EARLY LEARNING CENTRE LEARNING EXPERIENCE

Student Name: Xheni Lila Date: Age Group: Kindergarten Room (4-5 years old)

Purpose: Purpose:

Reason for developing
learning experience. This
could be in response to an
observation, discussion with
the site supervisor, Ontario
Curriculum Objective, etc.
I had a conversation with the supervisor where she wanted me to
implement something that is connected to patterns and that it is
connected with what they have already learned. She also wanted
me to do an activity where everyone is involved and it based on
his or her interest. I wanted to do a hands-on activity that the
children would enjoy while investigating patterns.

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
OR

Discussion

Document the discussion

between you and your site
supervisor that led to the
planning

OR

Curriculum Objective

Describe the curriculum

objective youre aiming to
meet/enhance through this
experience
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
enhancing/supporting?)
Please Note: You should
refer to appropriate
pedagogy to support your
discussion around
strengths and
opportunities for growth
(e.g. ELECT, How Does
Learning Happen, Ontario
FDK Curriculum, etc).
Describe the experience:
- Who will be involved in
the experience?
- Where will the experience
take place? (e.g. Indoors
or outdoors? In the
dramatic centre, the
creative table, etc).
- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a step by
step description
- List and describe 2
Friendship Bracelet
3 Objectives
- During this activity they will be able to use and control
their small muscles to create a pattern with their beads
and putting it through a string to create a bracelet (8.4)
- In the FDK curriculum the students will be able identify
and describe the repeated pattern (18.1)
- The student will be able to identify a smallest unit of a
patternAB (18.3) using the two different colours of
bead they use to make their bracelet.
Who will be involved in the experience?
All 30 of the students in the room will be involved.
Where will the experience take place?
This activity will be taken place indoors at a table.
Materials Used
- Variety of different colour Beads
- String
- Scissors
How will the activity be implemented?
I will be asking them if they remember the pattern we worked on
last week. If yes then I will ask them if they remember what that
pattern is called (AB), if they don't I will remind them a pattern is
something that is constantly repeating. I will then introduce that
they will be making friendship bracelets. I will also mention that
while they are picking which beads they want to use they will
need to create an AB pattern on the bracelet. The rest the children
will be able to explore and enjoy on their own. In the end I will
tie their bracelet on their hand and cut off the unnecessary string.
teaching strategies. How Teaching Strategies
will you use them? Why
have you chosen these 1. Sensory Engagement As children learn best by using
strategies? their senses they will be able to use their sight, and felt.
They will have visual appealing coloured beads that they
will be putting it in string.
2. Modeling with this activity I will be modeling how to
put the beads in the string and making sure they are kept
on without falling and going everywhere.