FLEMING COLLEGE

BY: HOLLY ENGLISH, #10147211

INVITATIONS TO PLAY
EDUC 4: Guiding Young Children, Assignment #2
 Fleming College Early Childhood Education
Learning Experience Reflection Form
(MUSICAL & DRAMATIC GROUP EXPEERIENCE)

Student Name: Holly English

Date:

Context: Circle/Highlight what fits:

Age Group(s) of children observed: Infants, Toddlers,

Preschool/Kindergarten, and School- age
Context: indoor or outdoor, Child-Initiated or Adult-Initiated
Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much

Observation: Anecdotal description of an ordinary moment observed

with a child or children.

The children were in the vehicle outside during the Road Trip!
experience, and were huddled in the back of the open concept plastic
Truck. We were talking about where we were going to go next. There were
two boys standing outside of the truck, one in the back, and one boy J who
was driving. E and I were sitting on the right side. C was smiling and yelling
Im gonna go tchatch (catch) the bad guy, because Im a police officer!
L was holding his map, that he so carefully had me roll, and tried to keep
rolled, and was shouting Im going to go fight the witch out there, and
Theres a monster, I will go get him! J continued to steer the steering
wheel, and would turn to ask me Where do you want to go for lunch?
When L came back from fighting the monsters, and witches, he said there
is treasure out there! C, E, E, J, and I were yelling Lets go get it! We
have to find it! How do you know? Is it on the map? L nodded, and
smiled, and looked down to the map, and held it in the air.

Reflections and Interpretations (What does this observation suggest

to you about the child/childrens thinking?)

I was very excited about the children being so creative, involved and
inspired. I feel like the children really enjoy transportation, the idea of
travel, taking directions, driving fast, and having the power to go where
they want and do what they want. It revealed to me that they are very
capable to create, plan, and implement their own ideas when they are
given the opportunity to feel like their ideas are being supported and
accepted. C was very into the idea of being the good guy, as he was
playing the role of a Police Officer and going to get the bad guys! E
jumped in there and wanted to help, and took the red car and stated Im a
firefighter J and L immediately responded I want to be the bad guy!
Were the bad guys! E was a little emotional at this point, and wanted
the chaos to stop, I dont like it. When I told the 4 other boys that it was
too much for her, they were eager and sympathetic enough to run away
or chase each other. This revealed that even though all of the children
were in the same scenario they were able to make different decisions and
take different routes from one another, while still incorporating everyone.
It was a learning moment for me because it was a success in the sense
that they were learning how to focus their ideas, cooperate and be
inclusive. K was involved in terms of having something to laugh about and
jump into momentarily, but he is often occupied working away, playing on
his own, and rolling the ball lawnmower around the yard diligently. I feel
like the children really like the idea of being in another world, where they
are heroes, and bad guys. They also really like the idea of treasure, and
finding things on the map, and running away from alligators and
crocodiles, witches and monsters to do it! They are searching, piecing
information together, and in search of new adventures, so I feel like they
are on the verge of a lot of development of self-awareness, self-concept,
executive functioning, and understanding their surroundings. They are
using spatial sensibility, finding locations, using symbols, pattern
recognition, and increasing their physical abilities and endurance.

List 3 goals for the experience you are planning. Your goals must
support the childrens play interest and your interpretation of their
thinking.

1. Use Maps, Coordination, and Directions to further Cognitive

Development
2. Work together for a common goal (finding treasure, role-playing) as
well as story-telling and story development among their peers
3. Increase physical coordination and expressive movement by
providing music and space in the environment

Describe what you are planning to do. Do they support your goals?

The setup will include a ship, binoculars, compass, swords, maps and
treasure. I am planning on hiding the treasure (gold nuggets) I am
planning on reading a Pirate Book to the children, using an accent and loud
and soft sounds. We will get into character by using props and costumes to
intrigue and inspire their role playing. I will hide clues around the room,
and each child will have a map of their own to hold, follow, or colour, etc.
There will be music playing, such as classical, childrens songs, and we will
experiment with our body movements and dancing. When the children find
the treasure, we will summarize and reflect on what we did to find the
treasure, and put a calm song on. This will support my goals as they will
have the opportunity to be physically dancing, and walking, while using
their mind and knowledge of the concept of symbols on a map, and clues.
This will increase their coordination, and cognitive abilities. They will be
decision-making, problem-solving, and cooperating.

