EDUC 414 Spring, 2019

Learning Experience Plan Emergent #4

Your Name Age Group Date
Tyrah Urie Toddlers 4/15/19

Title of Activity
“Bike Workers ”

Standard: New Hampshire Early Learning Standards

Domain: Cognitive Development – Approaches to Learning
Strand: Play
Construct: Creativity, imagination, and inventiveness
Indicator of Progress: Creativity, imagination, and inventiveness: Children will
begin to play with toys in ways of their own invention, begin to engage in
simple pretend games, engage in more extended pretend play and invent
stories and characters.

Intended Purpose (the objective of the activity)

The children will use various play tools to “work” on and “fix” the toddler bikes.

Documentation and Assessment Plan & Analysis

The assessment strategy I will use will be photo documentation. This will be able
to show the children’s exploration and imagination as it happens in the
moment. Through photo documentation, especially in this such activity it allows
me how the children are engaging with the tools to work on the bike. This
method of assessment/documentation help me document children’s growth
and development by visually/physically being able to see what the child is
doing and how they are interacting within the activity.

Background Research
Content-
Toddlers 24 months-3 years may seek information through observation,
exploration, and use of simple tools, anticipate and try to prevent another
person’s actions that will create undesirable effects, and remember strategies
that have worked and apply them to new situations.

Children’s Inquiry
This activity is relevant and appropriate for the children now because they are
in their transportation curriculum and the bikes and tools go along with my
emergent piece in the transportation. They are very interested in exploring
tools and working on things around the classroom.
This activity will allow the children to explore by asking things like:

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- Why is the bike broken?

- How will I fix my bike?
- What tools are what, and what do they do?

Provocation / Changes to the Environment

I will engage the children by inviting them over to the dramatic play area. I will
tell the children that I need their help fixing the bikes. I will grab some tools and
demonstrate working on the bikes to encourage the children to do the same.
Because there are a variety of tools I will encourage the children to use as
many as they can to “fix the bike.
The first thing I will do is bring the bike into the room and flip them over to
signal to the children that they won’t be riding bikes but bikes to work on
instead. I will let the children come and approach the activity as they please
but I will encourage them to come over and join me while start fixing them. I
will say things like “want to come help me fix this bike?” “It is broken and we
need to work on it so that we can ride them later”. As the children come and
engage in the activity I will say things like “what tools will you use” “can you
help me fix the tire (or any other part of the bike)” I will keep reminding the
children that the bikes still needs fixing, and I will be sure point out each tool
the children are using and engage with them in conversation about the tools
and what they are doing to the bike to fix it, to hear about their own
imagination during the activity.
Closure/transitions/clean up?
-I will give the children a 5 minute warning before ending the activity and
cleaning up for snack. I will tell the children that we will be able to continue
fixing the bikes after snack/later but that the tools will go away until after we
are done eating. I will primarily do the pickup, but with the transition time, the
children usually engage in the pick up with me. I will leave the bikes out for the
children to engage with later/after.

Positive Guidance and Individualization

Managing the Flow of Activity & Safety Considerations
-To manage the flow of the activity I will be sure to remind the children that
the bikes will not be for riding during the activity but instead they are there to
work on and fix. I will support the children when they try and ride the bikes and
engage them back to the purpose of the activity. I will try and keep the
children using the tools on just the bikes as it may become very loud and
hectic if they are hammering and what not on other objects in the classroom.
Proactive Strategies
The strategies I will use to be proactive during the activity will be to explain to
the children that usually we ride the bikes but that during the activity they will
only be for working on, not riding. I will continue to work on the bikes with the
children to try and keep them on the right “track” and more engaged in the

