CHDV 210 Outdoor Activity Self Evaluation Form

Why did you choose this particular activity? (DRDP, conversation with child, etc.)
My goal for this activity to enhance gross motor skills through materials children can throw and
use eye-hand coordination. According to Epstein, the body moves to apply force to or receive
force from objects, (Epstein, 90). I wanted children to be able to throw the ball into the box and
be able to take turns or share the materials.
What were the strong points of this activity?
The strong point of my activity was when the children were able to throw the ball into the box
and the children did understand that whoever was wearing an apron would be throwing the balls.
The children were also able to share the balls and paint. According to Curtis and Carter,
childrens outside play is a testimony to their curiosity and inventiveness, (Curtis, 85). Jayleen
asked me whether the paint would splatter more if she threw it harder. She threw it as hard as she
could and stood a little closer and the paint did get all over the box too.
What were the weak areas?
One of my weak areas was not being prepared for cleaning the childrens hands. I did not expect
it to get as messy as it did. As stated by Curtis and Carter, have maintenance tolls handy, along
with outdoor clean-up supplies, (Curtis, 85). Another weak area was that it was becoming more
of a creative art activity. Some children were really excited to throw the balls but Nadine and
Vicky were more concentrated in rolling the balls in the paint.
What specific changes did you try out when you presented the activity a second time?
For my redo, I did not use paint at all. I did a bean bag toss instead to incorporate the children
throwing an object.
Evaluate the success of these revisions. How might you improve next time? (Focus on your
teaching skills)
The engagement during the activity was a lot better the second time. According to Curtis and
Carter, turn to your observations of children for ideas, and you will see the many ways they
study, design, or transform the materials they use, (Curtis, 106). During the activity, the
children would throw the bean bag and the tin would flip over. So, Markiss suggested we leave
one bean bag per tin so they did not flip over. As stated by Epstein, good teachers provide
sturdy, open-ended materials that children can use in many ways and that reflect the diversity of

their homes and communities, (Epstein, 11). So we did not only use the bean bags for throwing
but also as a weight for the tins so they did not flip over.
Did your curriculum activity meet your stated objective? Support your answer with
specific examples from your observation of the childrens involvement in the activity.
The objectives that I had were incorporated in the activity. Most of the children were able to
throw the bean bags into the tins. Teagen and Jacob I dont think missed any throws! Some
children threw the bean bags over hand, some threw it in the air, and some threw it under hand.
All these tactics did help most children get the bean bags into the tins. I think Teagen and Jacob
made it each time because they knew how hard or soft to throw it depending on distance. The
children also did share the materials and we did not have that much conflict between the
children.
Based upon your informal assessment of the children during this activity, how would you
build upon this activity? What would be the next curriculum activity you would plan in
this area to enhance the childrens learning and why would you choose this next activity?
The way I would build on this activity to have the children name the letter seen on their bean
bag. I think this would be a great transition also for the children. To have the bean bags of all the
letters the children have learned for letter recognition.

Works Cited
Epstein, Ann S. The International Teacher: Choosing the Best Strategies for Young
Children's Learning. Washington, DC: NAEYC, 2007. Print.
Curtis, Deb, and Margie Carter. Designs for Living and Learning: Transforming Early
Childhood Environment. St. Paul, MN: Redleaf Press, 2003. Print.