The document summarizes activities and lessons implemented by a teacher in an early childhood education classroom. It describes how the teacher planned structured activities involving making Hershey's kiss wrappers for Valentine's Day. It also discusses how the teacher implemented a language curriculum based on the native languages of the students and allowed creative expression through drawing what plants need to grow. The teacher used play and learning centers to help students learn through charades, acting out feelings, and sharing cultures on International Day. Three learning skills observed in different content areas are also summarized.

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15. Creation and Implementation of Structured Activities
The teacher plans and implements the structured activities in Physical content through
the making of their own Hershey’s kiss candy wrapper. For Valentine’s Day, the teacher
gathered manila folders, tinfoil, and glue in order to make Hershey’s kiss for the children to
make their own wrapper. She traced out the shape in Sharpie and cut it out so the children only
had to cut and glue the tinfoil to the paper. It’s part of the physical part because the children
are using motor skills to put things together and to celebrate Valentine’s Day through age
appropriate activities of making paper kisses. The teacher planned for this activity by having the
outlines traced and cut out, having all the glue bottles filled up and enough aluminum foil for
each child to cover the manila folder paper with.
In the Language content, the teacher plans and implements a curriculum based on what
languages the children speak. For example, one of the girls speaks Chinese to her parents at
home and English at the learning center. The teacher has an assistant teacher who does not
speak Chinese but because the girl works better with her the girl often goes where the second
teacher is. The curriculum is based on expanding the repertoire of English words the girl knows
through writing practice and by showing the class how to say certain words in Chinese and
translating them to the best of her ability. That way, both the class and the girl can learn how to
speak certain words in multiple languages.
The teacher plans and implements the Creative content by allowing the students to
draw their representation of what a plant needs. The class had been learning about plants and
how they grow, what they need to grow, and what their favorite type of plant was. The teacher
used a sheet of paper with a grown plant on it and four empty circles to represent what a plant

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needs to grow. After she had four children at the drawing center, she had them draw what they
thought represented the sun, water, love, and soil to help the plant grow. Some of the circles
were fully colored and did not show what each one represented, but the teacher accepted
them all and told each child individually that their representation of water, soil, sun and love
would help their plant grow because each child planted their own seed, filled it with water and
hung it on a window on a door so it could get enough sunlight.
16. Curricular Planning in Using of Play and Learning Centers
The teacher uses play and learning centers to help in the Cognition content by allowing
each child to recognize what each word is through charades. During circle time, once the
teacher asks a child to see what the weather is like outside she has them stand up and act like
the weather. For example, if it is raining outside, she will have each child stand up and pretend
that their hands are like the rain coming down. In that way, each child knows that because
water is coming down it is raining outside, and there will be no outside play. This way, most of
the more active children will be able to sit still longer and not be as fidgety during reading time
where she reads a book to each child.
The teacher also uses play and learning centers to help in the Social-Emotional content
by allowing each child to act out how they feel. Sometimes when a child starts crying and they
do not want to use the words to solve the problem just yet, the teacher acts out how a problem
should be solved or how a child should act to solve the problem. For example, last Friday one of
the children took the cube from another child without permission, and the second child started
crying. The teacher talked to him, but he did not respond and later was found behind the

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dramatic play area. When the second teacher came and talked to him, he started acting with
his hands on how he wanted to play with the cube but the child who had it first did not share it
with everyone. That way, the child who felt like he was wronged got to tell the teacher how he
felt about the situation and what else the child could do if other children do not share the
materials.
The teacher uses play and learning centers for Cultural content through International
Day during the class. For example, one week each month she will have different students come
up during circle time to do show and tell about their country and cultures. She also posts
reminders up on the whiteboard outside the classroom reminding parents about it, and
sometimes because grandparents drop off the children will stay and explain more about their
culture. For example, one boy whose parents are from India had his mom stay and talk about
different festivals that occur during the month of May. For example, one holiday she talked
about were the birthdays of Ravindranath and Hazarat Ali as well as the Buddha Purnima/Vesak,
all of whom are prominent in Indian culture. Then she talked about the foods they eat during
the festival and what they eat daily. For example, because cows are sacred animals and pigs are
unclean, almost everyone is vegetarian so they find other ways to make up for the lack of
protein in their diet.
17. Lesson/Activity Outcomes
Three learning skills observed in physical content was that the children gained better
motor skills and fine-tuned the some motor skills through paper cutting and folding, running
around during soccer and outdoor play where they learned to not bump into each other and

