 Child

Field Practicum 4 Responsive Inclusive Plan:  Children

Detailed Response
(NOTE: 6 required by the end of your placement experience)

Date: __November 6, 2019________________________________ Student Name:__Hilary Flint________________________

Name of Experience (e.g. “ Fun with Mud ” or “All Kinds of Families”: Making Slime/sensory bags

Initial Observation:

Age(s) of Child(ren) [Year, Months]: 2 to 5 year olds.

Record a descriptive observation focused
on one or more of the following areas: When the children are doing an activity within the art area or the classroom, there is only about2 to 4
children within the main area of an activity happening. When an activity is first laid out for the children,
1. Child they often stare from afar, looking for their parents, friends or an educator to try the activity first. The
2. Children
children often come with a parent when trying to do an activity; the parents often say to them “Do you
want to try that” while pointing to the activity. The children nod or say “yes”, they sometimes run over if
- What did you see? they get excited to try. When doing an activity, some of the children give up right away and walk away
from the table until they see other kids join in on the activity. The other kids usually watch the educator
- What did you hear? demonstrate the activity, the children stay quiet most of the time until the end of the demonstration, when
- Was there any dialogue with your
they to ask questions such as “Can I try?” or “can I do it in a different color?”. The educator sets up the
teacher? activity for the other children to try and the children either plays with the tools associated with the
activity or try something new, like mixing or creating a new tool out of materials. The children then play
Be sure to… with the activity either quietly or with a friend or parents. When with a parent, they often look at their
parent or teacher before doing an action or saying something like “look at this”. Other children around
- Address: Who, what, where & when.
the classroom or the ones that walked away come to the table when the other children are there or when
- Record verbal communication. they have left. They always look at what the children are doing and sometimes say something like “what
are you doing?” or “can I do it with you?” Some of the children when they come over take tools or
- Record non-verbal communication (e.g. supplies without asking, which makes other children get sad and frustrated and start to cry and say “I
body language, facial expression and voice want it back” or “she/he took that”. Some children come to the table to just watch what others are doing.
tone).
They play with the end product but to not seek to create their own.
- Write in the past tense.
 Interpretation:
This is the process of making meaning out of what you saw and heard (pedagogical documentation). Please use the following prompts to
interpret your initial observation.
Child(ren)…

Based on my observation, I can infer:

Consider the following: What materials do the children play with? What do the children do with the materials? What do the children talk about as they explore the materials?

a) Interest(s): The children often play with play-doh or paint. They make shapes, pop, poke, cut and many other actions alike. (depends on materials and environment they are
placed into for an activity) The children sometimes ask questions to either their parent, classmate or educator like “can I join/play?”.

b) Strengths (describe 2) – NOTE: You must refer to the “ELECT Excerpts” (continuum of development). How do you know?

Domain: Physical Skill: 5.3 fine motor: tool use

Rationale: using tools with materials, making a mark or something new.

Domain: Cognition Skill: 4.5 Observing

Rationale: looking at others being playing or making with material or toys

c) Opportunities for growth (describe 2) – NOTE: You must refer to the “ELECT Excerpts” (continuum of development):

Domain: Cognition Skill: 4.7 Reflecting and reaching conclusions

Rationale: Not waiting for end product or seeing if anything has a cause to a effect.

Domain: Communication Skill: 3.6 Listening to others

Rationale: Not listening to instructions from caregiver/parent or teacher

d) What type of play do the children demonstrate - [ ] Solitary? [ ] Onlooker? [ * ] Parallel? [ ] Associative? [ ] Cooperative? How do you know?

The children most often try to look for guidance from a teacher or a caregiver. The children also seek approval by looking at the teacher/caregiver for a nod or a vocal response to
what they have done like “yes you can do that” or “that is so good what you are doing”. The also do that to their friends, they wait till their friend or classmate looks at what they are
doing and wait for a smile or a response by them like a “yay”.

e) Who do the children play with? What did you notice about their interactions?

They often play with their caregiver or a child their age. They (the children) often ask questions before doing anything to see if they can or cannot do that. When there with their
friends the more outgoing child is usually the leader while the more passive child is a follower and copies what the leaders does or say.
Environmental Considerations…

How do the following factors influence what you observed (i.e. enhance and/or limit play)?

f) Space and materials (e.g. location, accessibility, quantity, quality, safety, diversity, etc.).

The art activities area is by the front door, so anybody walking into the room can see where the art activities happen. There is both a circle table and rectangle table to have different
art activities happen at the same time. The materials are diverse and are stored in an area where the children can grab and take what they need and want.

g) Time (e.g. time of day, pacing, duration of experience).

There is time for an art activity anytime of the day, the art area is open all day long. The duration of an art activity is usually an hour before class activities change over (like gym or
snack) Some children arrive late or in the middle of a non-related art activity when they want to do cant but they can’t till that other activity is over.

h) The role of the educator in the room (e.g. positioning, interactions, teaching strategies, etc.).