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“working” piece of the activity. I will tell the children that we will only work on
the bikes because they are broken. I will remind children that the hammering,
nailing, etc., will done on the bikes, but that it is too loud on other areas of the
room like the shelves, the climber, etc.
Reactive Strategies
-The strategies I will use to be reactive during the activity will be to redirect the
children to a new area of the room if the proactive strategies are continuing
to happen after a several reminders and let them know they can come back
soon. I chose to use several reminders as it can be misleading to have the
bikes in the room and not let the children ride them. It can also be challenging
to give toddlers tools and confine those tools to only only the bikes in the
room. I will use several reminders to keep the children to the purpose of the
activity, and will redirect them away if NEED be.
Supporting Each Child- Adaptations and Individualization- include at least 3
specific children
T= I will make sure that T isn’t trying to flip the bikes over to try and ride them.
Because he is one of the youngest it may be harder for him to grasp the
concept of the new use for the bikes and continue to try and use them how
we typically do. If it becomes to much for T to not ride the bikes and disrupts
the engagement within the activity for the other children, I will redirect the
child away and invite him over later.
F= I will remind F that the tools won’t be used as objects to hit other children
with. I will redirect F to use the tools to work on the bike with, and if he is using
the tools as ways to hit other children then I will either redirect him away from
the activity or hold his tools until I feel like he is ready to use them for their
purpose.
A= I will identify tool names with A when she engages with them. I encourage
A in tool vocabulary conversation so that she is able to call them by their
name when she is looking for a particular tool or when talking about the tool
when working on the bike.

Materials and Quantity (Bulleted list what you need, how much, & location in
classroom)
 4 toddler bikes
 Tools
 Hard Hats
 Tool boxes
 Tool belts
 Gloves

Spiraling: Intentionally Revisiting and Extending the Learning

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Spiraling
-When helping children make connections to the idea/topic of the activity I
will talk to the children about how much we ride the bikes. I will tell them that
today we can’t ride the bikes because they are broken and need fixing, and
as soon as they are fixed we can ride them again.

Extension activities
-A way I could offer an activity to children in an extension off of this activity
would be to bring in the outdoor bikes that are much bigger than the
scooters. This will invite the children to the same type of activity, doing the
same things but the bigger bikes will allow for more exploration, more parts to
fix and allow for more questions.
-Another activity I could offer would be to offer a bike riding activity the next
day and recall the time when we fixed them. I could have the children ride
them for awhile and then pretend that they brake while riding them, we have
to do a quick stop to fix them, and have sort of like a garage set up on the
side of the riding area where they can use the tools to fix them.

References:
APA format
 Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early
learning standards birth through five. Concord, NH: NH Department of
Health and Human services.

LEARNING EXPERIENCE REFLECTION

After teaching your LEP, please respond to each question:
1) Describe how the activity actually went, regardless of what you planned.
o The activity didn’t go as well as I had planned. I had brought in 4 mini
bikes for the children to work on with the tools that I put out to go with my
emergent curriculum piece. I had flipped the bikes over to avoid the
children trying to ride them, and instead called them broken. I told the
children that they needed fixing from all of the tools that I brought in. At
first, the children used the tools to hammer, nail, saw, etc., on the bikes.
This was exactly what I had planned and for the first few minutes it was
going great. However, when one child (T) came to the activity, he
immediately tried to ride the bikes. Once other children saw this, they all
began to try and flip the bikes over and ride them. Because they were so
used to riding the bikes in the classroom it was different/hard for them to
grasp the concept in using the bikes in a new way. I was constantly trying
to redirect and tell the children that “usually we ride the bikes, but today
they are broken and we are fixing them so that we can ride them again”.
Bringing in the small bikes was actually a slight distraction/set-back to the
purpose of the activity because they didn’t call for the children to use
them the way they normally do.
2) Discuss how children participated.

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o The children participate in the activity by using an assortment of tools, tool

