EARLY LEARNING CENTRE LEARNING
EXPERIENCE
Student Name: Vanessa Uy
Purpose:
Reason for developing
learning experience. This
could be in response to an
observation, discussion with
the site supervisor, Ontario
Curriculum Objective, etc.
Observation
- Document what you saw
and heard
- Document non-verbal
communication (i.e.,
body language, facial
expressions and voice
tone)
- Document in detail: who,
what, where, and when
- Documentation should be
written in past tense,
objective, and in
anecdotal format
Learning Experience
What are you planning in
response to your purpose?
- Label your experience (e.g.
Painting with cars).
- What are your 3 objectives
for this experience? (i.e.
What interests are you
extending? What
strengths and
opportunities for growth
are you
Date: January 20, 2017 Age Group: Senior Preschool
Purpose:
We have been trying to implement more structured gross motor
activities into our curriculum. Although the children are
excellent at creating their own games and activities without the
assistance of an educator, we have really started thinking about
how to implement more gross motor activities. Therefore, I
took the initiative to create an opportunity for a gross motor
experience outdoors when our playground was off-limits since
it snowed/rained last night and caused our playground to
become too muddy.
Observation:
Child A: Im going to go really really really fast until over
there, watch me zoom there!
Child B: Im a police, you are going to get a ticket because
you are going too fast!
Child A: NO! Im going to be very fast you wont catch me!
Child B: Its a red light! You have to stop!
This is how the activity/learning experience came about as the
children were in a disagreement about the color of the light,
whether it was green or red, until I offered to be the stop light.
Thus, the game Red Light Green Light was introduced.
Learning Experience: Red Light Green Light!
I am going to facilitate a structured gross motor activity with
the children outside as they use their bikes as modes of
transportation and acting as the stop light to teach the children
about road safety and rules.
Objectives:
1. The children will extend the skill (1.2) Conflict
resolution and social problem-solving skills as they
begin to identify solutions to conflicts while attending
and listening to peers (ELECT p. 37).
 2. Enhancing the ELECT Principle 5: Play and inquiry are
learning approaches that capitalize on childrens natural
curiosity and exuberance.
3. By creating a learning experience on the childs interests
by planning a gross motor activity we are extending the
ELECT Principle 4: An intentional, planned program
supports learning.
This experience took place outside in an open space since our
playground was not eligible for use.
Materials:
- Bikes
- Loud Voice
enhancing/supporting?)
Implementation:
Describe the experience: 1. Children were on their bikes and were having a
- Who will be involved in the discussion on how they were going to tell whether there
experience? was a red light to stop and a green light to go.
- Where will the experience 2. They problem solved the issue by telling me that it
take place? (e.g. Indoors would be helpful if I could be the stop light telling them
or outdoors? In the what light it is.
dramatic centre, the 3. I stood in the center of the open space and told the
creative table, etc). children that I was going to be the stop light and that all
- List the materials and the children should get on their vehicles (some decided
resources you will use
- Describe the they were trucks, racecars, regular cars, or just bikes)
implementation of the 4. As the children zoomed past me, I would yell the colors
experience, with a step by of a stop light; Red Light! Green Light! Yellow
step description Light!
- List and describe 2 teaching 5. The game continued until we extended the experience
strategies. How will you by adding ambulances, police officers, bad guys and
use them? Why have you good guys.
chosen these strategies? 2 Teaching Strategies:
1. Silence: Silence is used and is effective when coupled
with attentive observation. When we use silence, we
avoid interrupting when the children are engaged in
communicating with one another. I chose this strategy
solely for the reason that I wanted to observe how the
children problem solved their discussion and to allow
them to figure out a conclusion themselves.
2. Challenges: As the children were problem-solving and
finding their own solutions to their disagreements, they
were challenging themselves to create their own
solutions.
 Reflection:
- What went well? Provide I think the most successful aspect of this learning experience
examples for how you was the notion that the children were given the space and
know it went well. freedom to problem-solve and find solutions for their conflicts.
- What didnt go well?
The extension being the Red Light Green Light was, of
Provide examples for
how you know it didnt course, the main activity.
go well. Child A: Lets ask if Vanessa can be the stop light!
- What did you learn? Child B: Vanessaaaaaa! Can you be the stop light so that we
- What might you do can drive and be police cars?
differently next time you Me: Of course! Thats great problem solving!
implement this same Its been an ongoing discussion between my supervisor and I to
experience and why?
find ways to allow the children to independently problem-solve
- Did you have to make any
adaptations or between themselves with almost minimal to no assistance from
modifications? If so, us. This was a prime example of the children making efforts to
what were they? find solutions to their conflicts.
- What type of experience Another aspect of this learning experience that really worked
might you plan to extend well was their listening skills. I was really impressed with the
on this one? fact that the children were able to successfully follow traffic
signals such as stopping when told red light, slowing down
when told yellow light and going full speed on green light.
In addition, the children themselves really extended the
experience by adding different vehicles such as an ambulance, a
police officer, bad guys and good guys and creating certain rest
stops such as gas stations, car wash, and work place.
Despite the learning experience being emergent, the only aspect
of this activity that did not work well was the fact that the
children found it hard to share the bikes. There are certain
amounts of particular bikes that the children prefer over other
types. We tried to let the children problem-solve themselves,
however, we needed to step in and manage the situation by
telling them that they had a certain period of time on the bikes
before they switched.
I learned that children are more than capable of solving
problems independently with minimal support from their
educators. It is needed when conflicts are beyond their
capabilities but most conflicts that the children face are easy to
mend between themselves. I also learned that when you allow
the children to problem solve on their own, you are actually
helping build the childs relationships with others and allowing
them to recognize conflict and find ways to properly resolve
them.
The only thing I would change if I were to implement this
activity again is to actually draw roads and show the children
visibly where certain structures are; such as the gas station, the
hospital, etc. I would also make actual signs with respective
lights to further enhance the childrens learning experience by
allowing them to visually see the traffic light and familiarize
with it.
I would like to create a similar activitybuilding upon the
notion of transportation and safety signs. It would really help
the children understand the importance of safety and the general
rules of the road.
Field Supervisor Feedback:

Signature:_________________
Date:________________