Early Childhood Studies: Field Education Activity Plan

Name: Duy Hoa (Jenny) Lam Date: February 20th, 2020 Plan #: 3

Observation taken on Feb 13th, 2020.

In the morning right after announcements were done, the children were eager to share all their treats and letters they had brought for their peers for
their Valentine’s day party. Child R was looking at a heart shaped puzzle a peer had given to him. “I need some help” he said. One by one peers
began to engage into the puzzle, trying to help Child R solve it. “Can I solve it?” “No, I want to” “It’s mine” can be heard throughout the class.

How can we find out? In this lesson plan, my intentional experience is to help the children independently sit on
The experience that you are planning should emerge their own while they use problem solving skills to complete a puzzle of themselves.
from what the children want to know and to learn
about their inquiry, theory, or question. There should There is a visual arts aspect to this lesson plan and a written part. The students can choose
be a direct link between what you are planning and to both draw and write an explanation in their heart what they drew.
what children are curious about.
Based off of the 2006-2009 revised grade 1 and 2 Ontario Elementary Curriculum for Arts
In this section summarize the intentional experience and Language my intentions for this activity is for:
that you will plan to support children’s learning of
the inquiry they are exploring and investigating. Media Literacy – under the domain: Understanding Media Forms, Conventions, and
Techniques. Form 2.1 identify some of the elements and characteristics of a few simple
media forms (e.g., cartoon: colour, music, animation; picture book: cover, printed words,
pictures)

Visual Arts - D1.3 use elements of design in art works to communicate ideas, messages,
and personal understandings (e.g., a pattern of broken, wavy, and zigzag lines on the
puzzle pieces; size and arrangement of the puzzle pieces)

Age Group Grade 1 and 2

What resources/materials are needed to implement Puzzle pieces
this experience?
The experience will reflect and help support the children in
How Does Learning Happen? (2014)
Describe how the experience supports/reflects at Well-being: “Every child is developing a sense of self, health, and well-being.” (HDLH, p.
least one of the four foundational conditions 23, 2014).
outlined in How Does Learning Happen? (2014).
As the children sit and solve their puzzle, they will use the picture given to them as a guide.
Solving the puzzle and placing piece by piece will allow the children develop a sense of
self, they may begin to prompt thoughts like “I know what piece this is, this is my right eye
because I have a beauty mark under my right eye.”

Expression: “Every child is a capable communicator who expresses himself or herself in

many ways” (HDLH, p. 23, 2014).

As the children are doing the activity, they will begin to foster communication with one
another and share they emotions. Expression in all forms – they can share what thoughts
they have about themselves as they solve the puzzle, or look at their picture. This can also
be used to boost self-esteem, as children are feeling accomplished of solving a puzzle of
THEM.

My role in supporting the children’s engagement throughout this experience is

As the children are focusing and engaging in the activity, a verbal strategy I can use is
Asking open- ended questions for example: “What kinds of lines do you see? Where else
would you see these lines?” or “Look carefully at the arrangement the puzzle pieces. How
Describe your role in supporting children's do you have to place them?”
engagement with this experience.
A behavioural strategy I can use is Reduce the role of the adult. This will help the
children independently think and regulate their attention to what they are doing. If they
become stuck, they are still able to be reassured that the adult is there but, can think for
themselves.
Experience Planning Outline Opening: The morning will be used for the WWR therefore lesson plans will ideally take
Describe the opening, middle and closing of the place in the afternoon once the children come back from their afternoon recess, depending
experience. on what day it is and how their schedule works. The activity is made for both grade ½, but
some of the grade 2 will be given puzzle pieces that have more pieces than others. Based
Opening (How are you going to invite the children on observations on their skill levels. Vice versa with the grade 1s. I will have them come to
to the activity) the carpet where I will ask them if they remember me taking photos of them. Then proceed
to ask questions about their interest in puzzles. I will bring up when child R and a few of
Middle (Describe your plan in detail - What will his fellow classmates wanted to solve a valentine’s puzzle together.
happen?)
Middle: After being introduced to the activity, the children will begin to unravel the pieces
Closing (How will the experience come to a close? out of their Ziploc bags and count how many pieces they have. They will look at their
How will you know the children are finished?) picture that is taped onto their Ziploc bag and the puzzles have white boarders as well to
help guide the children. They will begin and proceed to solve their puzzle piece by piece
and asking for support when needed.

Closing: Once the children have completed their puzzles, they can ask the teachers to see,
and then re do it if they wish to. The complexity and completion of the puzzle will help
help motivate and boost the childrens self-esteem
 Reflecting with the Children
What did we (children) learn?
Summarize children’s reaction and/or comments to
the experience.

How did we (children) learn?

Provide an example of how the children learned.
 Questions for Self-Reflection (adapted from: How Does Learning Happen? (2014)
Describe how the experience that you provided
engaged the children.

Were there moments where the play was lively and

there was lots of exploration and inquiry? Why?
Were there moments where the play was less lively
and there was less exploration and inquiry? Why?
What questions and theories did the children seem to
be exploring through their play?
What possibilities did your inquiry create?
What kinds of learning took place? How do you
know? Why are these learning experiences
important?
What next steps might you take, based on these
observations, to support more complex play and
inquiry?
Given the opportunity to investigate your inquiry in
a different way, what might you do differently next
time?

Field Educator’s Comments After Implementation

After you implement your learning experience, give your plan to your field educator for her/him to provide feedback.
Field Educator’s Signature/Initials
Date February 20 th, 2020