EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Jill Elliott Date: March 30th, 2017 Age Group: 18-24
months

Purpose: Purpose:
Reason for developing The reason for developing this activity is in response to an e-
learning experience. mail I received from the site supervisor that the theme for the
This could be in week would be trains. The week before the site supervisor and
response to an I had not had an opportunity to discuss the theme for the next
observation, week. Also, I had to be creative as I had limited resources due
discussion with the to the resource room being closed, in creating this activity and I
site supervisor, wanted it to be in keeping with trains as much as possible.
Ontario Curriculum
Objective, etc. Discussion:
Observation The discussion between myself and the site supervisor in
- Document what you developing this activity was a shorter one. As a result to
saw and heard disruptions to the routine of the classroom, my supervisor and I
- Document non-verbal did not have an opportunity to discuss the theme on my
communication (i.e., placement day, so I sent an e-mail early Friday morning
body language, requesting the theme. I received an e-mail back Monday
facial expressions morning informing me that the theme for the week would be
and voice tone) trains. After investigating options for my activity and
- Document in detail: discovering that the resource room was closed for the semester,
who, what, where, I found an activity around trains that I believed would be fun
and when for the children. As this was my last activity I wanted to make
- Documentation should it as grand as possible. I e-mailed the site supervisor with the
be written in past details of my activity and received a response that the activity
tense, objective, would be acceptable and that they had certain materials on hand
and in anecdotal that I could use for the activity.
format
OR
Discussion
Document the
discussion between
you and your site
supervisor that led to
the planning
OR
Curriculum
Objective
Describe the
curriculum objective
youre aiming to
meet/enhance
through this
experience
Learning Learning Experience:
Experience Funicular Trains.
What are you planning Objectives:
in response to your 1. Autonomy. The children will be encouraged to achieve
purpose? the goal of getting the train across the track
- Label your (ELECT, 2007, pg. 31, 2.5).
experience (e.g. 2. Problem solving. The children will use trial and error in
Painting with cars). the puzzle by determining witch shapes match and
- What are your 3 which shapes do not (ELECT, 2007, pg. 33, 4.2). This
objectives for this puzzle will be more challenging for the children as they
experience? (i.e. must rely on the visual of the puzzle rather than the feel
What interests are as it is two dimensional.
you extending? 3. Cause and effect. The children will discover that by
What strengths and blowing through the straw into the plastic cup, it will
opportunities for propel the train across the track or string (ELECT,
growth are you 2007, pg. 33, 4.3).
enhancing/supportin Description:
g?) There will be 2-4 strings that line the classroom. Depending on
Please Note: You space availability this will be from two bookshelves or wall to
should refer to wall which will be called the Track. There will be a plastic
appropriate cup that is attached to the string and this will be called the
pedagogy to Train. Children will be encouraged to use a straw to blow the
support your Train across the Track. When the children have finished
discussion around with that activity they can then move onto the puzzle. There
strengths and will also be a song about trains used in transitions.
opportunities for Location:
growth (e.g. ELECT, The play area and the cognitive area.
How Does Learning Materials:
 String
Plastic cups
Straw
Happen, Ontario A drawing of a train
FDK Curriculum, The different shapes of that drawing to make a puzzle
etc).
Steps:
Describe the 1. Attach the string from point A to point B.
2. Poke a hole in the middle of the bottom of the cup.
experience:
3. String the string through the hole of the cup.
- Who will be involved 4. Have the children use straw to blow the cup across the
in the experience? string.
- Where will the 5. When the children are finished, direct them towards a
experience take puzzle (that has been hand-made).
place? (e.g. Indoors
or outdoors? In the Steps for the puzzle:
dramatic centre, the 1. Find a simple picture of a train.
creative table, etc.). 2. Identify the shapes that make that train.
- List the materials and 3. Trace the train onto a piece of paper.
4. Cut from another piece of paper the shapes for the train.
resources you will 5. Children can match the shapes to the drawing.
use
- Describe the Teaching Strategies:
implementation of
the experience, with The first teaching strategy is challenges. Both activities pose a
a step by step small amount of challenge for the children. The Funicular train
description may take some time to push all the way across the track. The
- List and describe 2 puzzle as mentioned before is two dimensional and therefore
teaching strategies. relies more on visual cues than sensory.
How will you use The second teaching strategy is modelling. As mentioned
them? Why have above both activities promote a small challenge therefore it is
you chosen these natural to predict that the children will need support and
strategies? encouragement. By modelling the children will learn the
concept of how to push the cup across the string. As well, the
educator can set up the puzzle for the children by adding the
first piece.