Link your experience plan to Briefly explain how your experience

OELF (Age range, Domain &
Skill, and Indicator of Skill)
1. Social, 1.1 Making Friends,
1.3 Peer Group Entry Skills,
1.5 Interacting Positively
and Respectfully, 1.6 Co-
operating, 1.8 Taking
another Persons Point of
View
will foster these domains and skills
The children will be working together, and
must be mindful of how each other feel,
and think to find the treasure. The children
will have a common storyline as a base,
but will work off of each other to create
their own version of the story. The children
will be engaged in role-playing, and filing
in available spots in the story line.

2. Communication, 3.12 The children will be using symbols,

Using Verbal and Non-Verbal
communication, 3.3
Vocabulary, 3.4 Conversing
with Peers and Adults, 3.7
Enjoying Literacy, 3.8 Using
and Understanding the
Power of Literacy, 3.9
Retelling stories, 3.13
Matching Spoken Words with
Written Ones
3. Cognition, 4.1 Self-
Regulation, 4.2 Problem-
Solving, 4.3 Representation,
4.5 Observing, 4.6 Collecting
& Organizing Information,
4.22 Using Spatial Relations,
Directions, Maps
gestures, movement, and songs and
stories to communicate with each other,
for extended periods of time. The children
will be looking for symbolic clues in their
environment, and acting out stories and
ideas that they have heard before. The
children will be talking about connections
they are making from the story, music,
props, and costumes to connect it to their
play.
The children will be following directions on
the map, and identifying and locating
where things are. The children will be
pretending to be someone else, generating
ideas, and working off of each other for
ideas. They will be scanning the room for
clues, while enjoying the music,
movement, and storytelling.

What is the Area of Learning (Curriculum) that will be explored in

the experience you are planning? Choose one.
Circle/Highlight the one that stands out the most .

Math Science Language Health The Music Sensory

and and Arts/Creative
Technology Physical Expression
Activity

Pick other concepts or ideas that could be explored to connect and extend the learning? E
Math Spatial relations, numbers on clues
Science and Technology Maps, Lights, Binoculars, and water buoyancy
Language Music, Storytelling, dialogue, verbal communication
Health and Physical Activity Bending, skipping, running, walking, crouching, dancin
The Arts/Creative Expression Interpretive and expressive dance and movement, Co
dressing up in costumes
Music Introduction to new music, different genres of music, H
sounds, moving to music, dancing
Sensory Colours, props, textures, water, music

Host Educator/Faculty Mentor Comments on reflections and

interpretations

THE PLAN
Give your planned experience a name: __Treasure
Hunt________________
Context: Circle/Highlight what fits:

Context: indoor or outdoor, Child Initiated or Adult Initiated

Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much

Materials or equipment required: (List all materials/equipment needed to

complete this learning opportunity with children making sure that another
educator could replicate this experience)
-Maps
-Ship (laundry basket, with sheet sail, tape cardboard and tube oars)
-Blue Sheet
-Binoculars
-Compass
-Clues (paper cut in puzzle shapes to fit together)
-scarves, materials
-costumes
-beads, jewellery
-treasure box
-gold nuggets (spray painted in gold)
-sand and water sensory bins
-shovels

PROCEDURE:
Beginning:
How will you introduce this experience? How will you present this experience or set
it up to make it inviting? Describe the invitation to the play. Build an image for
your host and evaluator of what they could expect to see.
I will set the room up ahead of time, hiding the clues in places that they will
recognize (ex. in the kitchen, in a basket, with the blocks, etc.), as well as hiding
the treasure box. I will introduce the ship to the setting, and set up the water and
sand sensory tables, hidden under towels. I will be wearing a costume or
accessory to be in Pirate or Sailor character, and set up the costume box,
hidden under a towel. I will read to the children on the carpet area, enticing their
interest in treasure again and the idea of travelling and using their imaginations.
After the book is over I will show them the maps that I found, and ask Who wants
to go on a Treasure Hunt? We will turn to the ship (that will be sitting on the
blue sheet to indicate water), and find the costumes and props,. I will introduce
the music, which I feel like they will be very excited for. We will each get a map,
and start with the first clue.

Be prepared to Expand Childrens Thinking.

Provide 3 possible and MEANINGFUL OPEN ENDED QUESTIONS that could be
used to expand children thinking. Avoid pop questions as they have no real
purpose in the growth of the interest or topic. Be curious, wonder with the children-
stretch the interest or idea.
1. What do you think is in the Treasure Box?
2. How does the music make you feel?
3. What was your favourite part of this story? Who would you be if you were
in the story?

Middle
Reflect on the possible responses and inquiries that may result from your open
ended questions and answer the following questions. What words will I use to
increase vocabulary with this age group? What potential procedures will need to be
provided, explained or coached as the experience unfolds? What will you be doing?
What will you be prepared to add or omit in this experience?

