Megan Grable

Week 8 Final Reflection and Portfolio Assignment.

Prezi Presentation
Weebly ECED portfolio

A. Project Synopsis - Describe your Prezi or Google Sites portfolio section and how it is
organized. I split the Prezi presentation and my Weebly Portfolio section into different groups
based on the type of assignment it was. I placed all the student explorations that I conducted to
learn more about science and math inquiry together. I placed all the resources and wiki
information in one spot. Discussion board posts are separate from my reflective journal. I also
placed the Classroom exploration I did with block play in a toddler room and the lesson plan
template together.
1. Explorations
1. Bubbles
2. Water
3. Rocks
4. Mixtures and Transformations
5. Trees and Leaves
6. Engineering- Ramps
2. Wiki
1. Wiki 1-Classification, Sorting and Sets
2. Wiki 2-Life Science
3. Reflective Journals
1. Journal 1
2. Journal 2
3. Journal 3
4. Discussion Boards
1. Week 1
2. Week 2
3. Week 3
4. Week 4
5. Week 5
6. Week 6
7. Week 7
5. Scientific and Math Inquiry Plan
1. Lesson Plan template
2. Blocks Play- Classroom Exploration
 B. Knowledge Connections - Describe how your Prezi or Google Sites project illustrates
the connections between what you have learned in this course and your work or field
work. Through the activities I completed I was able to have a better understanding of
the different types of sciences that can be taught in the classroom. Particularly through
the science and math explorations I completed I was able to learn more about the
importance of having activities being hands on and how much more meaningful
activities can be when I have an active role in the learning. Learning about the
constructionist approach to learning and being able to apply it to the activities I was
completing was highly valuable in the learning process. In my work, because the bulk of
it is with toddlers, I was able to connect the learning through the senses and the
importance of allowing manipulation, inquiry, and free play into the concept
development.

 Science and Math Learning - Specifically address what you learned about science and
mathematics (NAEYC Key Elements 5a and 5b).

5a: Understanding content knowledge and resources in academic disciplines: language and
literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science,
physical activity, physical education, health and safety; and social studies.

Through the exploration of the materials while doing the activities I was able to learn
much about the way that I can begin to understand concepts. While I had an
understanding of what the activities were in a broad sense. By participating fully in the
activities I was able to break down the steps that the activity was composed of, being
able to look at the different concepts each activity was teaching. In NAEYC Professional
Preparation Standards section 5, they talk about why having an understanding on the
concept is crucial in the implementation of an activity. “… The early childhood
professional knows not only what is important in each content area but also why it is
important—how it links with earlier and later understandings both within and across
areas.” (NAEYC, 2011) The teachers having an understanding that water play is
important because it teaches physics, geometry, and measurement; as well as how it
connects with the California Preschool Learning foundations in physical sciences, 2.0
Changes in nonliving objects and materials. (CDE, 2013) By doing the water activity I
was able to interact with the materials at the same time that I was implementing the
activity, reinforcing the concepts I was learning and will later be able to apply to a
classroom. Thorough the class, having a chance to mix the materials I am using to learn
more about the concept development was important. For instance the use of leave
rubbings in the tree and leaves exploration, not only contributed to my understanding
of the life sciences, but also visual arts and fine motor skills.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or
academic disciplines
 Having a good understanding of the tools used to create an environment for exploration
and inquiry is important. Being able to work through the project, and adapt the project
based on the children’s reaction to the activity. The ability to change the activity to meet
the needs of the children in the class. In the NAEYC Professional Preparation Standards,
they talk of this, “candidates demonstrate that they can analyze and critique early
childhood curriculum experiences in terms of the relationship of the experiences to the
research base and to professional standards.” (CDE, 2013) In the classroom exploration I
was able to change the activity the second day based on what concepts I wanted to
build upon. While doing the ramps and engineering project I had to make many changes
to the setup of the activity, the materials I was using, and the way I was implementing
the activity for myself to get the same level of concept development for myself. “It’s
important for young children to learn that solving all kinds of challenging problems—in
school and at home requires effort, persistence, and the willingness to make mistakes
and learn from them.” (Young & Reed, 2018) By changing what I was doing, I was also
showing persistence during the activity, being able to fully complete it.

D. Knowledge Integration - Specifically address how you integrated math and science
concepts to design and implement meaningful curriculum for young children (Key Element
5c). How did you integrate your new or previous knowledge of science, technology,
engineering, and/or mathematics and other domains to create and implement inquiries for
children? 5c: Using own knowledge, appropriate early learning standards, and other
resources to design, implement, and evaluate developmentally meaningful and challenging
curriculum for each child.

Through this class, and through the resources the theory of constructivist teaching, I
was able to implement a few different strategies to the creation of a supportive
environment for children. This sis important as outlined in the work, A Constructivist
Curriculum Model for Science, “The role of the teacher is to provide context within
which such experimentation can occur and to facilities theory building by providing
helpful materials and experiences.” (Chaille and Britain, 1997) By providing the
materials in the bubble project I was able to allow myself and my children to interact
with the materials in a way that was free. I was able to use this later on with my
classroom exploration, with the use of the blocks I placed I out and allowed the children
to navigate how they would use the blocks in way that supported their learning. My
using my knowledge of each child’s development I was able to adapt what I was doing
to best meet the needs of the child, by scaffolding the activity to challenge them. If they
were able to match by color, I then would ask them to match my shape, challenging and
scaffolding their learning.
Works Cited
CDE (2013). California preschool learning foundations (vol. 3) - Science: Physical Science - pp.
69-73
Chaille, C., & Britain, L. (1997). A Constructivist Curriculum Model for Science. The Young Child
as Scientist: A Constructivist Approach to Early Childhood Science Education, (2nd
Edition), chapter 2, 21–31.
Drew, W. F., & Rankin, B. (2004). Promoting creativity for life using open-ended materials. YC
Young Children, 59(4), 38

NAEYC Professional Preparation Standards. (2011). Retrieved from https://www.naeyc.org/our-

Young, J. M., & Reed, K. E. (2018). Encouraging Persistence and Positive Attitudes toward Math.
Teaching Young Children, 11(5), 28.