Student Assessment Project

Tyrah Urie
Student Assessment Project

EDUC 414
Table of Contents
A. Background Knowledge.…………………………………………………………... (3)
a. Developmental Level – General Knowledge.……………………………… (3)
b. Developmental Profile – Group Composition…………………………….... (7)
i. Table.……………………………………………………………….. (8)
ii. Summary………………………………………………………….... (12)
B. Curriculum Overview………………………………………………………………. (13)
C. Content Knowledge Research Unit…………………………………………………. (19)
D. Unit Planning………………………………………………………………………... (21)
a. Rationale……………………………………………………………………... (21)
b. Curriculum Assessment Plan………………………………………………… (21)
c. Child Guidance Plan…………………………………………………………. (22)
d. Planning Process…………………………………………………………….... (23)
e. Scope and Sequence of the plan………………………………………………. (24)
E. Complete Unit Plan…………………………………………………………………. (N/A)
F. Family and Community Plan………………………………………………………...... (25)
G. Learning Experience Plans and Extensions…………………………………………... (26)
H. Developmentally Appropriate Assessment Practices…………………………………. (59)
I. Assessment Adjustment Summary…………………………………………………..... (60)
J. Comprehensive Summary…………………………………………………………….. (61)
K. Annotated Reference Page……………………………………………………………. (63)
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A.Background Knowledge
a. Developmental Level-General Knowledge
Social and Emotional Development
The Social and Emotional domain measures a child’s development in self-concept and
social identity, attachment, social competence and emotional competence through creating
opportunities for social and emotional learning. This domain is important when trying to build
healthy and positive friendships/relationships (Wheatley, Cantor & Carver, 2015, p.12).
Toddlers 24 months-3 years in this domain will begin to show delight in their own
abilities, and draw adult’s attention to their actions and creations (Wheatley, Cantor & Carver
2015, p.13). At this age, toddlers continue to need adult approval and validation but show
more competence in their tasks and activities, however they may be more comfortable around
unfamiliar adults. They are also able to play cooperatively for brief periods with other
children, and express their feelings verbally with greater frequency which positively correlates
with building positive relationships (Wheatley, Cantor & Carver 2015, p.14).
Language Development and Emergent Literacy
Language development and Emergent literacy measures a child’s development in
listening comprehension, non-verbal communication, verbal expression, emergent reading,
emergent writing. Language development and Emergent literacy is the understanding of
language and literacy as a way to express one’s self and communicate with others making
language an important part of culture identity (Wheatley, Cantor & Carver 2015, p.18).
Toddlers 24 months-3 years in this domain more directly related to language
development, will exhibit the ability to respond to simple questions, notice other children’s
body language and try to interpret it and use language for a variety of functions. Further,
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children can participate in simple conversational exchanges, usually with adults and with
more development they begin to understand the rules for communication in different
situations. (Wheatley, Cantor & Carver 2015, p.19). Within this age range, children are able to
demonstrate a burst of new vocabulary words which they may or may not use correctly and
use more connecting words, such as “and” “or” then”. On the emergent side of things toddlers
may enjoy being read to and looking at books independently; may say familiar words and
phrases while looking at the appropriate page, ask for familiar books to be read repeatedly the
same way and know when pages are being skipped, relay or retell simple stories, and are able
to ask and answer simple questions about the story. (Wheatley, Cantor & Carver 2015, p.19).
Toddlers of this age range may be able to identify the front of the book and use clues on the
cover to select a book, participate in chants and songs that rhyme, begin to recognize their
own name and may notice words that start with the same letters, and use their increased fine
motor control to control the size and shape of their scribbles (Wheatley, Cantor & Carver
2015, p.21).
Cognitive Development
Cognitive development is composed into 3 different areas; early numeracy, science and
social studies, and approaches to learning (Wheatley, Cantor & Carver 2015, p.25).
In early numeracy within cognitive development measure’s a child in their number
operations, geometry and spatial sense, measurement, patterns and relationships, data
collection and analysis, time and sequence through daily routines and play interactions
(Wheatley, Cantor & Carver 2015, p.25). Toddlers 24 months-3 years may begin to develop
an understanding of the relationship between spoken numbers and quantity, use comparison
words and position words correctly, and use non standard tools to measure, with adult
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assistance (Wheatley, Cantor & Carver 2015, p.26). Children may be able to exhibit the
ability to show awareness of objects and pictures that are the same, can find people and
objects that are the same based on one attribute, and remember and describe daily sequence of
events (Wheatley, Cantor & Carver 2015, p.27).
Science and social studies in cognitive development measures key concepts, exploring
the physical world, and exploring the social world (Wheatley, Cantor & Carver 2015, p.30)
Toddlers 24 months-3 years are able to ask for people or things that are not in sight, focus on
small details in indoor and outdoor environment, explore various roles in their home and
classroom, and ask questions about other people’s experiences in their families and
communities (Wheatley, Cantor & Carver 2015, p.31).
Cognitive development’s approaches to learning is measured by inquiry and exploration,
reasoning and problem solving, play, executive function, symbolic representation, and
cooperative learning (Wheatley, Cantor & Carver 2015, p.33). Toddlers 24 months-3 years
may seek information through observation, exploration, and use of simple tools, anticipate and
try to prevent another person’s actions that will create undesirable effects, and remember
strategies that have worked and apply them to new situations (Wheatley, Cantor & Carver
2015, p.35). At this age range, children will try out new actions, roles, and words that they
imitate from others, engage in more extended pretend play, and laugh at themselves when they
do something silly. With approaches to learning toddlers can try to figure out what is getting
in the way of their plan, can play simple memory games such as matching pictures on cards,
and understand that some signs in the community represent familiar places (Wheatley, Cantor
& Carver 2015, p.36).
Physical Development and Health
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Physical development and health measures a child’s body awareness and control, large
muscle development and coordination, small muscle development and coordination, nutrition,
basic safety, and self care. Children use their bodies to explore and experience the world and
with appropriate guidance from adult’s, young children develop an understanding of the link
between safe and healthy habits and their body’s growth and development (Wheatley, Cantor &
Carver 2015, p.40).
Toddlers within the age range of 24 months-3 years are beginning to show increased
balance and coordination in play activities, focus on important stimuli while ignoring extraneous
stimuli, and may be able to identify the need to eliminate (Wheatley, Cantor & Carver 2015,
p.41). At this age, toddlers are purposefully exploring with their whole body and use objects and
equipment, and show increased confidence in ability to coordinate small muscles and interest in
new ways to use small muscles. Toddlers are able to demonstrate a willingness to try new foods
if offered on multiple occasions, show increasing awareness of health and safety practices, and
seek to accomplish self-care and house keeping tasks with reminders, if culturally appropriate.
Creative Expression and Aesthetic Appreciation
Creative expression and Aesthetic appreciation measures a child’s exploration and
creation of artistic works and appreciation of and response to the creations of others and the
natural world through provided opportunities to encounter the arts and the natural world and
encouraging exploration and creativity (Wheatley, Cantor & Carver 2015, p.45).
Toddlers 24 months-3 years may be able to create three dimensional structures, songs,
rhymes, drama and dances, show interest in a variety of materials and activities related to
creative expression, show adults and peers what they can do or have created, try to reproduce
aspects of music, art, drama, dance and natural phenomena they have witnessed, and use
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descriptive words to express their response to an aesthetic experience (Wheatley, Cantor &
Carver 2015, p.46). The arts and other forms of creative expression foster children’s ability to
conceptualize and solve problems, develop their imagination, and experience and express
powerful emotions and helps with sensory, physical, emotional, and cognitive learning
(Wheatley, Cantor & Carver 2015, p.45).
b. Developmental Profile – Group Composition
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Initials DOB AGE Gender Learning Needs (academic level,
accommodations/modifications needed, cultural,
linguistic, and brief family context for each child
A 1/24/2016 3 yr. F A lives in S. New Hampshire with her mom, dad
and older sister. A and her family are recently new
to their home in S as they have only been their for a
year. A’s mom and dad are both music teachers in
SAU29 town schools. A and her family also
celebrate all US holidays. A’s socio economic status
is middle class and her parents have a bachelor’s
degree in their career. A attends the CDC 5 days a
week. A has a very close relationship with O and
gravitates towards her the most. A is the second
oldest child in the classroom. A is toilet trained and
only uses a diaper when it is nap time. A can do
several things on her own ; put shoes on, put all out
door gear on, handle items in lunch box, ect. A has
a limit at nap time of 1 ½ hours. A enjoys playing
with her sister who is in kindergarten in the
mornings before they leave for drop off. A typically
gravitates towards the dramatic play area. A is potty
trained, and letting teachers know when she needs
to use the bathroom. A is looking to help other
children problem solve and starting to write her
name.
O 3/15/2016 2 yr. 11 F O’s lives in S. New Hampshire with her mom and
m dad. O’s mom is a middle school Spanish teacher
and her dad is a salesman for vetienary offices
selling medications and prescriptions. O and her
family also celebrate all major holidays. O’s socio
economic status is middle class and her parents both
have bachelors degree’s. O enjoys when her sister
from the preschool is able to visit in the mornings.
O’s mom comes into the toddler classroom on
occasion and teaches Spanish to the children. O
gravitates to what A is doing a lot of the time and
enjoys doing the exact same thing she is doing. O
will tyically tell children ‘right’ from ‘wrong’ when
she sees something happening in the classroom. O
seems to have a rough time sleeping during nap.
She has a monkey stuffed animal that goes with her
to sleep but typically it is carried around the room
with her throughout the day as emotional support. O
typically gravitates towards the dramatic play area.
O is starting to use the bathroom, when up on the
diaper table, communicate her emotions when
frustrated. O is building a tight bond with A,
wanting to engage in most activities with A around.
O has transitioned from bringing her comfort item
with her wherever she goes throughout to only
using it in times of sadness and frustration.
A 6/5/2016 2 yr. 6 F A’s lives in S. New Hampshire which is an hour
m drive from the CDC with her mom, grandpa,
grandma and two dogs. A’s family recently moved
to a much smaller house than what they were in 8
before and are looking for other possible options in
terms of living spaces. A’s mom and dad are
c.
After looking at all the data collected on each child from my CT, it was interesting to
look at the trends within the classroom. It was interesting to see that most all of children in the
classroom either had an older or younger siblings. Knowing that they have siblings, I think it
would be beneficial to know their other family dynamics in terms of interests and hobbies in
what they do as a family. This information would help me to know other ways to try and engage
the children and possibly expand and teach them things that they are already interested in. All of
the children’s parents, one or the other are educators. The children are interested in all different
aspects around the classroom, whether it be in dramatic area, gross motor, sensory, Arts, etc. The
children have their own ways and support techniques of navigating and dealing with social and