I feel like the children will be very involved in the storyline, especially because it is building
from their interests they show every day, maps, travelling, and the whole concept of good and
bad guys. They will enjoy dancing very much, as we do not play music often, but when they
do hear it they tend to dance, smile and wiggle their bodies, becoming instantly social
communicators. I would like to use words such as ship, treasure map, directions, clues, and
introduce new phrases and vocal variety. As the experience unfolds they will need help to put
the clues together, and find the treasure. They will benefit from being asked guiding or open
ended questions, as it would deepen their commitment to the play. I will be encouraging play
by dressing up myself, moving to the music, reading the story, and playing with props. I will
also be helping them to find the clues by re-wording and re-directing them if needed. I would
be willing to add outdoor play, more props, and set design. Ideally, it would be so appealing to
have a larger visual display, as well as more physical room, so they can run around
(potentially outside would work for this, weather depending). I would be willing to omit the
sensory tables, clues and would just have the treasure easier or harder to find if the
experience proves too difficult or too easy.

End:
What might you do or say to the child or children to conclude the experience? Will
there be time provided later if tasks are incomplete? If not, what are some possible
solutions to this?
To conclude the experience, we would have either already found the treasure, or
we would have conveniently found the treasure. We would also start to colour
the maps and quiet down, along with the music being a guide for that. We could
also read another book to relax again. The costumes will be put away by the
children as well, to add to the concept that they are self-aware enough to realize
they were using their imaginations, and could re-visit the idea of the ship and
treasure hunt any day. I would reflect, and have documented with pictures, so I
would ask them questions, and show them the pictures I took as well.

Extensions:
As you reflect on the learning that has happened, what are some possible play
extensions that would
further take the CHILD/CHILDRENS ideas and their learning to a different level?

This experience could go many ways. It could go into exploration water creatures,
more travel adventures, possibly looking at larger scale maps, and can lead into
the idea of connecting thoughts with actions, and getting results. I would like to
extend the musical aspect in the future, including more dancing and expression
of movement. This could lead to more physical activities, and artistic expression
of self. When children move, they smile and are happier, especially when they are
realizing how good they are at it! I would like to extend this socially, and expand
storytelling and memory. Use of costumes and props can be expanded from this
as well.

Evidence of Research (REFERENCES): INCLUDING Excerpts from the

Elect is not optional (CITED PROPERLY) Consider researching Web Sites,
blogs, Pinterest (actual web site not just the Pinterest url), research books, articles,
and collaboration with others.

Kristyn, L. L. (2014, July 18). Printables (Treasure Map and Scavenger Hunt). Retrieved from
Lil' Luna- All things good: http://lilluna.com/printable-treasure-map-kids-activity/
Ontario Public Service. (2014). Excerpts from "ELECT": A Framework for Ontario Early
Childhood Settings. Ontario.

Fleming College Early Childhood Education

Learning Experience Reflection Form
(EXPERIENCE #1, Road Trip!)

Student Name: Holly English

Date:

Context: Circle/Highlight what fits:

Age Group(s) of children observed: Infants, Toddlers,

Preschool/Kindergarten, and School- age
Context: indoor or outdoor, Child-Initiated or Adult-Initiated
Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much
Observation: Anecdotal description of an ordinary moment observed
with a child or children.

3 children were sitting in the car seat, with their keys. Two of them were
saying vroom vroom, and one had a steering wheel in his hand. G said
We are going to Balsam Lake, to which the other two children replied
yeah! Two other children came over to play. E was in the car seat trying
to fit the basket on the seat. There was a doll wrapped in blankets inside,
and she said Baby needs to have her seat belt on as she reached across
the bottom of the basket with the seatbelt in her hand.

Reflections and Interpretations (What does this observation suggest

to you about the child/childrens thinking?)
This told me that they were interested in travel, driving, and taking road
trips. They touched on role play, when two of the children expressed they
were either a Mommy, or a Daddy. I also think that one child in
particular, G, has been to Balsam Lake, and has had great memories there.
The children all seem to get very excited about this destination, which
reveals to me that they are familiar with first hand experience of getting in
the car and going to a destination, such as a lake. The children also
seemed to be in agreement that going to Grandma and Grandpas was a
great idea as well, which also revealed a generational influence in their
lives.

List 3 goals for the experience you are planning. Your goals must
support the childrens play interest and your interpretation of their
thinking.

