EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Jill Elliott Date: January 19th 2017 Age Group: 18-
24 months

Purpose: Purpose:
Reason for developing I developed this learning experience in response
learning experience. to a discussion held with the site supervisor. This
This could be in experience was intended to be play based as I
response to an learned that the YMCA focuses on play based
observation, experiences. I had some knowledge in this from
discussion with the lessons in class. The toddler room had begun to
site supervisor, develop activities that were directly stemmed from
Ontario Curriculum the childs interests. This included dramatic play
Objective, etc. in the home. This week particularly in the kitchen
Observation and in the bedroom. Therefore I decided to create
- Document what you this activity in relation to these areas of the home.
saw and heard Observation
- Document non-verbal Before creating this curriculum activity I had a
communication (i.e.,
chance to observe a typical afternoon at the
body language,
facial expressions YMCA. I could easily recognize the experiences of
and voice tone) the home environment that the YMCA supervisor
- Document in detail: was trying to implement as there were dolls and
who, what, where, blankets and cribs made of cardboard for the
and when children to discover and play with. In the morning
- Documentation should the toddler supervisor informed me that they had
be written in past
demonstrated to the children how to swaddle a
tense, objective,
and in anecdotal baby and then left the materials around the
format dramatic play area of the classroom in order for
OR children to access later in the day. As it happens I
Discussion did not observe the children showing more than a
Document the few minutes of interest in the dolls and cribs in the
discussion between afternoon, I can infer that this may be because
you and your site they had already had time to explore these
supervisor that led to materials in the morning and were now onto their
 next area of interest. The children played more
parallel to each other in the dramatic play space
instead of engaging in cooperative/partner play. In
one interaction between the two children at
2:40pm I observed Child A walking around the
classroom, specifically the dramatic play area with
a doll that the supervisor had left out in hand.
the planning
Child B came up from behind and tried to take the
OR
doll away from Child A. Child A did not react but
Curriculum
stared at Child B for a moment before grabbing a
Objective
plastic dinosaur. Child B held the doll for a brief
Describe the
moment then moved to the matching area on the
curriculum objective
snack table. Neither child A or B demonstrated a
youre aiming to
great interest in the doll. Based on these
meet/enhance
observations and past observations of child play, I
through this
thought the kitchen may be of more interest than
experience
the bedroom. Therefore I decided to create the
activity around food.

Learning Learning Experience

Experience Making a paper plate pizza.
What are you planning Objectives:
in response to your 1. Continuing the childrens interest in the
purpose? home, more specifically the kitchen.
- Label your 2. Engaging in pretend play, using the objects
experience (e.g. (paper plate) to stand for other things (pizza
Painting with cars). dough). As well as, acting out cooking,
- What are your 3 which is a simple theme in pretend play
objectives for this
(ELECT, 2007, pg. 40, 4.7).
experience? (I.e.
3. Fine motor under physical development, the
What interests are
you extending? use of crayons and glue sticks, with
What strengths and assistance, as well as placing the pretend
opportunities for ingredients onto their pizzas which will assist
growth are you in pincer grasp (ELECT, 2007, pg. 42, 5.2).
enhancing/supportin
g?)
Please Note: You
 should refer to
appropriate Describe the experience
pedagogy to The classroom educator and I will be on hand to
support your supervise the activity and assist when needed.
discussion around This activity is prepared for minimal adult
strengths and intervention based on the fact that the toddlers
opportunities for appeared independent in my initial observation.
growth (e.g. ELECT, Location:
How Does Learning The experience will take place at a creative table
Happen, Ontario in the Toddler 1 classroom.
FDK Curriculum, Materials:
etc.). Paper plates
Crayons
Describe the Construction paper
experience: Glue sticks.
- Who will be involved The ingredients for this activity will be precut.
in the experience? Steps:
- Where will the 1. The children will receive a paper plate with
experience take
their name on it, name can be added after
place? (E.g. Indoors
or outdoors? In the activity as well.
dramatic centre, the 2. The children will be able to make the sauce
creative table, etc.). and cheese of the pizza by colouring the
- List the materials and paper plate with red and beige coloured
resources you will crayons.
use 3. The children, with assistance if need be, can
- Describe the glue their ingredients onto their pizza.
implementation of Teaching Strategies:
the experience, with
The first teaching strategy used is invitations. As
a step by step
description the activity is being set up the educator can use
- List and describe 2 language such as lets try this next activity or
teaching strategies. come and see what we are doing. The goal of
How will you use this strategy is to peak the childrens interest and
them? Why have motivate them to come try the activity.
you chosen these The second teaching strategy is behavior
strategies?
reflections. With this teaching strategy children
can explain what they are doing, the educator can
make statements based on what the children are
doing and children can learn new vocabulary, an
example from this activity might be pepperoni.
If the child sates I am putting pepperoni on my
pizza, the educator could reply with a statement
such as notice how the pepperoni is round. This
will also prompt children to focus on the task at
hand. I have chosen these two strategies based
on how they best compliment the activity. I
believe that out of the 14 strategies these will best
support the childs interest in the activity as well
as enforce the learning concept of the activity.