emotional beings in the classroom. These group of toddlers have a strong attachment to family
members which makes for great ideas for family engagement group. In addition to all the
children, but one having pets at the home brings a great topic of discussion and ideas for
emergent curriculum. Over the length of the 14 weeks I have been with the children, their growth
and development in all developmental domains have grown in so many ways. The children are
forming relationships with others in the classroom, learning self independence through using
verbal communication, expressing needs and wants, and using guidance through to teachers to
support them. From beginning to end, I have been given the opportunity to not only observe
these developmental growths, but also support and encourage them through it.
B. Curriculum Overview
LEP #1
My first lesson plan I planned was a sensory activity. I had put snow in the sensory table,
as we had just received our first real snow of the winter season. I had provided squeeze bottles
with colored water in them for the children to squeeze onto the snow, shovels and buckets. My
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main plan for the children was for them to explore the snow with the colored water squeeze
bottles provided and utilize the squeeze bottles and other materials. Children like F learned how
to squeeze and tip the squeeze bottle upside down so that the water would come out. T
experienced squeezing the water into other materials provided in the sensory table and then
dumped the snow/water back onto the snow with that particular material instead of just using the
squeeze bottle. FM experience exploring the idea that if you put more than one color onto the
snow in the same spot, the color changes and may not be that particular color that they were
putting onto the snow anymore. I didn’t have to make any adaptations to this lesson plan as the
children interacted with the activity just how I had planned. I learned that the children were
extremely curious and explorative with the changing colors of the snow but also they were very
creative in using the other tools (shovels and buckets) as means of exploring the the snow. I
learned that the children LOVE the water and that adding to the color to it made it that much
more “new” and exciting for the children. The idea that the snow was changing color due to the
colored dye I put in the water really interested the children. The were trying to get rid of the
white snow, squeezing the different colors all over the snow to cover it up. Learning these
findings about the children helped to inform my thinking and choices for my emergent
curriculum project by reminding me to keep in mind of their explorative and explorative
tendencies. Knowing that the children really enjoyed the colored water, it gets my wheels turning
about how I could incorporate it into my emergent piece in a different activity.
LEP #2
My second lesson plan I planned was a “dip and stick” creative expression and aesthetic
appreciation activity. My intended purpose for this activity was to have the children dip cotton
balls into a paint/glue mixture and then stick them onto a poster board that was horizontally stuck
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to a cupboard. The children engaged in the activity by either dipping the cotton balls into the
paint/glue mixture and sticking them onto the poster board or ended up dipping their hands into
the paint and rubbing them onto the poster board. AC started the activity off by grabbing the
cotton balls, dipping them into the paint and then stuck them onto the poster board very
meticulously. PB came over to the activity ands started off with dipping the cotton balls into the
paint/glue mixture and was sticking them onto the poster board as well. During the process one
of PB’s cotton balls fell off and he then decided to wipe off all of the cotton balls he and AC had
stuck on, knocking them all off. After this PB decided to use his hands to dip into the paint and
then rub his paint covered hands onto the poster board. AC soon joined him and later so did
some of the other children in the room. I had to adapt quickly when this activity drastically
changed. I had to turn my mindset around from what I had planned and adapt to what the
children were doing. I had to accept that the children were engaging with the activity very
differently to what I had planned but I had to continue to teach, support and engage with the
children. After the activity I learned that the children have a mindset of their own in some of the
best ways possible. From the children, I learned that although paint is typically an art material,
the toddlers main use for it seems to be for sensory. I learned that the children love exploring the
paint using their hands at full capability. This activity and the drastic adaptation helped to inform
my thinking and choices for my emergent curriculum with the idea that incorporating paint in a
way that the children can engage with it as a sensory method more than the idea of the paint
being an art! Getting the children to use the paint in a sensory way where they can fully engage
their hands as the main idea of the activity would be great for them, and is something they
showed great interest in.
LEP #3
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My third lesson plan that I planned for the children was a “bear hunt” for them to
adventure on. My intended purpose for this lesson plan was that of a language development and
emergent literacy activity. I planned for the children and I to reinact the “Going on a Bear Hunt”
book with the different scenes/areas from the book that I set up in the big room. I hoped for the
children and I to go on a circular motion bear hunt around the room going from one scene/area to
another acting out the actions that happen in each one as we go. For the first couple minutes the
children followed me in a circular motion around, but quickly after they evolved into doing their
own sort of “bear hunt. They ran around the room in no exact order as they ran away from the
bear instead of looking for the bear like the “bear hunt” book. Because the children had their
energy and attention into running around the room from scene/area to scene/area it made it tricky
for me to keep trying to get them back on track to the structured plan that I had had of the bear
hunt with us looking for the bear around the room in our circular motion through each area, and
this was how adapted. I changed my whole outlook of what the bear hunt should be and adapted
to what the children were doing and how they were engaging. I stopped trying to reign them back
on track to what I had planned and kept the main ideas going of going to all the scenes/areas and
reinacting the actions, but going with the flow of how they wanted to do that on the bear hunt.
From this, I learned that even though children may know what happens in a story, they may still
choose to create their own stories in their head and will reinact what they are seeing. Children
like AC, FM, and O, knew exactly what happened in the “bear hunt” book and could reinact
every action that happened in each scene/area and what order the bear hunt book went in when
going to each area. However, other children like F, S, and ZK remember parts from the story and
made up the rest in their head to act out, like the bear chasing them instead of going on a hunt
looking for the bear. After facilitating this activity I learned that the toddlers have huge
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imaginations. I learned to go with what they are imagining and don’t try and knock it down to
“get back on track” to what I had planned. This experience helped my thinking and choice ideas
for my emergent curriculum to remember not be afraid to let the children run with my initial idea
for an activity. The children’s imaginations can teach me so much more about them selves in
terms of new activity ideas, what they are interested in and how they are geared with set up and
how things are run. What “works” and what “doesn’t, in a sense.
LEP #4
My fourth lesson plan was an social emotional identifying activity. I planned to start off
the lesson plan by reading the children the “Lots of Feelings” book a day before the actual
implementation of the activity. I read the feelings book to the children and asked for them to help
identify the facial expressions they saw on each page and then help me make those particular
facial expressions with their own face. The second part of the activity that I planned was to then
have the children use laminated pictures with facial expressions and imitate those expressions
into mirrors that I had set up in the room and into an I-pad so I could take their pictures while
doing it. The children engaged with this activity during the group circle time when we read the
book by telling me what emotion/feeling they saw on each page and then reinacted the facial
expressions themselves. Some children like FM, AC and O engaged in conversation in asking
why the child in the picture is feeling a particular way or what a feeling/emotion was that may
not have been familiar to them. During the actual activity the children participated by noticing
the laminated pictures and either identifying what feeling they saw (or what they remember or
saw in the book) based on the facial expression and imitating that face, or just used the laminated
photos as tools to hit on the sensory table or on the mirror. Some of the children were engaged
with the I-pad and wanted their picture taken making the face so that they could then look at it
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and some children were just interested in using the laminated photos on a stick to hit on the
sensory table and the mirrors. The children were into engaging while making different facial
expressions based on emotions and feelings from the book more than anything. From the
children, I learned that they are very capable of identifying what different facial expressions are
when they are shown a picture. However, all of the children were able to show me a facial
expression when I asked them to make either “happy, sad, angry/mad, and surprised” without a
visual cue. I learned that from daily life interactions, books, tv, and just what they have
previously learned that they are very familiar with feelings and how to show those feelings. This
idea has helped my thinking and choice ideas for my emergent curriculum but everyday
interactions in trying to get the children to identify how a child is feeling from their facial
expressions, not just based off of the child crying, yelling etc. I think this would be a very
beneficial concept to start thinking about as a lot of the children are going up to the preschool in
the fall and will be very prevalent to them.
LEP #5
My fifth lesson plan was a fine motor developmental activity. I had planned for the
children to stick straws into play dough and then stick pasta noodles onto the straw. I had set up
all the play dough platforms on all the trays and put out the noodles and straws onto the trays. I
set up one play dough platform and stuck the straws and noodles onto the straws for a
demonstration for the children. A lot of the children that came in from drop off noticed the
demonstration that I had set up in the middle and asked “what’s that”. I had explained to the
children that I put straws into the play dough and then stacked the pasta noodles onto the straws.
Just explaining the activity to the children this encouraged them to want to explore it. For some
of the children I provoked their exploration by saying, “look at the pasta noodles I brought on,
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want to help me stack them on the straws?”. Many of the children explored the activity by either
sticking the straws into the play dough, sticking the noodles into the play dough, and put the
noodles on the straw that was in the play dough or just held the straw and put the noodles on.
Children like FM and PB were able to stick the straw into the play dough and then add noodles
onto the straw on their own, and ZK and TT needed support in able to stick the straw and
noodles into the play dough and putting the noodles onto the straw. I didn’t have to make any
adaptations to this activity because the children engaged with it just how I had planned. From the
activity, I learned that providing noodles with bigger holes would have been a good idea for this
toddler group as for a majority of the children the activity was fairly tricky and most of them
needed support. However, I learned that the children work to problem solve and when something
isn’t working and they have tried to problem solve, they look to the adults for support to
accomplish their goals. This activity helped to inform my thinking and choices for my emergent
project in realizing that it is ok to challenge the children, but also provide material choices that
they can work with on their own to accomplish the same goals. Especially for the age ranges in
the group, this will be an important point to take with me, and utilize.
C. Content Knowledge Research for Unit