1. Take on new roles through role-play- encouraging self-identification,

by encouraging the children to express and define their role in the
play
2. Explore the reality of travel- what to pack, make a plan, gather
supplies, get food/gas

3. Introduce directions, time, and use of following a map- use of

compass, watch, map

Describe what you are planning to do. Do they support your goals?
I am planning on supplying some materials from home that someone may
typically need for a road trip. I will suggest that we go on one before snack
time (right before we go outside), and gain a response. I will ask them if
we need a map, and supply them with a map, as well as ask them to make
maps on their own. Once we are outside later on in the morning, we can go
to the large, open truck that is in the yard, and get on our way! The
children can still utilize the props while we are outside, and I will allow
them to guide the dialogue, while also suggesting pit stops, or ask
wherere we are going, and encourage use of role play. . This all supports
my goals; preparing for travel helps the children understand the reality of
driving and road trips. Family dynamics bring some more reality to the
game, as they can be a good guy or bad guy, as well as the mom or
Dad, as well as another role they desire to play. Also, they will be
introduced to maps and directions on a compass.

Link your experience plan to Briefly explain how your experience

OELF (Age range, Domain &
Skill, and Indicator of Skill)
(PRESCHOOL AGE GROUP)
2. Emotional, 2.2: Identity
Formation
will foster these domains and skills
The children are making connections
between their family and the larger group,
including their peers.
They seem to be increasing their identity
formation by identifying with particular
family roles, or activities such as driving or
being a passenger, or being the police
officer that stops them.

1. Social, 1.9 Interacting with
Adults
4. Cognition, 4.2 Using Spatial
Relations, Directions, Maps
By joining in the play myself, children learn
that I can represent security and support,
rather than being in such a separate
category of authority.
By making a map, and introducing the
children to a compass, and maps, the
children learn about directions, and
planning the route.

What is the Area of Learning (Curriculum) that will be explored in

the experience you are planning? Choose one.
Circle/Highlight the one that stands out the most .

Math Science Language Health The Music Sensory

and and Arts/Creative
Technology Physical Expression
Activity
Pick other concepts or ideas that could be explored to connect and extend the learning? E
Math -patterns on maps, distance travelled
Science and Technology -maps, travelling, compass, flashlight, vehicles
Language -new vocabulary, expanding on their previous knowled
Health and Physical Activity -active outdoors and indoors with the idea of travelling
The Arts/Creative Expression -Drawing maps, expressing destinations and interpret
Music -radio in car, making noises
Sensory -Indoor and outdoor play gives variety to the environm

Host Educator/Faculty Mentor Comments on reflections and

interpretations

THE PLAN
Give your planned experience a name: __Road Trip!_________
Context: Circle/Highlight what fits:

Context: indoor or outdoor, Child Initiated or Adult Initiated

Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much

Materials or equipment required: (List all materials/equipment needed to

complete this learning opportunity with children making sure that another
educator could replicate this experience)
- Luggage Bag (re-usable bag, or duffle bag)
- Compass
- Flashlight
- Maps
- Tools
- Sunscreen
- Sunglasses
- Purse/Wallet
- Watch
- Water
- Towel
- Hat

PROCEDURE:
Beginning:
How will you introduce this experience? How will you present this experience or set
it up to make it inviting? Describe the invitation to the play. Build an image for
your host and evaluator of what they could expect to see.
I will empty the contents of the bag out, and ask Does anyone want to go on a
road trip? I will then ask them what they think we should bring. When we explore
the items that I distributed around the room, and choose the things that everyone
agrees on, we will pack the bag together. Then I will ask Do we need a map? I
will ask them if they want to make maps, and introduce them to the map I
brought in. Outside, we will go on the road trip, with our packed luggage, and
utilize the indoor items, outside, in a new context. We will take turns driving,
and hopefully got to more places than only Balsam Lake. I hope to utilize the
map while we are driving along.

Be prepared to Expand Childrens Thinking.

Provide 3 possible and MEANINGFUL OPEN ENDED QUESTIONS that could be
used to expand children thinking. Avoid pop questions as they have no real
purpose in the growth of the interest or topic. Be curious, wonder with the children-
stretch the interest or idea.
1. Where should we stop for lunch?
2. What does your map say? What direction should we go in?
3. Where are we going? Where are we?

Middle
Reflect on the possible responses and inquiries that may result from your open
ended questions and answer the following questions. What words will I use to
increase vocabulary with this age group? What potential procedures will need to be
provided, explained or coached as the experience unfolds? What will you be doing?
What will you be prepared to add or omit in this experience?