Making sure the art activity is being done in the right time and time frame. Asking questions to both children and caregiver on if they need help, what they are creating and if they
need any ideas to get started.

Planned Response:

This is based on your initial observation, reflection and interpretation. Please use the following prompts to describe your plan.

Name of Planned Experience: Making slime/sensory bags. Age Group: 2 to 5 year olds.

I planned this experience because…

a) Interest(s):

My co-op teacher said the children really enjoyed making slime with her in the past. They also really enjoy sensory play, by being able to feel and touch what they are doing, they
remember more from the activity.

b) Strengths (Choose and describe 1 from those you identified in the interpretation section):

Domain: Physical Skill: 5.2 fine motor: tool use

c) Opportunity for growth (Choose and describe 1 from those you identified in the interpretation section):

Domain: Cognition Skill: 4.7 Reflecting and reaching conclusions

d) With whom? Number of children? Why?

It would be about 2-3 children with their caregivers. It would be a small number of children so I could control the messy parts of the activity and ensure all children are doing it and
enjoying the activity

e) Where will the experience take place (e.g. Indoors; Outdoors; Learning Area)? Why?

It would be indoors to ensure none of the glue would get mixed up with dirt and other outdoor elements such as leaves and grass. I would also need a sink to be able to wash the kid’s
hands with soap and warm water to take off any glue or food coloring mess.

f) When will the experience take place? Consider: time of day; duration and frequency of implementation. Why have you made these choices?

Once in the morning and once after outdoor time. This makes sure that all the children can enjoy this activity if they came to the centre late or had to leave early.

g) What materials and resources will you use? Why will you use them? Be specific and detailed

Clear glue, eye contact solution, tape, baking soda or borax, glitter (silver, gold and white), lunch bags (Frozen themed). These are the basic ingredients to slime and making the
sensory bags.

h) What is your role? What Two (2) teaching strategies will you use? How will you use it? Why will you use it?

I will include sensory engagement by having the children touch the slime and play with it so they can learn the texture and the cause effect of putting materials together to create
something new. I will also create and add a new challenge by having the children mix the slime themselves so they could learn they need to use a little hard work to create something.

My plan is responsive inclusive because…

i) Foundation for Learning and Development (describe 1); NOTE: You must refer to “How Does Learning Happen” or “The Ontario Curriculum” to support your plan:

Foundation for Learning and Development: Engagement

Connection to Plan:

Having the children explore and engage the materials with others helps them learn to corporate with others to learn how to make new things or activities. The children can see it and
can do it themselves. They can also help or watch others do it and learn something new from watching how other children or caregivers play and make with the materials.

j) Elements of responsive inclusive practice (choose and describe two elements):

[ *] the value of play:

Different ways to play and use slime/sensory bags. Teaches children you can create something new when you combine materials.

[ ] diversity: _____________________________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________________ ____________________

[ *] the value of relationships:

Understanding relationships with different materials and with others. Learning that other people can do different things and can explore differently than themselves.

[ ] development (individual; variations; holistic): ______________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________ _____________________

Follow-up & Reflection:

This is what happened when you implemented your planned response and what you have learned from the experience. Provide specific
examples to support all of your ideas.

a) What did you see? What did you hear? What does it mean? -

At first when making the first batch of slime, I didn’t use the baking soda. The slime turned into goo that you couldn’t use with your hands. My co-op teacher stepped in
and helped me and suggested I use baking soda. The children at that point were restless or some had walked away. The children kept on saying “is it done yet?” or “can I
touch it yet?”. I kept on mixing and encouraging the children the slime will be ready but when nothing was happening, both me and my co-op teacher were confused. The
children were also confused as of what was happening and the parents were as well. After while it worked and the children start to play with the slime, cutting it with tools
or stuffing into small containers. The children laughed and giggled and some said “look at this”.

b) How did your planned response support your anticipated focus? Refer back to your Planned Response (interests, strengths and opportunities for growth). –

I was right about the children using their fine motor skills: tool use and using small tools with the slime. The children didn’t have a lot of patience when things didn’t turn out good
and walked away.

c) What did you learn about responsive inclusive planning (e.g. about children’s abilities and skills; group size; material choices; use of time/space; environmental
considerations; etc.)? –

I wish the materials worked out better but I had trouble with the eye contact mixture. I should of beforehand tried out the materials and other mixtures to see what would work better.
I would also try to be more organized with the materials to ensure everyone can do it, not just a couple of children. I would lay out the materials beforehand and ask the parents if
their child would like to do it so I would know how many were interested into doing it so I can get the right number of materials.

d) What might you do differently next time you engage in a similar experience? –

I would have more materials and try out the experience beforehand to see if they are any errors to work out of it. I would also try to engage with the caregivers more by adding in an
element they could do with their child.
 Co-operating Teacher Feedback:

Signature: _______________________________________________________________ Date: __________________________________________________________________

Field Supervisor Feedback:

Signature: _______________________________________________________________ Date: __________________________________________________________________