1) In many early childhood care programs, teachers go by unit plans, meeting date goals and
whatever “the book” tells them to go by. However, like the CDC and several other programs we
base our days and child planning based of an ‘Emergent Curriculum’. An emergent curriculum
comes from a a wide range of different factors. It is “teacher disposition of questioning and
curiosity together with prior knowledge, experience and intuition, the child brining prior
knowledge and experience, teachers in relationship with each other being both supportive and
reactive, teachers in relationship with the child, parents, and community, collaboration with the
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child, and having the teacher as the researcher and the child as the protagonist” (Stacey, 2018).
The idea of emergent curriculum routes from the child’s interests to create a meaningful learning
experience. However, this can’t be done without all of the factors mentioned above. Like a
puzzle in emergent curriculum, you need all of the pieces for it to be complete and successful.
The teacher first must be invested in what the children are doing, to start the emergent piece of
curriculum. “A teacher who is curious, who wonders “why” children are doing a particular thing
in a particular way, will be genuinely interested in finding a meaningful response “(Stacey,
2018). From this, the teacher’s collaboration with the other teachers in the room, the children
themselves they are able to find what kinds of responses/activities they can set up and facilitate
for the children that “not only capitalize on their play ideas but also lead you to new information
about their thinking” (Stacey, 2018). Using an emergent curriculum makes teaching and learning
much more fun, engaging for the children, and teacher/child base instead of just the teacher. It
supports the child’s learning needs/wants rather than what a curriculum book ‘needs/requires.
2) There are numerous amounts of content areas that one could focus on when choosing and
emergent curriculum for young children. However, based on what I was noticing about the
child’s interest through play was their fascination for transportation was very elevated. Through
research I was able to find curriculum ideas and learning opportunities centered around
transportation that I will plan for the children that will further their prior knowledge about the
subject but also create new knowledge and experiences as well.
“Transportation is a very broad topic, learning about transportation is incorporated into
several different studies” (Teaching Strategies, 2011).
3) After the first half of the semester I learned that the children are little balls of energy.
Whatever the children are engaged in, it is done with so much energy and passion. I find that
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when they children are truly invested in an activity based off of the emergent curriculum that my
lead teacher provides, the children are engaged, having fun, and learning. From the children and
all of the different lesson plans that I provided and from what my lead teacher provided, I found
that the children are at different stages in their development due to age. So, for me the ability to
plan activities that are for the children lower in the developmental stages but also for the ones in
the middle and higher is very crucial. However, it also important for me to know everyone’s
individual stage, not judge the differences whether one child is farther advanced or not and
support each individual stage in hope to develop and grow. Also, throughout the first half of the
semester I learned that children’s have minds of their own. One day they may be interested in
what you have planned and other days they may not. One day everything may go to plan for
what I had planned in an activity and other days they may engage with it in a complete different
way to what I had planned. Whichever way it goes, I need to support their learning, and always
remember not to force the plan but keep the idea going!
D. Unit Planning
a. Rationale
The rationale for why I am choosing to study the topic of transportation is primarily
based on the children’s interests. After the first half of the semester I noticed that the children
had a strong passion for different means of transportation. Whether it be from trucks, trains,
bikes, car, etc., I wanted to provide this opportunity for the children to explore through activities
using the developmental domains making it age appropriate for this particular developmental
level. My hope is to provide a learning experience that is diverse for all the children through the
same curriculum topic and see where they take the activities. I will be using the New Hampshire
Early Learning Standards for my emergent curriculum planning. These required standards will
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help me plan what is developmentally correct for the children in my room aged 18 months to 3
years provided the most beneficial skills to learn and develop through play.
b. Curriculum Assessment Plan
My plan for assessing children’s learning over the entire curriculum project in relation to
my overarching objectives will be primarily through photo documentation and observation sheets
but also through checklists, and video observations. I chose these assessment plans because I feel
like they will best demonstrate the children’s actions in the moment of the activity, document
what they are verbally communicating specifically during the activity, as well as allowing me to
check off what each child is/isn’t able to do from the learning objectives of the activities.
Through photo documentation in daily notes and journals that I will provide for the families
promotes not only the assessment of the child but also family involvement. Families are getting
to experience that specific moment of the photo that their child is engaged in the activity.
Observation sheets will allow me to capture what the children are saying/doing in an activity, but
also gather specific information about the children’s interest. This assessment strategy will
specifically support me in my emergent curriculum in writing what direction the children are
taking each activity and seeing their interests, which in turn will support me in altering my plans
to fulfill the main goal of the children.
c. Child Guidance Plan
After observing my CT and going over the child guidance section in the Child
Development Center Early Childhood Academic Student handbook, and actively being a part of
it as a student teacher, there are specific child guidance approaches utilized in the toddler
classroom. The child guidance policy is based off of keeping all children physically safe and to
ensure that all interactions with children are respectful, individualized and caring. Knowing that
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children’s emotions are acknowledged and accepted, keeping the classroom rules focused on
clearly stating behaviors that we expect from children, and giving children choices. Children at
the toddler age have an excess quantity of emotions and are trying to figure out and understand.
As teachers it is our job to provide child guidance to promote the support that the children need
to work through these emotions through positive communication and rich relationships. During
my emergent curriculum I plan to carry out these child guidance plans. I will try and maintain a
physically safe environment throughout the activities, offer a choice for the children in which
opens up doors to how they explore the activity, and clearly/effectively state my instructions and
expectations regarding the children’s behaviors.
d. Planning Process
I developed my emergent curriculum by focusing it soley on the children’s interests in
classroom. As mentioned above in the rationale section, I used the first half of the semester while
creating lesson plans, and interacting with the children to really observe and pick up with
different activities and topics that interests them and which ones didn’t so much. I used the other
toddler teachers in the room for different ideas for activities centered around transportation. In
my planning I wanted to incorporate all areas of the classroom, and so it was helpful to receive
input from my teachers of different ideas that would work in some areas but not in others and
vice versa.
Through the children’s interests, the curriculum goals made up by the toddler teachers of
the classroom, and the New Hampshire Early Learning Standards (NHELS). All three of these
factors play a role in what the curriculum will be throughout the day in particular areas of the
classroom. Because my placement classroom utilizes these factors in their planning process and
doesn’t go off of unit plans and ‘what the book tells them to do’ it allows for flexibility in the
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process. The emergent process allows for no specific pre-determined external expectations
besides the NHELS in giving them focal points to for developmental stages for specific aged
children. All teachers in the classroom are consulted with the curriculum for the day, and even
though the children aren’t asked what they want to do, they are consulted through observation all
day, everyday for curriculum ideas.
e. Scope and Sequence of the Plan
There are several activities that I have planned for transportation. Throughout the day
there are many areas in the classroom that can promote and encourage the play of
transportation. Areas like the dramatic play, art table, sensory table, and the gross motor
room will promote activities like, car/truck play, painting with trucks, walks around
campus looking at different means of transportation, truck art, red light green light,
outdoor play with bikes and sand box tractors, etc., and several different transportation
books in the classroom. Through my emergent curriculum I plan to implement these
activities and many more to stimulate the children’s experiences and exploration within
transportation. My hope is that the children will lead this play through excitement,
interest, exploration, and development and I will be there to support them and adjust
when needed.
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F. Family and community involvement plan
My family engagement plan includes several strategies to involve families in the learning
process. Family engagement is crucial to young children’s development and supports a positive
healthy learning environment for both children and their families. My first strategy that I used
was creating this letter for families to notify them what curriculum I will be implementing in the
classroom for my solo week.
Dear Toddler Families,
As my final weeks as a student teacher at the CDC inch their way to the end, I will be
starting my official solo lead teaching week. The week of April 15nd through the 26th my role in
the classroom will be centered around the “lead”, duplicating the role of Stephanie and Beth’s.
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During this week with the permanent teacher supports, I will be focusing on the end of the day
pick-up interactions with you all, planning curriculum for the children and guiding transitions
throughout the day. My focal point around the curriculum will be transportation! Throughout the
semester, I have noticed a strong passion in several different areas of transportation in the
dramatic play area, car/truck toy play, creative art play with trucks, and much more. My goal is
to provide an enriching learning environment through play that allows the children to explore
deeper into their own fascinations. I am thrilled to see where the week takes us in terms of
emergent curriculum, and letting my curriculum grow and adapt based on the children’s interests
on the topic!
Sincerely, Tyrah Urie.
I also plan to include daily notes and journals for the families through photo
documentation to give them the opportunity to visually see what their children are engaging with
throughout the week while involved in play with my curriculum. I plan on creating a bulletin
board displaying my family engagement project as it will be a great way for families to see their
own involvement with their children in the classroom.
G. Learning Experience Plans and Extensions
a. 5 Emergent Curriculum Plans and 3 Extensions
LEP #1
Learning Experience Plan Emergent #1
Your Name Age Group Date