I feel at this point we could be still on the road trip, or completely off track. I hope the road
trip has taken us to some destinations, from simple places to eat, or places we have been to in
class, and hopefully also some new destinations we have never been to. The children have
been creating treasure maps in class lately, as well, which also inspired this experience, so I
am imagining that treasure will be involved. I will be guiding play by asking open ended
questions, encourage sharing drivers role. This experience is adaptable to indoor or outdoor
play, and is adaptable to props in the room, without me bringing any in, as well as taking it to
the level of packing blankets and camping out.

End:
What might you do or say to the child or children to conclude the experience? Will
there be time provided later if tasks are incomplete? If not, what are some possible
solutions to this?

To indicate the ending of the experience, I could say Were home! or Time to
drive home, or Are we almost home? There will not be many tasks that are
incomplete as the idea of it was to go, and come back home, but if the idea
persists, we will still have out props and maps, that we can play with at any other
time as well. Follow up would be very good, as it would expand on this experience
in many ways, such as talking about where we went, and revisiting the idea of
travel.
Extensions:
As you reflect on the learning that has happened, what are some possible play
extensions that would
further take the CHILD/CHILDRENS ideas and their learning to a different level?

We could explore other modes of transportation (water, land, air, space). We

could also explore more destinations, and introduce the children to new cultures,
languages, and countries. We could practice packing for specific events, such as a
sleepover, field trip, going to the zoo, camping, etc. We can explore music and
movement based on what they are interested in these aspects.

Evidence of Research (REFERENCES): INCLUDING Excerpts from the

Elect is not optional (CITED PROPERLY) Consider researching Web Sites,
blogs, Pinterest (actual web site not just the Pinterest url), research books, articles,
and collaboration with others.

Ontario Public Service. (2014). Excerpts from "ELECT": A Framework for Ontario Early
Childhood Settings. Ontario.

STUDENT EVALUATION AND REFLECTION:

Did you feel this experience was a success? Why or why not?
YES, I felt like this experience was a huge success! The children responded very
well, almost immediately, and were highly involved in picking out what goes in
the bag, exploring the new items, as well as the process of ensuring their
favourite items were in the bag before we went outside. They were very
interested in the compass and flashlight, and the tool box. We drew treasure
maps for the trip, discussed where we might go, and where all the treasure is.
Outdoors, was the part where we were actually travelling on our road trip. This
turned in so many direction s that were unforeseen, such as witches, monsters,
and policeman, and bad guys. This all ensued after the initial family time was
played out, and we ate, and got gas, like I had pictured. But the children ended
up deciding to go to Florida, and we had to fight off alligators and crocodiles and
snakes.

Address the following questions:

Explain what was new for the children in this learning experience?

The tool box, flashlight, compass and idea of packing luggage to go outside was all very new
and exciting for them. They also developed this idea of witch hunting that I have never seen
them do before, so that was very interesting. They also had never spoken of animal or monster
attacks that I had heard before that.

How did your planned experience support the childrens interests

and ideas from your initial reflection and interpretation? Explain.
The children were able to drive and travel to far off places, as well as familiar destinations
such as Grandmas, McDonalds, and Balsam Lake of course! We planned for the trip,
allowing their excitement and anticipation to build on the idea of going on a road trip finally,
after planning all morning. I have never seen the children with real tools, or compasses, so
that was a new revelation that they are capable and tolerant and patient with dangerous tools,
almost inherently knowing that they are to be careful with the sharp edges and small parts.

Were you successful in supporting the goals, the domains and skills,
and the areas of learning? Explain.

Yes, the adult involvement was supportive and secure, helpful, and almost
completely non-intrusive. The children were able to make maps and then
implement them into their play, by taking them outside. The children were
emotionally invested in this experience, relating it to things they have
done in their own lives, as well as referring to places they have been, or
have heard about. They seemed to identify themselves as roles in a family,
as well as police officers, firefighters, or good or bad guys. They also
changed directions, refereed to the maps, and were talking about
timeframes, and new locations.

What did you learn about the childrens learning (this is called
pedagogy)? Remember, you co-construct the learning experience
with the children. Explain any challenges that you or the children
had with this learning experience (if any) and what would you
change for next time? Was this inclusive?
I learned many things in this experience. I learned how capable these
children are, what their interests are, and different paces they have. The
pace of the activity was fast and exciting, and spontaneous. The children
were on missions to fight the monsters, dragons and witches to get the
treasure. They were also referencing alligators and crocodiles when we
were in Florida, showing how they can relate animals to different locations.
They also incorporated role playing without encouragement to do so after
a while, and brought in the idea of emergency workers, and driving more
than one vehicle at a time. The experience was not as inclusive as it could
have been, due to its fast paced nature. The boy in the class with special
needs, did not really participate, likely due to the quick paced nature of
the experience. While outside, he often likes to play on his own, in a
solitary fashion, so he was not interested in what we were doing at all. I
feel like he would have had the opportunity to participate a lot easier if the
activity was indoors.

