Reflective Analysis of Portfolio Artifact

Rationale/Reflection
NAEYC Standard: STANDARD 1. PROMOTING CHILD
DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child
development knowledge base. They use their understanding of a) young childrens
characteristics and needs, and b) multiple interacting influences on childrens
development and learning, to c) create environments that are healthy, respectful,
supportive, and challenging for each child (NAEYC, 2010).

Brief Description of Evidence:

For my Preschool Practicum course, ECED 235, in the fall semester of 2014 I created
a video clip that displayed the children and myself working on two activities focused
on the subject of science. During my practicum course I observed that the children
enjoyed science experiments. With that knowledge I decided to come up with two
science activities they had not worked on previously. The children assisted me with
creating tie-dye milk using milk, oil, dish soap, and food coloring. The second
experiment consisted of creating a sparkly explosion using baking soda, vinegar,
confetti, and a vase.

Analysis of What I Learned:

I learned that my children enjoyed working on subject areas while using a more
hands-on approach. By providing a visual for these experiments I was able to
integrate math by counting out the ingredients needed to create these experiments.
I also learned that children enjoy assisting with following steps for an activity in
order to see the end result.

How This Artifact Demonstrates my Competence on the

NAEYC Standard:
This artifact demonstrates my competence on the NAEYC standard because I am
providing a hands on learning opportunity for children who are not exposed to this
type of approach. I know from my studies that children this age need hands on, real
world learning experiences in order to connect play to learning. The material a
preschooler has to learn before they can begin kindergarten has to be taught with
an approach that will help them mentally retain these skills as well as be able to
apply the skills in other situations. I wanted to implement a lesson that used a
subject area that would promote cognitive development. Based off my observations
of the children in the practicum class I created a developmentally appropriate
experiment that would challenge them and grab their interest. I encouraged the
children talk to each other during the experiment so they can create their own

learning experience by healthy discussions with each other. Vygotsky claimed that
social interaction is a learning guide where children can help each other build upon
knowledge and skills. By providing activities to build social interaction, I am
promoting healthy social/emotional development with peers.