Tyrah Urie Toddlers
Title of Activity
“Paint Tracks”
Standard: New Hampshire Early Learning Standards

Domain: Creative Expression and Aesthetic Appreciation
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Strand: Exploration and Creation of Artistic Works
Construct: Inventive and Imagination, curiosity and interest, confidence
Indicator of Progress: Invention and Imagination: Children will begin to use tools with more
intentionality and purpose, create three dimensional structures, songs, rhymes, drama, and
dances, use and play with a variety of media and materials for exploration and creative
expression and create more elaborate three dimensional structures, songs, rhymes, and dances
with a combination of materials. Curiosity and Interest: Children will begin to show an
increasing range of curiosity about their environment, objects, and people, show interest in
combining objects or media, show interest in a variety of materials and activities related to
creative expression, and ask how to produce particular sound, visual image, or movement.
Confidence: Children will begin to request adult attention and approval for all of their artistic,
dance, and musical efforts, select and use artistic materials and tools more purposefully, ask
adults to save or take pictures or videos of their artistic creation and show adults and peers
what they can do or have created, including short individual performances or artistic creations.
Intended Purpose (the objective of the activity)

The children will explore using toy car/trucks and paint to drive along large strip paper.
Children will be able to dip the car/trucks into the paint and drive them around the strip paper
making paint tracks creating art/patterns of their choosing while also exploring the paint with
their bodies.
Documentation and Assessment Plan & Analysis

The assessment strategy I will use will be photo documentation. This will be able to show the
children’s exploration and creations as it happens in the moment. Through photo
documentation, especially in this such activity it allows me the ability to see the exploration
and creativity within the car/truck and paint. This method of assessment/documentation help
me document children’s growth and development by visually/physically being able to see what
the child is doing and as they are developing and doing more pieces of the objective it can be
visually noticed.
Background Research
Content-
Toddlers 24 months-3 years may be able to create three dimensional structures, songs, rhymes,
drama and dances, show interest in a variety of materials and activities related to creative
expression, show adults and peers what they can do or have created, try to reproduce aspects of
music, art, drama, dance and natural phenomena they have witnessed, and use descriptive
words to express their response to an aesthetic experience.
Children’s Inquiry
This activity is relevant and appropriate for the children now because they very into playing
and exploring with paint and are very curious when other materials are added to it. The car and
trucks go along with my emergent piece in the transportation aspect.
This activity will allow children to explore how to use the paint and car/trucks to make paint
tracks onto the paper. The activity will also allow the children to be in dulged in almost full
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body sensory with the paint.
Provocation / Changes to the Environment

I will engage the children by inviting them over to the table. I will demonstrate myself
grabbing a car/truck and dipping it into the paint. I will encourage the children to start off by
dipping into one paint but encourage them to use as many different colors as they can. This
will allow for more creativity and pattern on the poster board/strip paper.
The first thing I will do is get all of my materials ready for my activity. I will let the children
come and approach the activity as they please but I will encourage them to come over and join
me. I will say things like “want to come drive car/trucks in the paint with me”. As the children
come and engage in the activity I will say things like “which truck do you want, which color
paint will you choose to dip the car/truck into, once you have dipped your truck in paint you
can drive around the road, look and see what kind of paint tracks you make”.
Closure/transitions/clean up?
-I will give the children a 5 minute warning before ending the activity and cleaning up for
snack. I will have Catherine available to help the children wash the children’s feet and bodies
off of paint. I will then quickly pick up the activity, mop the floor of any paint that went
outside of the paper, and wash the car/trucks of the paint.
Positive Guidance and Individualization

Managing the Flow of Activity & Safety Considerations
-To manage the flow of the activity I will be sure to suggest that the children puts on a smock
before they start their activity to protect their clothes and bodies. However, if the child does
not want the smock I will point out that it may mean they will get paint on their clothes but
leave the choice up to them. I Will put a towel down on the table and around the paper on the
floor to avoid getting paint on them. I will be making sure that the child does not put the paint
in their mouth and/or on other friends bodies. However, I will be allowing the paint to be all
over each individual child that wants/allows it. I will be encouraging the children to make as
many passes through the paint with the car/trucks.
Proactive Strategies
The strategies I will use to be proactive during the activity will be to explain to the children
that the paint is for the trucks. Due to other paint activities, I am aware that the children will
try and put their hands and feet in the paint, which I will allow. I will tell the children that this
will be a walking activity with the car/trucks because they will be walking bare foot and it
could get slippery with the paint. I will limit the activity to 3 friends at a time, and explain to
the children who come wanting to participate once there is already 3 that soon it will be there
turn. I will try and keep the directional path of which way the children drive their car/trucks in
the same circular motion to avoid “crashes”.
Reactive Strategies
-The strategies I will use to be reactive during the activity will be to redirect the children to a
new area of the room if the proactive strategies are continuing to happen after a few reminders
and let them know they can come back soon. I will use several reminders to keep the children
“on task”.
If children try and run during the activity I will remind them a couple times but because it is a
safety hazard, I may have to redirect them away from the activity. If children crash into each
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other I will continue to redirect them into the same circular motion as the other children.
Supporting Each Child- Adaptations and Individualization- include at least 3 specific children
T= I will make sure that T is going in the same circular motion as the other children instead of
all over the place.
F= I will remind F that even if his hands become full of paint that he can go wash them off
instead of wiping it onto other children or objects in the room. I will send constant reminders
to F if I notice or suspect him trying to put the paint onto other friends. I will also try and keep
the space from and F other friends distant to avoid pushing all together.
Z= When Z comes to the activity I will remind him that his body will get paint on it.
Sometimes Z is ok with paint getting on his hands, feet and body and other days he doesn’t. I
will point out the other children and show him how they have paint all over their body and
confirm with him that he still wants to engage in the activity.
Materials and Quantity (Bulleted list what you need, how much, & location in classroom)
 Paint
 Car/trucks
 2 poster boards
 strip paper
 Paint trays
Location: on the cupboards of the classroom under the sink
Spiraling: Intentionally Revisiting and Extending the Learning