HOST EDUCATOR/FACULTY MENTOR EVALUATION OF

STUDENT EXPERIENCE PLANNING
EVALUATION: (check or X) 1 2 3 4 EXCELLEN
IS 5
The learning opportunity and teaching strategies were x
appropriate for this group of learners
The student was prepared in advance and ready on time for x
the experience
The student reflected appropriate and professional verbal & x
non-verbal interactions
Adaptations were made as needed to the experience x
Introduction, closure and transitions were appropriate and x
effective
The experience was based on the children's play interests x
& ideas
The student's self-evaluation was reflective of the x
experience

FINAL Comments for Future

Success:
Pass x

Fail

Resubmit (do
again) with
necessary
revisions

Host Educator Name: _____________________________ Date:

_______________________

(See scanned copy of signature)

 Fleming College Early Childhood Education
Learning Experience Reflection Form
(EXPERIENCE #2, Kitchen Talk)

Student Name: Holly English

Date:

Context: Circle/Highlight what fits:

Age Group(s) of children observed: Infants, Toddlers,

Preschool/Kindergarten, and School- age
Context: indoor or outdoor, Child-Initiated or Adult-Initiated
Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much

Observation: Anecdotal description of an ordinary moment observed

with a child or children.

The Four boys were sitting at the table, and walking around in the kitchen. They were all
speaking and talking to each other, indicated by vocal volume, facial expressions, and eye
contact. There were pink flowers in the Centre of the table, lined with a burgundy tablecloth.
There were places set in front of all for chairs, with two children sitting in seats, one child in
front of a seated one, and one child playing on the kitchen shelves and in the sink. E was
leaning back, with his arms crossed, looking upwards at C, who was speaking to him, and
motioning towards the box on the table. E was lagging and talking back. G was leaning on the
table with his knees on the chair, and head tilted upwards at C, also smiling. K was in the
Kitchen cupboards, moving items around, and picking up grocery items, and dishes.
Eventually K started taking the items to the table, and C was moving around the table
repeating no, no, no. E and G were laughing.

Reflections and Interpretations (What does this observation suggest

to you about the child/childrens thinking?)

I feel like the children were really getting along, and feeling more and more comfortable
around each other, bonding. The children are already used to sitting at the table together for
meal and snack time, so they seemed to be relaxed in this setting. At meal and snack time, the
children often bring p what they eat at home, or whose house they were at recently, or on the
weekend. It seemed like they were old friends at the table, even though it is not always those
particular children that mesh that closely together. These children do not typically argue, but
they are rare to be that relaxed and on the same page, so I feel like the kitchen table and
setting had something to do with influencing their behaviour due to its familiarity, and
relativity to their daily lives. This was a commonality reached, that was inspiring.

List 3 goals for the experience you are planning. Your goals must
support the childrens play interest and your interpretation of their
thinking.

1. Social- communication, internal and external expression

2. Problem solving, cooperating, sharing
3. Science- measuring, pouring, molding, and mixing materials

Describe what you are planning to do. Do they support your goals?

I would like to bring in some play-oh, baking sheets/trays, and utensils. I want to introduce the
idea of the kitchen table on a larger scale, using a large table so all 6 children can fit. I want
to make the display appealing to the children by sing real frying pans, tools, and integrating
my belongings with theirs, for more familiarity and relativity. I want to ask them if they are in
a restaurant or at home, and whatever they choose, I would like to encourage role-playing in
that scenario they created. I would like to introduce new vocabulary, and when the children
are using the play-doh, I want to encourage cooperation, sharing, and creativity. I would like
to gain insight further and create dialogue about what the children are making, as well as
promote conversation at the table, to promote more bonding and socializing in the kitchen
setting.

Link your experience plan to Briefly explain how your experience

OELF (Age range, Domain & will foster these domains and skills
Skill, and Indicator of Skill)
What is the Area of Learning (Curriculum) that will be explored in
the experience you are planning? Choose one.
Circle/Highlight the one that stands out the most .

