Teaching Skills, Communication Establishment - Assignment Example

Identify the learning area this plan is for (e.g. outdoor, drama, blocks, math, science, sensory):

The learning area for this plan is science and sensory – The goal is to observe and identify the type of play Child A (Mariko) and Child B (Sebastian) engage in and observe each child’s skills and interest.

Write an anecdotal observation. Ensure you have examples of what the children say, and that your observation identifies the children’s interests and skills.

Child A, who is a six-year-oldd girl, arrived at the square table. Child A sat down on the wood chair and began looking at the center of the table where all different types of materials were lying on the table, including different colours of paint and painting equipment, paper mache mix that was sitting in a silver bowl, ripped up newspapers, 4 small size pieces of a cardboard box and a plastic water bottle. 5 minutes later, Child B, who is seven-year-old boy, arrived at the table and sat down on a wooden chair next to Child A and began to look around. After spotting the green paint, he immediately begins to ask all sorts of question, “why is the green paint on the other table?”, and as he pointed to the paper Mache mix in front of him, he asked “what are we doing with the white liquid?” “what is the bottle for?”, and commented “I drink ginger ale at home!”

After answering all of Child B questions. Child A began touching the painting equipment, and child B followed by touching and crushing a strip of newspaper. I got their attention, and I explained to the children how a volcano is made and they sat looking at me while listening. We read out loud a section of “National Geographic Readers: Volcanoes! by Anne Schreiber” I asked them the following questions “Scientists can always predict when a volcano will erupt. True of False? (False)” To which both children answer “True” There are over 1,500 active volcanoes in the world. True or False? (True). To which both children answer “True”. Afterwards, I provided them with a word search for them to do which both Child A and B did quietly on their own. This activity took them approximately 15 minutes.

I asked them if they had ever made their own volcano before Child A answered “No” while Child B, excitedly answered “Yes”. Afterwards, I explained the activity and the end goal. When I began talking both children stopped what they were doing and listened to my instructions. After I was explaining and I asked the children if they had any questions. Child B began dipping the newspapers into the mix right away, while Child A asked me to show her how to do it. While I was showing Child A how to do the activity, Child B began splashing the mix everywhere with his hands. I had to ask Child B to stop splashing the mix everywhere and redirected him to the activity while showing him how to do it. I step away and continued to verbally encourage the children by saying “good job guys keep going.” Child A for the first time talked and said “The white liquid is really slippery” and Child B replied “it feels weird.” After making the remarks, the children began to giggle rapidly and continued to dip and place the newspaper into the Paper mache mix and on the structure that once they were finished there was more mix on the table that in the bowl. This activity took approximately 20 minutes.

Once the children realized that there was no more mix, Child A looked at me while Child B asked “Can we do more?” I explained to the children that we needed to set aside the volcano and allow it to dry. I told them that meanwhile, we would be doing another activity-2. I asked the children to go wash their hands in the sink, and they did. Subsequently, they came back and sat down, I moved the volcano to another table, and handed the child each a colouring sheet which had volcano on it and crayons. Child B immediately grabbed a brown crayon, while Child A took a few moments to observe the crayons and choose a green one. Child A and Child B had a conversation about what their favourite color are “My favourite colour is red” stated Child B and Child A replied by stating that “My favourite colour is green.” They continued the conversation by Child A stating “I like colouring at home and I like drawing unicorns” and Child B following by yelling “he liked using different colours” and grab red and green and started scribbling on his paper. While Child A looked at what Child B was doing and continued colour her own sheet of paper calming. This activity took the children approximately 5 minutes for them to be satisfied with their drawings and state that they were “done”. Once the children placed their colouring sheets on another table, they went back to their seats and listened while I provided them with the next activity.

The next activity-3 involved the children deciding the colour of the lava, I explained how the lava was going to be made out of baking soda and vinegar and that they needed to both agree on the colour of the lava. I placed down on the square table 3 different types of food colouring (Blue, Red and Yellow). we were going to use to add colour to the lava. Child B, immediately, grab the red bottle while Child A pointed at the blue bottle. Child B, displayed emotions of frustration by yelling “I want to use this colour” and Child A taking her finger away and stared at Child B. I told them we would be trying both colours. After putting two different bowls with vinegar, I placed a few drops of each colour in the bowls and Child B responded with excitement “That looks so cool” while Child A just stared. After adding the baking soda into the vinegar and seeing the chemical reaction of both Child A and B both showed amassment and made a whoa noise. After some negotiating between Child A and B we decided that the color would be chosen based on whoever won ‘rock, paper, or scissor’. At the end Child A won and we decided to use blue for the lava. The whole activity took about 15 minutes. I then redirected the children’s attention to the volcano that was ready for painting.