Spiraling
-When helping children make connections to the idea/topic of the activity I will remind the
children of previous activities we did that involved car/trucks and paint. I will explain to the
children that we have dipped small car/trucks into paint and painted on a small piece of paper,
but that today we are getting to use the big trucks and drive on the “road” with huge paper.
Extension activities
-A way I could offer an activity to children in an extension off of this activity would be to have
the children use the car/trucks and paint and drive it on a different object like the yellow or
blue slide.
References:
APA format
 Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early learning
standards birth through five. Concord, NH: NH Department of Health and Human
services.
LEARNING EXPERIENCE REFLECTION
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After teaching your LEP, please respond to each question:
1) Describe how the activity actually went, regardless of what you planned.
o The activity went exactly how I planned it for the most part. To start off I had 1
child at the activity. I explained to the child that he would need to off shoes,
socks, and pants for this activity. At first, this made the child nervous, so I asked
him if he would like me to go first and show him the activity. He said yes, so I
demonstrated. First, by taking my shoes and socks off and then by picking out a
car/truck and dipping it into the paint. I then made a few tracks for the child to
see. Once I demonstrated and expressed my excitement for the activity, the child
was all for it. The child dipped his truck into the paint and was off on the “road”
making several paint tracks. This caught the other children’s attention and quickly
the area filled with all 3 children, and some patiently waiting their turn. I had to
limit the activity to 3 friends to avoid cluster, “crashes” and just to keep it as
spacious as I could. When each child came they were nervous at first when I told
them they needed to take off their shoes, socks, and pants but soon were
comfortable once they were engaged in the activity. The children went around the
“road” after dipping their car/trucks in the paint several times. After some time of
constant tracks, the initial piece of paper began to wear out and rip, and started to
get really slippery. The children started to slip everywhere so I decided to set up a
new piece of paper over the worn one and let them keep going. Some children
began to not only put their car/trucks in the paint tub to make tracks but also their
hands and feet to make tracks.
2) Discuss how children participated.
o The children participate in the activity by first feeling comfortable enough to take
off their shoes, socks, and paints to participate in the activity. They then
participated by dipping their trucks into the paint and driving them around the
“road” making paint tracks. When the road became slippery a few of the children
enjoyed having their feet slip up and down the road as they pushed their
car/trucks. The more slippery it got, a few children crawled to avoid falling. Some
children used their hands and feet instead of the trucks to dip into the paint tub
instead of the car/trucks and made tracks that way and/or so that they could slip
and slide more.
3) What changes did you make during implementation?
o The only change that I made during the activity was adding more and more layers
of paper to the road as the activity went on. It didn’t even occur to me that the
initial piece of paper would become so full of paint that it would turn extremely
slipper, worn out and rip. Quickly when the first child slipped and hit his ear on
the bucket of paint, I sort of panicked. Adding layers to the activity, allowed for
me to keep the activity going while making sure it was safe by covering it up with
fresh bare paper once paint began to cover and cluster on the road.
4) Describe how your assessment/documentation plan worked.
o What impact did your teaching have on children?
 The impact my teaching had on the children was that I gave them the
ability to explore their interests in a new, fun, sensory (messy) way. My
activity gave the children the opportunity to engage in an activity that they
aren’t typically able to do on regular basis. It was a whole body experience
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for the children. They trusted me and felt comfortable enough to allow me
to lead them in this activity which included removing some of their
clothing.
o Describe what individual children learned/experienced during your activity.
 My assessment/documentation plan worked extremely well. The photo
documentation gave me the ability to take pictures of the children
interacting with the car/trucks and paint, while driving them around the
“road”. I was able to capture the children indulging in the paint with either
the car/trucks or their bodies. Some of the pictures I was able to get were
of the children pushing the trucks and slipping around the “road” in the
paint. I felt like I was really able to capture my objectives in this particular
activity with phot documentation.
 Individual A explored dipping the car/trucks into the different paints and
driving them on the road, creating paint tracks. A realized how slippery
the road became and took advantage of it dipping her feet into the paint
and slid her feet up and down while she drove around.
 Individual P explored the activity by being the first one to engage in it. He
explored with the car/trucks and dipping into the paint creating the first
tracks on the road. P discovered that the track was getting slippery when
he almost fell and said “oh no”.
 Individual T explored the activity by using the car/trucks for the first few
minutes. T then dipped his feet in the paint, walked around the “road” and
looked behind him at his feet tracks.
 Individual F explored the activity by putting his hands into it the paint and
rubbing them onto the road. Then, after watching his friends, grabbed a
truck and followed them in a circle.
5) Describe any changes you would make the next time you plan in this area of the
curriculum or implement this type of learning experience?
o If I were to make changes for the next I planned in this area of the curriculum or
implemented this type of learning experience, I would make a card board road
instead of paper. I think that the cardboard wouldn’t produce rips like the paper
did and may not become as slippery as fast. I also think that laying down
cardboard each time would be less time consuming as getting a new strip of paper
and taping it down each time.
6) Discuss what you learned about yourself and your role as the teacher.
o What I learned about my role as a teacher is that things are going to get messy and
that is ok. Sometimes that is the beauty of the activity in itself. As I watched the
children engage in the activity, the more I noticed that they were becoming
covered in the paint, I knew that it wasn’t my job as a teacher of this age to be
worried about and caught up in making sure that they were clean. I could see the
faces of the adults in the room start to become almost annoyed in a way. As a
teacher, when you provide paint to toddlers, they are going to want their hands in
it. When you allow them to put their feet in it, they will put their feet in it. I
learned that it is ok for things to become very messy, at the end of the day they
will be clean. Letting the children explore the activity to the fullest is what is most
important.
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7) Analysis of Assessment: depending on the assessment strategy, please make note of each
child’s growth and progress based on the objective of this LEP.
o A developed the ability to dip the car/truck s into the paint and drive around the
road creating tracks. A noticed the road began to get slippery and enjoyed slipping
around.
o P developed the ability to dip the car/trucks into the paint and drive them around
them around the road. P noticed the road getting slippery when he said “oh no”
and slowed down his movement, and crawled around while pushing the
car/trucks.
o F explored the paint by dipping the car/trucks into the paint and driving in a
circular motion with his friends.
o T explored the paint with his hands and feet as he stuck them into the paint tub
and then tracked around the “road” with his body.
o S explored with the activity by dipping primarily his hands and feet into the paint
and tracking around the “road” when he realized that he was “allowed” to.
Extension #1
Extension LEP (modified)
Your Name: Tyrah Urie

Age Group: Toddlers
Date (expected to Implement Activity)
Title of Activity (and Expected Duration of Activity)

-Car Wash
Standards and Objectives

Domain: Cognitive Development –Approaches to Learning
Strand: Play, Inquiry and Exploration, Reasoning and Problem Solving
Construct: Creativity, imagination, and inventiveness, curiosity and sensory exploration, cause
and effect
Indicator of Progress: Creativity, imagination, and inventiveness: Children begin to engage
in simple pretend games, engage in more extended pretend play and invent stories and
characters. Curiosity and sensory exploration: Children will begin to seek information
through observation, exploration, and use of simple tools, continue to seek information
through observation, exploration and asking questions, and persist in asking “why?”. Cause
and Effect: Children will begin to repeat actions to create the same effect and add variations
of those actions to see if the same thing happens (24 months – 30 months), anticipate and try to
prevent another person’s actions that will create undesirable (30 months -3 years), and use
variations on previous actions in new environments and with different objects to create new
and desired effects (3 years).
Purpose
-The children will use car/trucks with paint on them from an LEP to then put into the sensory
table with water, soap/suds and sponges to clean the car/trucks and paint(cause and effect), like a
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car wash to engage in pretend play. The children will use the simple tools too explore and
problem solve, while washing the trucks.
Background Knowledge Needed: Domain, Content (for Teachers and Children), and
Specific Children
-Toddlers 24 months-3 years may seek information through observation, exploration, and use of
simple tools, anticipate and try to prevent another person’s actions that will create undesirable
effects, and remember strategies that have worked and apply them to new situations. At this age
range, children will try out new actions, roles, and words that they imitate from others, engage in
more extended pretend play, and laugh at themselves when they do something silly. With
approaches to learning toddlers can try to figure out what is getting in the way of their plan, can
play simple memory games such as matching pictures on cards, and understand that some signs
in the community represent familiar places.
Instruction/Engagement/Facilitation (“Body of the Lesson”)