boxes, hard hats, googles, and tool belts while working on the bikes. The
children worked on the bikes for some time until 1 child began to try and
flip the bikes over to ride. I kept having to flip the bikes over, redirecting
and encouraging the children that the bikes weren’t made for riding
today because they were “broken” and needed fixing. The children
would continue to work on the bikes when I redirected them but every
few minutes they would try and flip the bikes over to ride them. This was a
continuous cycle throughout the activity.
3) What changes did you make during implementation?
o I didn’t end up having to make changes to the activity. Throughout the
whole implementation I was debating on whether I should make the
change of letting the children work/fix and ride the bikes at the same
time. However, because I had expressed the instruction and purpose of
the bikes for the activity, and repeatedly flipped the bikes back over,
telling them that they needed fixing, and weren’t for riding I felt like I
couldn’t/didn’t want to go back on my word or purpose of the activity. I
ended up sticking to my word and just kept going through of the cycle of
telling the children the use for the bikes, working on them and telling them
again.
4) Describe how your assessment/documentation plan worked.
o What impact did your teaching have on children?
 The impact my teaching had on the children was that I gave them
a new activity with a common object in the room that the children
frequently use. This activity allowed and challenged the children to
use the bikes in a new way that they typically don’t. It allowed the
children to explore several different tools and a new use for the
tools as the they were fairly new to the children.
o Describe what individual children learned/experienced during your
activity.
 My assessment/documentation plan worked out great! I was able
to capture the children using the tools; hammering, nailing, sawing,
etc., while working on the bikes. It was interesting to see what part
of the bikes through photo documentation that they imagined
needed fixing and what part they worked on. Similarly, the photo
documentation allowed me to capture exactly what tools the
children were utilizing to fix the bikes. The ability to see their
concentration and focus through their imagination to fix something
that wasn’t actually broken was awesome.
 Individual A experienced using a tool belt, googles, a hard hat and
several different tools while fixing the bikes.
 Individual P learned how to dip the cotton balls into the paint and
stick them onto the poster board. P experienced wiping all of the
cotton balls that were previously stuck on the board off and
explored putting his hands into the the paint and rubbing his paint
covered hands onto the poster board.
 Individual T explored the cotton balls by pouring the ones with with
no paint from one container into another. T also experienced
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directing me to which cotton ball to pick up that had fallen off and
where he wanted me to place them on the paint covered board.
 Individual F explored the paint by putting his hands into it and
rubbing them onto the poster board, filling up any white areas he
saw left on the board.
5) Describe any changes you would make the next time you plan in this area of the
curriculum or implement this type of learning experience?
o If I were to make changes for the next I planned in this area of the
curriculum or implemented this type of learning experience, I would either
use bigger bikes that the children aren’t able to flip over and ride, and
that they aren’t used to riding in the classroom. I think this would center
the focus of fixing the bikes much more and fluently because they aren’t
constantly trying to flip them over and ride. Or, I would offer a space for
the children to ride the bikes and have a garage on the side with all the
tools and materials so that they can fix the bikes as they “break. This would
allow for the initial intended purpose of the activity but also allow the
children to use the bikes how they are typically used to using them.
6) Discuss what you learned about yourself and your role as the teacher.
o What I learned about my role as a teacher and as a person is that I have
to be ready for challenges when I introduce a new way of a commonly
used object in the classroom. When I planned the activity, I didn’t no
ponder the idea that the children were going to want to ride the bikes.
Because I had provided so many tools for the children to use and new
concept for them to ‘fix’ the bikes, I thought that they would almost forget
in a way that the bikes were riding and focus on fixing them. However, I
was wrong. As a teacher, it is important to know that when children
become so used to something in the classroom and you switch it up on
them, it is not going to be an easy transition where they just forget about
the old way and quickly adapt to the new. I learned that as a teacher my
role would be to slowly integrate the children into using the bikes in a new
way, and allowing for them to ride the bikes while providing a garage to
fix them would have been a perfect way to do that.
7) Analysis of Assessment: depending on the assessment strategy, please make
note of each child’s growth and progress based on the objective of this LEP.
 Individual A experienced using a tool belt, googles, a hard hat and
several different tools while fixing the bikes.
 Individual P learned how to dip the cotton balls into the paint and
stick them onto the poster board. P experienced wiping all of the
cotton balls that were previously stuck on the board off and
explored putting his hands into the the paint and rubbing his paint
covered hands onto the poster board.
 Individual T explored the cotton balls by pouring the ones with with
no paint from one container into another. T also experienced
directing me to which cotton ball to pick up that had fallen off and
where he wanted me to place them on the paint covered board.
 Individual F explored the paint by putting his hands into it and
rubbing them onto the poster board, filling up any white areas he
saw left on the board.
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