction. This meaningful experience helped her develop a teaching identity and better understand how to teach very young learners through contextualized activities. Overall, the practicum was a valuable journey that will help guide her teaching career by reflecting on strengths and weaknesses.

1. Instituto de Formación Docente Continua
Lenguas Vivas Bariloche
(A-052)
Materia: Práctica Docente I
Tutora: Prof. Cecilia A. Zemborain
Student: Analia Orelia
Fecha de entrega: 20 de Noviembre

2. Jardín Maternal y de Infantes: CasitaMusical.General Pico.
La Pampa.salitade 3 años. Octubre 2019.
The JournalLink:https://padlet.com/aorelia769/kawx2tz0kgkr
My Reflection
It is clear that life is formed with important moments to keep, to adapt and to
leave aside, so it was my Practicum experience. The knowledge acquired has
been utterly distinctive included the drawbacks. Teaching English to Young
Learners turns out a shift in my career, full of emotions, meetings and insights.
Thinking back, forward, inward and outward allows me to analyse my
practicum and see it from another side, the reflection side.
All the contents planned as the activities designed to promote a well and
meaningful input to children, made me rack my brain while planning the
lessons and see children from their own world. Through creativity, play and
multimodality, I could accomplish a series of activities which let them engage
new words, the language classroom and enhance an English world which they
were not accustomed to facing. My proposal was a new friend like the puppet
to interact with, some flashcards to incorporate mood, amusing games to leave
them exploit their own sense of playing in the ELA, activities through the
shapes which let them be creative and the Body parts through a song by
moving and developing their kinaesthetic skills and the robots, throughout a
story to accompany during the tasks. The environment in each class was full of
harmony and joy, which made children feel full of energy and wishes to stay in
the English class.
Being attentive to the positive as well as the negative aspects of the Practicum
gave me a forthcoming path, to set up the instructions to performthe aims
and scaffolding strategies depending on the activities proposed for so young
learners at their first approach in Learning English. I gained special insights
when scaffolding them because it depended on each child to be useful or not,
or the way to frame the activities in a contextualized form. In addition, ELA as
the theory read states, was of great help, however time of exposure for kids
was too short due to their ages (a 3-year-old group) and I had to limit the

3. time for it . Anyway it was like a thermometer, the way in which they paid
attention or got distracted to be taken into account. I bear in mind the
drawbacks to improve in the future and the positive ones to be aligned with for
this group of children.
As I aforementioned it was a significant experience, plenty of interesting and
new theory to develop. I learned how the theory had to join with the Practice,
having into account the children development stages and socio-
constructivism. Now I am able to construct my own identity as a teacher, to
know what to do and how to do it, not only it empowers me, but also
increases my self-esteem and confidence at teaching. Equally important was to
notice the great children’s interaction and their collaborative working along the
planning lessons designed. Teachers’ acknowledgement gave me more
freedom to lead this group of children and I know it could be of great help for
others who transit for an experience like this or try to teach to very young
learners.
All in all my reflection lead to my own development in the Practicum, it can
contribute to others to understand the passion for teaching in the way children
learn while being children, leaving aside traditional aspects and having into
account contextualized activities for a meaningful concept of teaching-
learning. This supports my idea to go on the correct track and be responsible
for my teaching path.
Conclusion:
In short all my Practicum was a great journey towards my personal and
professional development which enabled me to construct my own identity as a
student-teacher. Having into account the main principles of teaching through
creativity, play and multimodality and respecting children’s different
intelligences through a variety of resources supported by a contextualized
range of the activities, made me have an upgrade in my knowledge and also
reflect about my weaknesses and strengths in this Practicum. To become in the
teacher I have always wanted to be, I need to base on them and go on studying
and incorporating new advances to perform my career aligned to some
particular theories with regard to my reflection.