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how to move certain objects around, and through dramatic play where they learn to walk
around in larger clothing and by pretending to play restaurant or housekeeping. Using these
three learning skills the children are able to become better at handing larger objects to play and
learn with as well as making better crafts.
Another set of learning skills observed in the language content was that the children
were able to better speak more coherently, behave better in class, and talk to each other
without one child breaking into tears if another child hurt their feelings or a problem arises that
they learn how to solve. For example, the teacher often admonishes each child that comes to
her in tears or frustrated because of a problem to “Use your words”, which can help each child
talk out the problems with each other instead of the teacher solving all the problems for the
children. The children are also speaking more coherently, so everybody can understand each
other better. For example, one of the girls has a softer voice so she often whispers the answer
into the teacher’s ear instead of talking out loud to everyone. However, she is slowly gaining
confidence in her answers and is able to speak up louder so everyone can hear instead of just
whispering the answer to one person. Finally, by learning better communication skills in the
language content the children were able to behave better in class. For example, one of the
more fidgety boys is unable to sit still for a long amount of time. However, by letting him
answers questions and speak up during class the fidgetiness was able to be toned down.
Three learning skills in the creative content area is that the children are able to express
themselves through artwork, dramatic play, and what they feel like drawing at the art center.
For example, the teacher often has the children do artwork of what they are learning in class

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and is posted up on the walls outside the classroom. Last week, the children made flowers by
using handprints to create the flower itself on a piece of white paper and then glued on a piece
of green paper to represent the stem and leaves. The children are able to express themselves
through dramatic play as well. By roleplaying, they are learning how to handle different items
because of size and how to treat different people. For example, when the children were playing
restaurant the “waiter” would treat the customers differently than if they were roleplaying
“house”. For example, the waiter would ask what food the customer would like to order with
the restaurant role play; however, with the house role play the mom would set a plate of food
and tell each person to eat it.
18. Research-based Instruction
For working with children who stutter, I would take each child to an empty table and
talk with them about solutions to slowly stop the stuttering. For example, the girl who speaks
softly into the teacher’s ear also has a small stuttering problem, so I would help her by letting
the entire class know that because she has a speech impediment her answers may come out
slower than the others and we should not make fun of her for that. I would also help by role-
playing the role of a child who makes fun of the speech impediment so the child would know
what to do the next time it occurs. Instead of going to the teacher crying, the girl would be able
to tell the other child that while she may have a speech problem, I’m just like any of the other
children in the classroom.
For working with children that have Attention-Deficit/Hyperactivity Disorder, I would do
more play-based activities and something that deals with what they learn through more

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pictures and less words. For example, I would let the children stay out longer in outdoor play or
during center times so that way, they can move around more freely and not have to sit still for
long periods of time. I would also use books that have more pictures so the children can draw
their own conclusion of what the book would be about. For example, last week they were
learning about animals under the sea and learned about lionfish. The book had words on every
page, but I felt that if the words were less or maybe on just one page the children could look at
the pictures longer and see how the lionfish behaves in its natural environment.
APA Citation:
Panico, James, Daniels, Derek E., Claflin, M. Susan. (2011). “Working in the Classroomwith
Young Children Who Stutter.” ProQuest Education Journals, pp. 91-95.
Jakobson, Angela, Kikas, Eve. (2007). “Cognitive Functioning in Children With and Without
Attention-Deficit/Hyperactivity Disorder With and Without Comorbid Learning Disabilities.”
ProQuest Education Journals, pp. 1944-202.
19. Reflection
Three factors that have influenced the quality of teaching and learning in the classroom
is how the children take to the teacher, how well-qualified the learning center is, and how the
teacher deals with multiple students at once. If the children take well to the teacher, they will
be more likely to be more open around them and tell them everything that is going on in their
lives. The quality of the learning center is also a big influence on how well the children learn.
While lower-qualified schools may not have the same amount of qualifications that a better

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school would have, they would also have less resources and materials, so they would have to
recycle old ideas and materials or have the teacher buy the materials and resources out of their
own pocket. Finally, how well the teacher deals with multiple students at once. Because the age
group of the children is higher, there is a 2:20 ration of teacher to students, so one teacher is
responsible for many students. While the teachers take turns there is one main teacher and
multiple support teachers for each classroomso if the children take well to the different
teachers in their own classroom, it would be easier for them to behave and listen to them. It
would help me as a teacher in a future early childhood education classroomby showing me the
differences between an early childhood classroom, elementary school classroomand a
kindergarten classroom. The differences in the children’s behaviors and how the teacher deals
with it also shapes how well prepared I would be in my future as an early childhood education
teacher.