Math Science Language Health The Music Sensory

and and Arts/Creative
Technology Physical Expression
Activity

Pick other concepts or ideas that could be explored to connect and extend the learning? E
Math
Science and Technology
Language
Health and Physical Activity
The Arts/Creative Expression
Music
Sensory

Host Educator/Faculty Mentor Comments on reflections and

interpretations

THE PLAN
Give your planned experience a name: _____Kitchen
Talk__________
Context: Circle/Highlight what fits:

Context: indoor or outdoor, Child Initiated or Adult Initiated

Social Context: alone, pair, small group, large group
Adult Support: none, minimal, some, much

Materials or equipment required: (List all materials/equipment needed to

complete this learning opportunity with children making sure that another
educator could replicate this experience)
Play-doh
Muffin trays/cookie sheet
Utensils
Cookbook
Tupperware containers
Cutting board
Large table, chairs
Tablecloth
Plates
Easter eggs (plastic, to crack)

PROCEDURE:
Beginning:
How will you introduce this experience? How will you present this experience or set
it up to make it inviting? Describe the invitation to the play. Build an image for
your host and evaluator of what they could expect to see.
I will move the large table over to the kitchen area, so that everyone can join in. I will put
down a colourful table cloth, along with pie plates, baking sheet, pans, muffin trays, and
utensils, such as measuring spoons and spatulas. I will supply (seasonal) Easter eggs for them
to store dough in or pretend to crack. The cookbook will be shown, and suggested that we
make something for lunch or dessert.

Be prepared to Expand Childrens Thinking.

Provide 3 possible and MEANINGFUL OPEN ENDED QUESTIONS that could be
used to expand children thinking. Avoid pop questions as they have no real
purpose in the growth of the interest or topic. Be curious, wonder with the children-
stretch the interest or idea.
1. What are you making?
2. Do you help in the kitchen at home?
3. How does it taste? What does it taste like?

Middle
Reflect on the possible responses and inquiries that may result from your open
ended questions and answer the following questions. What words will I use to
increase vocabulary with this age group? What potential procedures will need to be
provided, explained or coached as the experience unfolds? What will you be doing?
What will you be prepared to add or omit in this experience?
There would be some new vocabulary introduced such as cinnamon, measure, men, spices,
and the difference between cooking and baking. The Procedure of cooking and baking would
be discussed, such as the oven temperature, and amount of time it takes to finish. Also, the
children will Likely join at different times during the experiment, as some of the children in
particular like to help set up and some are always the last ones there. I would like to explore
both a restaurant setting and a home setting, and make it realistic by storing the food, and
washing the dishes. Sharing and cooperating may be a challenge, as it is exciting for them,
and there is never enough play doh you know! I will be participating at the table to guide the
children, and oversee that they are sharing, and putting some deeper thought into the idea of
cooking and baking, in a social setting I feel like if it were unsupervised, it may lose focus very
quickly. But yet with supervision, there doesnt seem to be too much that could go wrong. I
would also like to be able to inquire their interests and allow them to think more deeply about
the creative aspect of the experience, exploring their own abilities.

End:
What might you do or say to the child or children to conclude the experience? Will
there be time provided later if tasks are incomplete? If not, what are some possible
solutions to this?

To indicate that the experience is coming to an end, I might say Are you guys still
hungry? Did Everyone have enough to eat? or Lets clean up and do the
dishes! The children would be assured that they can keep their creations in the
provided containers, and work on them later, when they have more free time, or
when the re-visit the kitchen next time.

Extensions:
As you reflect on the learning that has happened, what are some possible play
extensions that would
further take the CHILD/CHILDRENS ideas and their learning to a different level?

I feel like there were many play extensions that can come from this experience,
such as rolling material, shaping and molding materials, mixing colours with other
mediums such as paint, chalk, and food coloured water. The children can also
start to experiment with real food, and perhaps even have a day where we do a
show and tell of their favourite foods, or recipes from home, and we can try to
create them. We also touched on a lot of social behaviour, and circle time face to
face due to the kitchen table theme, so it would extend into sitting around a fire,
water, or just facing each other in a group in general.

Evidence of Research (REFERENCES): INCLUDING Excerpts from the

Elect is not optional (CITED PROPERLY) Consider researching Web Sites,
blogs, Pinterest (actual web site not just the Pinterest url), research books, articles,
and collaboration with others.

Ontario Public Service. (2014). Excerpts from "ELECT": A Framework for Ontario Early
Childhood Settings. Ontario.

