You are on page 1of 5


Student Name: Jill Elliott Date: November 23rd, 17 Age Group: 4 to 6

The reason for developing the learning experience is in
Reason for developing response to an observation as well as discussion had with the
learning experience. This supervisor previously. I had completed two activities that
could be in response to an contrasted one another. One worked well because the materials
observation, discussion were open ended and they allowed for the childrens creativity
with the site supervisor, to come through. Opposite, the other was overly simplistic and
Ontario Curriculum took a shorter amount of time to complete. Having seen the
Objective, etc. benefits and downfalls of each I understand the importance of
allowing the children to use their creativity, as well as time with
Observation their parents in a setting such as the OEYC, to perform the
craft. I had had a discussion with my supervisor in more detail
- Document what you saw about each activity and this assisted me in understanding the
and heard
importance of open ended materials. Therefore for this last
- Document non-verbal
activity at my placement I have made all the materials open
communication (i.e.,
body language, facial ended and gave the children complete creative control over the
expressions and voice outcome of the craft. In this activity the theme is similar to the
tone) materials. The children are given a blank piece of paper and are
- Document in detail: who, asked to give it colour and vibrancy. The book I am reading
what, where, and when also goes in hand with this theme as the book is entitled No
- Documentation should More Beige Food, where two children set out to find more
be written in past tense, interesting foods.
objective, and in
anecdotal format


Document the discussion

between you and your site
supervisor that led to the

Curriculum Objective

Describe the curriculum

objective youre aiming to
meet/enhance through this

Learning Experience Learning Experience:

What are you planning in There is not a specific name for the activity but the experience
response to your purpose? is creating a colourful plate. The blank piece of paper being
the plate and the decorations being the food.
- Label your experience
(e.g. Painting with cars). Objectives:
- What are your 3
objectives for this 1. Children will utilize the open ended materials to make
experience? (i.e. What an art piece of their own design.
interests are you 2. This will enhance both gross motor, reaching for
extending? What multiple objects, and fine motor skills, gluing small
strengths and objects, together.
opportunities for growth 3. Children are asked to think more critically about the
are you connection between the book and the craft, it is not so
enhancing/supporting?) direct and clear cut for them to see.
Please Note: You should
refer to appropriate
pedagogy to support your E.L.E.C.T:
discussion around
1. This is supported by 3.7 of the E.L.E.CT document
strengths and
Enjoying Literacy by:
opportunities for growth
discussing and making connections between books and
(e.g. ELECT, How Does
stories in their play,
Learning Happen, Ontario
showing pleasure and enjoyment during activities with
FDK Curriculum, etc). language, music and print material (2014).

also by 4.3 Representation by:

Describe the experience: drawing and constructing 2D and 3D models,
- Who will be involved in beginning to use art media and tools to express their ideas,
the experience? feelings and experiences,
- Where will the
experience take place? using a variety of materials to build with and express their
(e.g. Indoors or ideas generating alternative ideas,
outdoors? In the
dramatic centre, the recognizing their own work and the work of others,
creative table, etc).
- List the materials and beginning to use art media and tools to express ideas,
resources you will use feelings and experiences,
- Describe the
talking about the story or meaning of artwork,
implementation of the
experience, with a step connecting artwork to their past experiences or to
by step description emotions, feelings and thought,
- List and describe 2
sustaining and extending their socio-dramatic play with
teaching strategies. How
language, additional ideas and props (2014).
will you use them? Why
have you chosen these 2. This is supported by 5.3 of the E.L.E.C.T document
strategies? Fine Motor specifically tool use by:
stringing large beads and gluing small object such as
cutting paper with scissors,
cutting a straight line (2014).
3. This is supported by 3.9 of the E.L.E.C.T document
Retelling Stories by:
retelling stories in pretend play and art activities,
making connections from stories in their daily living,
dictating ideas and stories (2014).
Describe the Experience:

I will be indirectly involved in the experience as I will first

explain the information of the craft then allow the children and
parents to utilize their creativity for the duration of the activity.

The experience will take place in the Toronto Public Library

specifically the childrens center and will be facilitated by
myself, the supervisor will be present for additional support.

The materials needed for this activity are:

Bank paper.


1. Lay the materials out in an eye catching manor.

2. Explain the purpose of the activity to the children and
3. Be a facilitator of the activity without being directly
involved as the families and children create their
artwork to their imagination.

Teaching Strategies:

In order to help reinforce the theme of the activity to the

children the educator can use Paraphrase Reflections as a
teaching strategy. Here the educator restates in their words
something the child has said, if the child says this is spaghetti
on their plate the educator can say I love how you designed the
spaghetti. Not only does this encourage the child to continue
with the activity it broadens their vocabulary. These are meant
to be non-evaluative comments, ensure that they focus on
listening to the child. They can also be used to assist the child
in elaborating on their idea.

The second teaching strategy used will be Invitations. The

materials themselves can act as an invitation if they are
engaging and as mentioned before open ended. They invite the
child to be creative and think about what they can do with the
materials. Of course as the activity begins the educator is
encouraged to use vocal invitations to get the children excited
about the activity.


- What went well? Provide

examples for how you
know it went well.
- What didnt go well?
Provide examples for
how you know it didnt
go well.
- What did you learn?
- What might you do
differently next time you
implement this same
experience and why?
- Did you have to make
any adaptations or
modifications? If so,
what were they?
- What type of experience
might you plan to extend
on this one?