I will implement this activity to children by first bringing the children back to the activity we did
the day before with using the car/trucks in paint through conversation. I will remind the children
how messy the car/trucks were and that we need to bring them to car wash and clean them. I will
put water and soap in the sensory table and provide the children with sponges to clean them with.
I will provide the children with all of the car/trucks that need cleaning from the previous LEP.
Child Guidance
The proactive strategies I will use during this activity will be to tell the children that the trucks
will be the only thing that needs cleaning. When there are toys in the sensory table the children
tend add other random toys in. I will explain to the children that the water and soap are for
cleaning the trucks, not for taking out of the sensory table, other friends, bodies and not for out
mouths. I will have enough trucks for the amount of children that are at the activity to avoid
fighting and arguing over the same one.
The reactive strategies I will use during this activity will be to remind the children about the
rules of the water and soap and if I see them either drinking the water, putting it on other friends,
or out of the sensory table after several reminders I will redirect them to a new area.
Assessment Plan
The assessment plan I will use will be the same as the LEP, photo documentation. This will be
able to show the children’s sensory exploration and cause and effect strategies for cleaning the
car as it happens in the moment. Through photo documentation, especially in this such activity it
allows me to see how the children are engaging with the sponges, water and soap to wash the
cars/trucks. This method of assessment/documentation help me document children’s growth and
development by visually/physically being able to see what the child is doing and how they are
interacting within the activity.
Materials and Environment
-Cars
-Trucks
-Water
-Soap/suds
-Sensory table
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Reflection Questions
6) What I learned about myself and my role as a teacher through my implementation was that the
children really have the imagination and exploration skills to rebuild on a previous activity if you
allow them to. Because I provided the children with an initial activity that I then was able to
expand on in a different way, gave the children the opportunity to pick up and explore based on
what they had done in the LEP. At first I didn’t think that the children were going to be able to
remember the previous LEP and that it was just going to be them playing in the water, not
grasping the idea of them being at the car wash, washing them. However, the children have such
large minds in a way that they can’t be underestimated. Take the children to that next level, they
are more than likely ready for it.
7) The children learned the concept that because they got the car/trucks dirty in the previous
activity that they were “going to the car wash” to clean them. The children explored with the
water/soap and sponges to clean the car/trucks getting all the paint off of them. This helped the
children extend their pretend play and also engage them in “hygiene” skills.
LEP #2

Tyrah Urie Toddlers
Title of Activity
“Red Light Green Light”

Domain: Physical Development
Strand: Large Muscle Development and Coordination
Construct: Gross Motor
Indicator of Progress: Gross Motor: Children will begin move from one place to another by
walking and running with basic control and coordination, have more control with their arm and
leg movements for walking, running, climbing purposefully explore with their whole body and
use objects and equipment, and show increased confidence in their ability to coordinate large
muscles and interest in new ways to use large muscles.

The children will become familiar with each red light, green light and yellow sign. The
children will engage in a red light green light game, where they will ride bikes moving from
one place to another while listening and responding to me recite red light green light signals.
Each child will then have a chance to hold and signal the signs to the other children playing
red light green light.
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The assessment strategy I will use will be photo documentation. This assessment tool will not
necessarily be to document the children driving through the hallway, going and stopping, but
engaging with the traffic signs themselves. Through the photo documentation I will be able to
capture the children perfectly when they are holding the signs and signaling to other children
the signs.
Background Research
Content-
Toddlers will begin to move from one place to another by walking and running with basic
control and coordination. They will have more control with their arm and leg movements for
walking, running, and climbing. Toddlers will purposefully explore with their whole body and
use objects and equipment and will show increased confidence in their ability to coordinate
large muscles and interest in new ways to use large muscles.
This activity is relevant and appropriate for the children now because they are in the middle of
their transportation unit. Traffic signs are a big part of transportation and several of the
children are familiar with the signs as they see them with their families in the car. A lot of the
children are using the word to communicate to other children when they want them to stop.
Incorporating signs and a game that mainly focuses on the transportation aspect but also a
frequently used word, will help the children express the word in a new fun way. While at the
same time the children are using their gross motor skills to interact with the activity.
This activity will allow the children to engage in receiving and responding to red light green
light signals. Children will react to my signals by either stopping or going with their bikes to
which ever sign I and the other children hold up and verbally say.

I will engage the children by inviting them outside in the hallway to play a red light green light
game with the bikes. Once a group of the children and I are out in the hallway I will go over
what each sign says and means to the children. Once I engage in conversation with the
children about the signs and the instruction for the activity, I will begin with the red light green
light game. I will not only show the signs, and verbally say the signs but also use hand
gestures to help the children navigate through the game.
The first thing I will do is get all of my materials ready and set up for my activity while the
children are at nap time. I will take 4 children at a time out into the hallway asking them
“would you like to come in the hallway and play red light green light with the bikes. I will
have the signs in my hand so that the children can visually see a part of the activity to spark
some questions. As the children come to the hallway I will tell them to pick a bike and then
engage in conversation about the signs I am holding. I will ask the children “what does this
sign mean”, holding each one up for them to see. I will explain to the children that I will sit at
the top of the hallway holding up each sign, verbally signaling what sign I am holding and
what they should be doing (either going or stopping, or going slow). I will tell the children that
they will each get a turn holding up the signs, telling their friends what to do during the
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activity.
-I will give the children a 5 minute warning before ending the activity for each group. I will
walk each group that has completed the activity into the toddler room once their 5 minute
warning is up and grab another group of 4 children to bring into the hallway. I will tell the
children that if there is time, then everyone could have a second turn, but that we may not get a
chance to go again. After the last group, I will bring them back into the room. Then, I will put
the bikes back into the closet, remove the tap and enter the classroom and join the children.

-To manage the flow of the activity I will be sure to tell the children that this is a bike activity
and the they should stay on their bikes unless they are signaling the children with the signs. I
will also be sure to tell the children that once everyone has made the top of the hallway, then
everyone can head back down and restart at the starting point. I will try and keep the children
stopping and going when I signal the specific signs but be aware of the different
developmental levels and work with it. I will be sure to give each child a turn signaling the
signs to their friends, but be there to monitor and support them.
The strategies I will use to be proactive during the activity will be to keep giving the children
reminders to stay on their bike unless they are the one signaling the other children with the
signs. I explain to the children that they will be going up the hallway listening to the signals
but that on the way down the children could go at their own pace. I will encourage the children
to either stop, go or slow down when they see/hear that particular sign.
Reactive Strategies
-The strategies I will use to be reactive during the activity will be to keep redirecting the
children to their bikes if they continue to get off them and desert. I will remind children to
listen to the signs and react to what every they are hearing/seeing be signaled. I will redirect
children back into the classroom if they are becoming to energetic during the activity, or not
listening in terms of staying in the boundaries provided or staying on their bike.
T= I will keep in mind T’s developmental level for this activity in understanding that he may
not be at the level to go and stop when signaled, but do as best I can to direct him in what is
being signaled for the rest of the children.
A= I will encourage A to stop, go and go slow whenever directed by me or the other children
as I know she is very capable of doing so. I will encourage A to signal the children with the
red light and green light on her own, using my support when she needs it.
I= I will use verbal, visual (signs) and also visual hand gestures more prominently when I
arrives to the activity. Due to his hearing and language barrier, this will support him in all 3
ways.
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 Bikes
 Stop signs
 Go signs
 Slow signs
-in hallway of CDC

Spiraling
-When helping children make connections to the idea/topic of the activity I will ask the
children if they have ever played red light green light and if they have ever seen the signs
while driving with their family in the car. I will tell the children that instead of driving the
trucks around we will use the bikes to drive around and that we will be using the bikes to play
red light green light instead of walking.
-A way I could offer an activity to children in an extension off of this activity would be to
offer the activity with pushing trucks, pulling wagons, pulling strollers, or just walking.
- Another way I could offer an extension would be too let the children make their own signs,
with the color they want and tell me what they mean for each one, and do red light green light
based on the color they made.
References:
APA format
services.