For acitivity-4, the children had asked me to play music which I normally did. I started plying Mini Pop Kids and as soon as the song “Jackie Chan” came up Child B began singing. I set up the paint and the equipment at the center of the table and having the children remain standing for easy ability to move around the table and have good access to the volcano. Child A & B both picked up paint brushes and began painting. Child B guided Child A on where to place each different colour paint. Child B followed along. Both child A and B sang along to the songs playing in the background. By the time they were finished painting the class was finished and it was time to go home. This activity took approximately 10-15 minutes.

It appears that the children are involved in parallel play, as their is limited form of social participation at the start of the class. Both children are playing near each other and with the same material but they do not try to influence each other’s behaviour. During the middle of activity-1 it seemed to shift to associative play, as Child A & B continue to engage in the same activity but stay doing their own thing separately while observing and reacting to on one another’s behaviour. During activity-4, there appeared to be another shift to cooperative play, as the children displayed a more advanced type of interaction with Child A and B working toward a common goal. During the activities Child B seemed to demonstrate the following characteristics traits very strongly; playfulness, talkative, lively, competitive, and strong-willed. On the other hand, Child A appeared to demonstrate the following characteristics traits; quiet, controlled, adaptable, attentive, and respectful. Child A & B both seemed to enjoy doing activities that involve their hands, and listening to music.

Describe your learning opportunity, what are you planning for the children to do? BE CLEAR and DETAILED. Be sure there is a connection to your anecdotal observation.

The goal was to create a project that required the children to partake in different mini activities while requiring them to use their gross motor skills, and materials that would engage their senses, while learning about chemistry and geology.

We began the class by reading and discussion volcanos.

I provided children with a breakdown on what the goal was for today’s class. I explained that we had 4 different activities.

I explained that for activity- 1

They were to dipped a strip of newspaper inside the paper mache mix and place it on stop of the cardboard box and bottle which were glued together to look like a mountain. I explained to them that the goal was to covered the whole area with newspaper until we could no longer see the bottle or cardboard box. This would provide the opportunity for

Activity- 2

Introduce students to volcanos, and different features linked to the object. For the pancakes, I will introduce students to the required ingredients and procedures to make pancakes. During activity two we focused on pancakes. The procedure would require the kids to demonstrate using flour, milk sugar and cooking oil, different ways through which the step would be accomplished

Activity—3

This activity involved making the lava out of the baking soda and vinegar. The most important thing the students were to do was to choose on the colors. They were to decide on the color of lava from the provided food coloring such as red, blue, and yellow. These colors were to be added to the lava depending on the favorite color of each child.

Activity- 4

Children were to paint the volcano. I availed the paint and the equipment but started with playing music to allow them stay standing and move around to pick on colors of the paint. Moving around allowed them to access volcano, use brushes, and paint with their chosen colors.

Materials:

• Open Ended/Loose Parts Collections

CardboardsPlastic bottlesNewspapers stripsCrayons

• Materials to support Literacy

Books

Junk Mail

Children’s Dictionary

Modeling Clay or Play Dough

Hole Punch

Alphabet Blocks

Scissors

Glue/Paste

• Materials to support Diversity/Inclusion
• Children’s Books to Support Antibias Education
• Physical features
• Standards document
• Other

Cardboards

Scissors

Crayons

Learning skills/Learning Objectives/Learning questions: Make connections to your observations and use the

How Does Learning Happen? as a guide. Include at least 2 learned theories to support your planning

idea. Use APA referencing

Performing these activities had various learning objectives to achieve. These learning objectives include:

• To ensure that learners learn physical aspects of volcanoes
• To actively engage learners in modeling the features
• To test learners understanding on the two features.

In order to achieve these objectives, one needs to consider the learning theories that are applicable in teaching of children. The first theory is Piaget's theory that is related to understanding how children learn based on the environment surrounding their learning process. The application of the theory explains why the teacher could avail all the materials including the colors and equipment during the creation of a volcano. The other theory expresses that children learn well when they are engaged in the learning process. They should do things alongside the teacher to ensure that they comprehend the materials in learning.

FIELD MENTOR SIGNATURE:_______________________________________ Signed BEFORE implemented

Date fully completed plan was shown:______________________________________ BEFORE implemented

F/M Comments:

Field Mentor Feedback - Field Mentor to complete & sign once planning sheet and implementation is completed.

Date the student implemented the Learning Opportunity: ____________________

Students should not be implementing more than one learning opportunity per day, and they should show a plan at least one day before an implementation.