STUDENT EVALUATION AND REFLECTION:

Did you feel this experience was a success? Why or why not?
Yes, I did feel like the experience was a great success for a few reasons. The
experience lasted a long time, which indicates their level of interest, and
attention span due to being intrigued and involved. The children seemed to
respond very well to it, and learned more about sharing, and being creative. The
children needed to be reminded to share a few times, but eventually were doing
it on their own. They used each others names, and were laughing and being
social, which was part of the goal. They were inclusive of everyone, and did not
discriminate when it came to sharing or including others in their ideas of play. The
children also seemed to have a sense of accomplishment and wanted to show off
their work to each other, and would offer their food to each other as well. The
children loved to mold and make shapes, and seemed to be fascinated with the
colours swirling together. They were very influenced by each other too, indicated
when they were finding unison in their ideas, for example, everyone making
pancakes and cinnamon buns at the end.

Address the following questions:

Explain what was new for the children in this learning experience?
Mixing colours of play doh is fairly new for these children, as they are often told not to do
that. They were amazed at the colours it created, and the designs. They were also brought in
items from my home, which they are not used to and were excited about, as they are new to
them, There were a few words that they learned, such as cinnamon was pronounced
minison. Spices and flavours proved to be hard to explain, without being able to actually
taste it or show it, so they learned about some things they had never even heard of before. The
children seemed to have learned more about their abilities, and use of their fine motor skills.
They also were being challenged to replicate what they saw other children make. Even simple
procedures such as flattening the dough or rolling it, had proven to be a bit challenging for
some, but with some guidance, they were able to copy what had been made.

How did your planned experience support the childrens interests

and ideas from your initial reflection and interpretation? Explain.
The children were able to do many things that they naturally already were
doing, such as sitting at the table, playing in the kitchen, talking about
food, and playing house. The children were also able to experiment with
role-playing and had the choice of where the experience was set, at home
or at a restaurant. All of the children that responded shouted house. The
children were also very interested in the life skills that were involved such
as the setup, clean up, washing dishes, and setting it up in the first place.
The children in my observation were socializing and enjoying the relaxing
nature of the kitchen setting, with food and dishes surrounding them. This
experience proved to be a success because it not only replicated the
scenario they enjoyed, but it also expanded upon it.

Were you successful in supporting the goals, the domains and skills,
and the areas of learning? Explain.

Yes, I feel like the goals of my experience were met, as the children were
being inclusive, socializing, surrounded by the idea of eating, and cooking
the food, as well as the set up and clean up. The children discussed food,
spoke about what they like to eat, and who cooks it for them, and where
they eat at their house. Also, we were able to explore family dynamics,
and friendships, as some of the children took on family roles, and wanted
to be the chef, or the taster. The scientific aspect was present with
shaping, molding, mixing and creating with visible results, their end
product. This included using pans to fry, and pots to boil. This brought on a
lot of story-telling and explanations, as well as dealing with issues in
cooperation and sharing.

What did you learn about the childrens learning (this is called
pedagogy)? Remember, you co-construct the learning experience
with the children. Explain any challenges that you or the children
had with this learning experience (if any) and what would you
change for next time? Was this inclusive?
Yes, this experience was very inclusive. All the children were able to
participate, as the pace was up to them. I learned that the children like to
work in group settings, and make a lot of reference to family and home
life, as that is what they compare things to, and how they relate to each
other. They also really like to help out, and seem to enjoy the routine
process of setting up and putting things away, or cleaning up. The children
like to see the colours swirl together, and learned new techniques with
their hands and fingers, such as molding, rolling, twisting and flattening.
The children needed me to be there for moral support and to guide them,
but I fell like eventually it would not be needed so much. Next time I would
bring in toppings that are different textures, and maybe incorporate
liquids and dry powders such as flour as well. I would also like to
experiment with real ingredients in the near future.

HOST EDUCATOR/FACULTY MENTOR EVALUATION OF

STUDENT EXPERIENCE PLANNING
EVALUATION: (check or X) 1 2 3 4 EXCELLEN
IS 5
The learning opportunity and teaching strategies were x
appropriate for this group of learners
The student was prepared in advance and ready on time for x
the experience
The student reflected appropriate and professional verbal & x
non-verbal interactions
Adaptations were made as needed to the experience x
Introduction, closure and transitions were appropriate and x
effective
The experience was based on the children's play interests x
& ideas
The student's self-evaluation was reflective of the x
experience

FINAL Comments for Future

Success:
Pass

Fail

Resubmit (do
again) with
necessary
revisions

Host Educator Name: _____________________________ Date:

_______________________
 Bibliography

Kristyn, L. L. (2014, July 18). Printables (Treasure Map and Scavenger Hunt). Retrieved from Lil' Luna-
All things good: http://lilluna.com/printable-treasure-map-kids-activity/
Ontario Public Service. (2014). Excerpts from "ELECT": A Framework for Ontario Early Childhood
Settings. Ontario.