Anda di halaman 1dari 3

Early Learning Centre Learning Experience

Student Name: Rajbrinder Kaur Date: November 10th, 2017 Age Group: Toddlers

Purpose: Purpose:
Reason for developing learning experience.
This could be in response to an observation, The purpose of this activity is that playing with pipe cleaners not only helps
discussion with the site supervisor, Ontario develop fine-motor skills such as grasping and holding, but also allows them to learn
Curriculum Objective,etc. about different colours as well. Its a great pass time activity that allows a child to stay
busy on their own.
-Document what you saw and heard
-Document non-verbal communication
(i.e., body language, facial expressions and Curriculum Objective:
voice tone)
-Document in detail: who, what, where and Children will enhance their fine motor skills by holding on to the pipe cleaners and
when placing them inside
-Documentation should be written in past Children will work on their colour recognition skills when they pick up different pipe
tense, objective and in anecdotal format cleaners
They will get to engage in independent play and explore on their own

-Document the discussion between you and
your site supervisor that led to the planning


Curriculum Objective
Describe the curriculum objective youre
aiming to meet/enhance through this
Learning Experience Learning Experience: Children will be provided a strainer and different colour pipe
cleaners to explore on their own by placing the pipe cleaners inside the strainer.
Through doing this activity, they are working on colour recognition and fine motor
What are you planning in response to your skills since they have to grab the front of the pipe cleaner and place it inside.
-Label your experience (e.g. Painting with Objectives:
cars). Physical
-What are your 3 objectives for this 5.2 Fine Motor Skills/Holding and Using Tools- pincer grasp
experience? (i.e. What interests are you -using forefinger and thumb to lift and hold small objects
extending? What strengths and opportunities Emotional
for growth are you enhancing/supporting?) 2.5 Autonomy- setting own goals and persisting in achieving them, making choices by
Please Note: You should refer to Cognition
appropriate pedagogy to support your 4.3 Cause-and-effect Exploration/ 4.4 Spatial Exploration -responding with joy to the
discussion around strengths and predictable outcomes of exploration , exploring the functions of objects
opportunities for growth (e.g. ELECT, Colour Recognition-beginning to identify colours
How Does Learning Happen, Ontario FDK
Curriculum , etc).
Setting: This activity will take place indoors and the children will be seated at the
table with the material provided in front of them.
Describe the experience:
-Who will be involved in the experience?
-Where will the experience take place? Materials:
(e.g. Indoors or Outdoors? In the Dramatic Strainer
centre, the creative table, etc.) Pipe cleaners of various colours
-The teacher will call all the children to the table where they will be seated and
explained what they are to do
-The different colour pipe cleaners will be placed in front of them and they will be
asked to begin placing them inside the different strainer holes
-They will be able to explore on their own and place it wherever they wish
-The teacher will ask questions throughout like what colour are you putting inside
now or where are you going to put it
-The teacher will give a warning before the activity is over, so the children know
-Upon completion, the teacher will collect all the material by taking out the pipe
-List the materials and resources you will use cleaners and placing it in its place
-Describe the implementation of the
experience, with a step by step description
-List and describe 2 teaching learning
strategies. How will you use them? Why have 2 Teaching Learning Strategies:
you chosen these strategies?
Hand Over Hand-this is when there is direct contact with the educator and childs
hands. I will use this strategy to help the children that need assistance by putting my
hand over theirs and helping them get the first part of the pipe cleaner inside the
Scaffolding- this is when the educator provides maximum support and gradually
takes on a passive role by providing fewer and fewer cues. Once it seems like the
children understand what they are doing, I will take a step back.