How many children participated in this activity? __2_______

1. The student communicated clearly and effectively to share a fully completed plan at least one day before their implementation:

0 1 2 3 4

2. The learning opportunity was based on the interests and abilities of the children and related to the student’s observations (emergent curriculum):

0 1 2 3 4

3. The student was engaged, organized and enthusiastic during the implementation:

0 1 2 3 4

4. The children were engaged and enthusiastic and willing participants during the implementation:

0 1 2 3 4

5. The student engaged the children in meaningful conversations, which enhanced the learning:

0 1 2 3 4

11. The student used positive guidance to effectively manage behaviour:

0 1 2 3 4

Scale: 4 = exceeds expectations; 0 = not observed

Your written comments are very important to both the student and their professor

Field Mentor comments:

Both the student and their professor were prepared for the implementation and were well aware of what each was expected to do. Each person had been involved, given the right material, and more willing to work. The interaction between them was fantastic and facilitated the learning process and accomplishment of expected results.

FIELD MENTOR SIGNATURE: _______________________ Printed Name: __________________

Telephone number and room extension # of the childcare centre: ______________________

REFLECTION: Reflect on your own experience and your field mentor’s feedback. Describe how you can continue to improve your: observation, planning and implementation skills. Please ensure that you elaborate on how your decisions were informed by concepts from How Does Learning Happen? (2014).

Teaching children is something that a teacher enjoys provided the right thing is done to ensure that learners are engaged in the process of learning. I find the experience memorable as the two children were enthusiastic and ready to follow what they were told. From the feedback by field mentor, my experience with teaching children was the best considering that they displayed their interests and abilities in learning. Observation, planning, and implementation can be improved engaging the learners in the plan before deciding on the final framework on how to implement the learning process. Improving observation involve basing the learning opportunity of the students to their interests and abilities. This also involves creating a friendly an suitable environment for students to display their skills and utilize them. Learning environment creates a familiar aspect for learners that enhance their skills and attitudes.

Once the children realized that there was no more mix, Child A looked at me while Child B asked “Can we do more?” I explained to the children that we needed to set aside the volcano and allow it to dry. I told them that meanwhile, we would be doing another activity-2. I asked the children to go wash their hands in the sink, and they did. Subsequently, they came back and sat down, I moved the volcano to another table, and handed the child each a colouring sheet which had volcano on it and crayons. Child B immediately grabbed a brown crayon, while Child A took a few moments to observe the crayons and choose a green one. Child A and Child B had a conversation about what their favourite color are “My favourite colour is red” stated Child B and Child A replied by stating that “My favourite colour is green.” They continued the conversation by Child A stating “I like colouring at home and I like drawing unicorns” and Child B following by yelling “he liked using different colours” and grab red and green and started scribbling on his paper. While Child A looked at what Child B was doing and continued colour her own sheet of paper calming. This activity took the children approximately 5 minutes for them to be satisfied with their drawings and state that they were “done”. Once the children placed their colouring sheets on another table, they went back to their seats and listened while I provided them with the next activity.

The next activity-3 involved the children deciding the colour of the lava, I explained how the lava was going to be made out of baking soda and vinegar and that they needed to both agree on the colour of the lava. I placed down on the square table 3 different types of food colouring (Blue, Red and Yellow). we were going to use to add colour to the lava. Child B, immediately, grab the red bottle while Child A pointed at the blue bottle. Child B, displayed emotions of frustration by yelling “I want to use this colour” and Child A taking her finger away and stared at Child B. I told them we would be trying both colours. After putting two different bowls with vinegar, I placed a few drops of each colour in the bowls and Child B responded with excitement “That looks so cool” while Child A just stared. After adding the baking soda into the vinegar and seeing the chemical reaction of both Child A and B both showed amassment and made a whoa noise. After some negotiating between Child A and B we decided that the color would be chosen based on whoever won ‘rock, paper, or scissor’. At the end Child A won and we decided to use blue for the lava. The whole activity took about 15 minutes. I then redirected the children’s attention to the volcano that was ready for painting.

For acitivity-4, the children had asked me to play music which I normally did. I started plying Mini Pop Kids and as soon as the song “Jackie Chan” came up Child B began singing. I set up the paint and the equipment at the center of the table and having the children remain standing for easy ability to move around the table and have good access to the volcano. Child A & B both picked up paint brushes and began painting. Child B guided Child A on where to place each different colour paint. Child B followed along. Both child A and B sang along to the songs playing in the background. By the time they were finished painting the class was finished and it was time to go home. This activity took approximately 10-15 minutes.

It appears that the children are involved in parallel play, as their is limited form of social participation at the start of the class. Both children are playing near each other and with the same material but they do not try to influence each other’s behaviour. Read More