Planned learning experience: Ipad Game
Child’s/Children’s Name/s: Zara, Tansu and Naysa
Date: 14-09-2018
What is the learning focus?
For the children to learn about animals and enhance their hand-eye coordination through the
use of technology.
What is the experience?
The children can use the iPad to play a game on the app, ‘Match the animals’. In the game,
they will have to use their fingers to move the puzzle pieces around to complete the puzzle
card. The puzzle cards are through similarity of colours and body parts of animals.
Why am I planning this experience?
(link to observations and/or family information and/or evaluation of previous experience)
The experience has been planned as an extension of the previous experience to focus on The
children’s learning of animals, colours and to enhance their hand-eye coordination skills.
What resources do I need?
Match the animals’ game on the iPad.
When is the best time, place and grouping for this experience?
The time best is during afternoon free play time so that the children can focus on the activity.
How will I interact with the child/children to scaffold their
learning?
I will model doing the puzzle for the children. While the children solve the puzzle, I will
scaffold their learning about animals and colours
How did it go?
(Include details of how the children responded, how you scaffolded learning and how the children
scaffolded each ottheirs’ learning)
The children were interested in the activity. At first, they watched their Zara solve the puzzle.
When it was Tansu’s turn, they attempted to swipe the puzzles across. When I offered her
partial physical support, she was able to join the puzzle pieces. One by one, Tansu completed
all the puzzle cards while we also discussed names of animals like giraffe, lion, deer and
insects namely, ladybug, beetle and ants. Naysa patiently waited for her turn and was able to
solve the puzzle. The children spoke about their experiences at the zoo and about colours of
the different insects.
What changes did I observe in the child/children?
(link to the learning focus, resources, and strategies, interests, relationships, dispositions, and/or
connections to family context
– were they appropriate, do I have any new information now that will inform future planning?)
Through this experience, the children experienced learning through technology, which is an
important tool for learning in the modern world. By visually following the colours and parts
of the body on the puzzle card, the children learnt how to tap and swipe on-screen. This also
increases their visual attention and problem solving skills (Wright, 2012). This contributes to
their advancement of hand-eye coordination. Some critical thinking was encouraged during
the activity, ‘Do you see the dog at the zoo or the lion at home? Why?’ To which the children
appropriately responded as ‘children shows dispositions towards learning about new
concepts’ (DEEWR, 2014).
What will I do next to follow on from this experience to support
the child’s/children’s
learning/development/dispositions/relationship?
I will make use of appropriate apps suitable for preschoolers for their learning about and
through the use of technology.
What have I learnt from this experience?
On reflection, I learnt that I needed to incorporate technology into my curriculum as
technology is as inseparable component of the lives of all children in the 21st century. The
familiarity of the use of technology for learning paves for greater success in the future for
school programs, wtheire technology is widely used. The chosen app used for The children’s
learning is well suited for children under the preschool age group as it encourages learning
about animals, colours and basic hand-eye coordination skills.Thus, I will continue the use of
technology in my future practices, bearing in mind that children are ‘confident’ and
‘competent’ learners (DEEWR, 2014).