o The lesson plan went fairly well to what I had planned. When I took the children
out in groups I tried to mix up the older children with the younger children, so
that the younger children could use the older one’s as sort of an example for the
activity. When I started off explaining to the children what each sign meant and
having the conversation with the about what we do for each sign, most of the
children picked up on the concept. I went up to my signaling seat and began
playing red light green light. At first the children listened to what I was saying
and reacted perfectly. When I would say “green light, go” they would go, and
when I would say “red light, stop” they would stop. However, as the activity went
on, especially when the children started talking their turn reading off th signs to
the children they began going when they wanted and stopping when they wanted.
A couple of the younger children after watching their friends and copying what
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they did, began to “do what they wanted” much sooner than others. When the
children were able to read the signs, I noticed the activity started to become little
less structured a more hectic than the start of the initial activity. However,
because they were continuing to ride their bikes, in the boundaries provided, I
didn’t want to squash the activity because they weren’t stopping and going when
‘I’ or the children said to.
o The children participate in the activity by engaging in conversation about what
each sign said and what they each meant. A couple of the older children were able
to tell me what the yellow sign meant and reacted accordingly when I read off that
particular sign. The children reacted according when they heard green light, go
and red light stop as the rode their bike up through the hallway. Because I gave
the children the option in my instruction to ride back down the hallway at any
speed they wanted, several of them went as fast as they could and turned around
and waited for me to signal them again. When the children got the opportunity to
signal other children with my support, they would hold up whichever sign they
wanted to and said either “red light, green light or yellow light. The older children
were saying things like “green light, go” and red light, stop” while showing a
stopping hand just like I did when I read off the signs. Each child had a turn riding
a bike while listening to the signals and a turn reading off the signs to the other
children.
o I didn’t have to make any changes to the activity during my implementation. I
think that because it was such a basic activity in a sense there was nothing that
needed to be changed. Providing boundaries and telling children to stay on their
bikes if they aren’t signaling allowed for the children to “do their own thing” yet
still be engaged and a part of the activity with the rest of the children.
 The impact my teaching had on the children was that I gave them on
opportunity to do an “old” game in a new, fun way. The activity allowed
for a few different learning pieces all in one. The children were able to
ride bikes, listen and respond to instruction, and then read/signal to other
children all at the same time. Providing the children with an opportunity to
be the “teacher” and read off the signs to the other children gave them a
sense of ‘power’ in way. It gave them individualism, to do their own thing
and have others listen to them.
 Individual A explored reading the signs without my support. She was able
to sit, hold the signs, and distinguish which sign meant what when she was
directing the children.
 Individual T explored the activity by riding the bikes to his own leisure for
the most part. At first he followed what the other children were doing in
terms of stopping and going, but later did his own thing.
 Individual O explored the activity by trying to assist her friends that
weren’t following the commands. “Stop everyone, she said stop”.
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 Individual F explored the activity by stopping when he wanted to, instead
of listening to the red, green and yellow light.
implemented this type of learning experience, I would take only 2 children at a
time instead of 4. I found that having 4 children come to such an instructional
activity was a little to over stimulating. While trying to listen to my signals, some
of the children were trying to listen while others were becoming distracted of
what others were doing. For example, F knew that red meant stop and stopped for
a quick seconds but because the a couple of the other children were going, he
decided to go with them. At such a young age, this is most definitely common,
however it made the activity a little more hectic.
o What I learned about my role as a teacher is that it is OK when things don’t go as
what I had planned in the LEP. As a teacher when things change, it likely has to
do with the emergent curriculum piece where the children are altering the activity
due to their interests and curiosity within the activity. During these changes it is
then my job to keep their curiosity and exploration going. It is not my role as a
teacher to force them to go back to what I had planned for them in the activity.
Specifically, when the children were stopping and going on their own
circumstances, as a teacher it is my job to remember that they are toddlers and
even though they aren’t doing exactly what I had planned, I don’t need to shut it
down. When the children were stopping when I said green light and going when I
said red light was a way for them to explore the bikes and grasp the idea of
listening to instructions as the game went on. What I learned about myself was
that I am always processing things. The whole entire time during the activity I
was processing what I was saying to the children and what the children were
doing and how they were responding in terms of engaging in the activity. At first I
found myself repeating the signal when the children weren’t listening or
responding correctly. I learned that there is such thing as talking to much. They
are processing what I am saying and deciding if they want to listen or not, and
when this happens in such an activity I need to let it go and move on. I need to
focus on what they are doing instead of what they are not.
o A progressed in the activity by first using my support to read the signs to the other
children to doing it on her own without my support completely.
o F progressed in the activity by reacting to the different signals on his own terms.
When signaled to stop F would go and when told to go F would stop. F was able
to signal to the other children the green and red lights.
o T progressed in the activity by driving around his bike up and down the hallway
while occasionally listening and reacting to the signals provided to him. T was
able to signal to the other children the green and red lights.
35
o S grew in the activity when he first started his turn signaling the other children.
First, he only wanted to use the red and green light sign, then decided he wanted
to use a less familiar sign and tell the children to go “slow”
LEP #3

Tyrah Urie Toddlers
Title of Activity
“Road Ramp w/paint”


The children will explore using toy car/trucks and paint with a large slide (ramp/roadway).
Children will dip the car/truck of their choosing into paint and send it down the large slide.
The children will explore watching the different speeds as they push the car/truck down the
slide, patterns of the paint trail left on the paper, and simply the sensory of the paint on their
hands as dip their vehicle in the paint, push it down the slide and pick it up at the end, only to
repeat the process.

documentation, especially in this such activity it allows me the ability to see the exploration
and creativity within the car/truck and paint. This method of assessment/documentation help
me document children’s growth and development by visually/physically being able to see what
36
the child is doing/and as they are developing and doing more pieces of the objective it can be
visually noticed.
Background Research
Content-
Toddlers 24 months-3 years may be able to create three dimensional structures, songs, rhymes,
drama and dances, show interest in a variety of materials and activities related to creative
expression, show adults and peers what they can do or have created, try to reproduce aspects of
music, art, drama, dance and natural phenomena they have witnessed, and use descriptive
words to express their response to an aesthetic experience.
This activity is relevant and appropriate for the children now because they very into playing
and exploring with paint and are very curious when other materials are added to it. The car and
trucks go along with my emergent piece in the transportation aspect.
This activity will allow children to explore how to use the paint and car/trucks to make paint
tracks onto the paper and how fast they will need to push their car/truck for it to make it down
the slide, and further down the rest of the road.

I will engage the children by inviting them to the road ramp. I will demonstrate myself
grabbing a car/truck and dipping it into the paint and pushing it down the slide for the children.
I will encourage the children to start off by dipping into one paint but encourage them to use as
many different colors as they can. This will allow for more creativity and pattern on the poster
board/strip paper. I will explain to the children that I will need to push the car gently so that it
doesn’t come off the slide, or fall out of the road
The first thing I will do is get all of my materials ready for my activity. I will let the children
me. I will say things like “want to come drive car/trucks in the paint with me down this ramp”.
As the children come and engage in the activity I will say things like “which truck do you
want, which color paint will you choose to dip the car/truck into, once you have dipped your
truck in paint you can come up to the slide and push it down the road” “Look at the paint
tracks you made”.
snack. I will have Sarah available to help the children wash the children’s hands and any other
body part that she/they felt needed to be washed off. I will then pick up the activity as quickly
as I can, so that it will be out of the way for snack time.

- To manage the flow of the activity I will be sure to suggest that the children put on a smock
before they start their activity to protect their clothes and bodies. However, if the child does
37
not want the smock I will point out that it may mean they will get paint on their clothes but
leave the choice up to them. I Will put a towel down on the table and around the slide to avoid
paint drips on the floor. I will be making sure that the child does not put the paint in their
mouth and/or on other friend’s bodies. However, I understand paint will get on their hands and
possibly their legs as they are leaning at the slide. I also understand that even though I am only
allowing two friends at a time, know that it will be crowded and it is possible for children to
get paint on other children in passing.
that the paint is for the trucks. Due to other paint activities, I am aware that the children will
try and put their hands in the paint but I will try and encourage them to just use it for their
trucks. I will remind the children that today the slide isn’t for their bodies like it typically is,
but only for the car/trucks. I will tell the children that we will have to be gentle when we are
pushing our trucks down the ramp, but that we can be fast. I will demonstrate this for the
children, as it can be confusing. I will limit the activity to 2 friends at a time, and explain to the
children who come wanting to participate once there is already 2 and that soon it will be there
turn. I will explain to the children that we will walk along the outside of the ramp to retrieve
our trucks but that we won’t walk inside the ramp way. I will set up blocks around the paper
ramp to avoid this.
Reactive Strategies
- The strategies I will use to be reactive during the activity will be to redirect the children to a
new area of the room if the proactive strategies are continuing to happen after a few reminders
and let them know they can come back soon. I will use several reminders to keep the children
flowing through the activity, making sure they are using the paint with their car and trucks,
they aren’t purposefully getting paint on other friends, waiting their turn, and walking around
the ramp to retrieve their car/truck. I may have to redirect them away from the activity if these
things aren’t happening continuously.
T= I will make sure that T waits his turn at the activity but also goes around to retrieve his
truck instead of walking over the blocks to get it.
F= I will remind F that even if his hands become full of paint that he can go wash them off
instead of wiping it onto other children or objects in the room. I will send constant reminders
to F if I notice or suspect him trying to put the paint onto other friends. I will also try and keep
F partnered with someone who won’t constantly be getting in his space.
Z= When Z comes to the activity I will remind him that his hands will get paint on them.
Sometimes Z is ok with paint getting on his hands, and other days he doesn’t. I will point out
the other children and show him how they have paint on their hands, and that he can wash
them off whenever he feels like he doesn’t want the paint on them anymore. I will confirm
with him that he still wants to engage in the activity.
S= I will make sure that S is going around the ramp and blocks to get his car/truck instead of
going right in the ramp area to retrieve it.
38
 Paint
 Car/trucks
 Blue Slide
 strip paper
 Paint trays

Spiraling
-When helping children make connections to the idea/topic of the activity I will remind the
children of the activity that they have done with other car/trucks and paint and that we are
going to be using the car/trucks with paint but in a brand new way!
Extension activity
the children use the car/trucks and paint with the yellow slide. Instead of using the blue slide
that forms a hill, use the yellow slide that is more straight, have the children dip the big
car/trucks in the paint and have them push it down the slide. This would allow for the children
to become more indulged in the paint with their body and interact with a similar activity in a
different way.
References:
APA format
services.

o The activity went very well to what I had planned. I had brought out the blue slide
into the classroom and put paper onto the blue part that the children typically slide
down on. I also put paper down on the floor, coming right off from the slide. This
created a ramp off the slide going onto the ground like a runway. My goal was to
have the children use the ramp/runway for their car/trucks to go down. I provided
paint for the children to dip their trucks/cars into creating paint tracks and color
down the ramp. The children loved this. They continuously dipped the car/trucks
into the paint and pushed them down the slide. The children got the concept that
the slide wasn’t for their bodies but instead as a tool for the trucks to go down,
creating art.
o The children participate in the activity by picking what car/truck they wanted,
dipping it into the paint and pushing it down the slide. Some of the older children
engaged in the activity by racing their cars down and avoided “crashes” with the
39
other vehicles already down on the ramp way, while the younger children
primarily pushed the car/trucks down to see how fast they could get them to go
and how far.
o I didn’t end up making any changes to the activity I implemented because the
children were engaging with it exactly how I had planned them too.
 The impact my teaching had on the children was through providing them a
similar activity with the car/trucks and paint, but providing it in a way that
they have never done in the toddler room before. Using such a known
object to the children like the slide, but introducing it in a brand new way
really allowed for the children to explore. They were very familiar with
the car/trucks and paint but you could see the look on their faces when
they were doing something so different, yet so explorative and engaging.
 My assessment/documentation plan worked well. I was able to capture the
children engaging with the car/trucks with the paint, as they would then
push them down the slide. I was able to get photos of the children
exploring in such a new activity, through the paint, car and trucks and
their excitement and focus as they sent them down the slide.
 Individual A learned that the car/trucks would go faster in spots where
there was less paint, after sending her car/truck down the same spot and it
became slower and slower.
 Individual P explored each individual car/truck that I had provided for the
children until he found his favorite one. “This one is the fastest”.
 Individual T explored activity by dipping the car/trucks in the paint,
pushing them down the slide, and retrieving them as quickly as possible so
that he could go again.
 Individual S learned that the more paint he put on the car/truck the more
likely it would be to tip over and crash because of how slippery it was.
After I gave S the message that his car/truck tipped over because there was
too much paint, he then each turn he had got as much paint as he could
and smiled when his car/truck would crash.
 Individual Z explored the activity by seeing if he could get his car/truck to
make it all the way down the ramp to the end of the roadway. Z would dip
his car/truck into paint and send it down the ramp several times until he
reached the end.
o If I had to make any changes to the next time I planned in this area of the
curriculum or implemented this type of learning experience I would have kept my
word to to limiting only two friends at a time to the activity. I planned to only
have two but as the timing of the activity was off and the amount of children who
woke up at the same time, I ended up having close to 4-6 at a time. This made the
40
activity slightly more hectic than it would have been if I only had two and more
clustered, however I think that I managed it fairly well.
o What I learned about myself and my role as a teacher was to stay calm when
things get hectic. I have been working on this all semester and I think with this
activity it finally has paid off. I feel like I handled the chaos of the activity really
well because I stayed calm. As the activity got hectic and more and more children
were coming to the activity I had missed the point of limiting the amount of
people at the activity so it was on me to handle and manage them the best I could.
I think if I would have panicked and felt overwhelmed the children would have
picked up on my high energy and it could have made things worse.
 A learned that the car/trucks would go faster in spots where there was less
paint, after sending her car/truck down the same spot and it became slower
and slower.
 P explored each individual car/truck that I had provided for the children
until he found his favorite one. “This one is the fastest”.
 T explored activity by dipping the car/trucks in the paint, pushing them
down the slide, and retrieving them as quickly as possible so that he could
go again.
 S learned that the more paint he put on the car/truck the more likely it
would be to tip over and crash because of how slippery it was. After I gave
S the message that his car/truck tipped over because there was too much
paint, he then each turn he had got as much paint as he could and smiled
when his car/truck would crash.
 Z explored the activity by seeing if he could get his car/truck to make it all
the way down the ramp to the end of the roadway. Z would dip his
car/truck into paint and send it down the ramp several times until he
reached the end.
Extension #2

Age Group: Toddlers

-Paper covered trucks

41
Purpose
The children will create/decorate their own trucks with markers, dot paints and crayons to imitate
the covered trucks and paints used in the LEP.
Specific Children
My background knowledge needed, domains and content did not change for this extension
activity. Toddlers 24 months-3 years may be able to create three dimensional structures, songs,
rhymes, drama and dances, show interest in a variety of materials and activities related to
creative expression, show adults and peers what they can do or have created, try to reproduce
aspects of music, art, drama, dance and natural phenomena they have witnessed, and use
descriptive words to express their response to an aesthetic experience.

-I will implement this activity to the children by hand drawing the trucks as a stencil and then
cutting an individual one for each child. I will put out crayons, markers and dot paints for the
children to decorate with. I will talk to the children about how we used paint and car/trucks and
pushed them down the slide. I will remind the children how covered in paint the trucks became,
and that we want to make our trucks with as much colors as we can like the paint covered the
trucks.
Child Guidance
-The proactive strategies I will use will be to encourage the children to decorate their trucks with
markers, dot paint, and crayons. I will explain to the children that they each have their own
trucks that I personally made for them. I will tell them that they can make (decorate) their own
trucks and if they want to make more after, they can. I will explain to children that the dot paints,
markers and crayons are just for the trucks and not the tables, cupboards, other friend’s bodies
and that they won’t be drawing on other people’s trucks.
-The reactive strategies I will use will be to redirect the children away from the activity if the
proactive strategies are continuously happening. I will remind the children of the proactive
strategies like only using the markers, dot paints and crayons on the trucks and that we each have
our own trucks to make. If I need to redirect children away from the activity then I will tell them
that soon they can come back to finish their trucks, as I will laminating them to use later on.
Assessment Plan
42
-This will be able to show the children’s exploration and creations as it happens in the moment.
Through photo documentation, especially in this such activity it allows the ability to see the
exploration and creativity within the car/truck and paint. This method of
assessment/documentation help me document children’s growth and development by
visually/physically being able to see what the child is doing/and as they are developing and
doing more pieces of the objective it can be visually noticed.

-Paper
-Markers
-Dot Markers
-Crayons
Reflection Questions
6) -What I learned about myself and as my role as a teacher is that even with some of my more in
depth activities It is ok to create more simplistic ideas. The children will engage, enjoy and
explore the activities just as much as if I was to go more in depth. Toddlers are so easy going and
care free that either or will suite them.
7)- The children learned/explored with creating their own trucks based on what they remembered
they looked like covered in paint from our car/truck ramp way lesson plan. The children used the
markers, dot paint, and crayons to design their own art work of what they want their trucks to
look like.
LEP #4

Tyrah Urie Toddlers 4/15/19
Title of Activity
“Bike Workers ”

Domain: Cognitive Development – Approaches to Learning
Strand: Play
Construct: Creativity, imagination, and inventiveness
Indicator of Progress: Creativity, imagination, and inventiveness: Children will begin to
play with toys in ways of their own invention, begin to engage in simple pretend games,
engage in more extended pretend play and invent stories and characters.

The children will use various play tools to “work” on and “fix” the toddler bikes.
43
children’s exploration and imagination as it happens in the moment. Through photo
documentation, especially in this such activity it allows me how the children are engaging with
the tools to work on the bike. This method of assessment/documentation help me document
children’s growth and development by visually/physically being able to see what the child is
doing and how they are interacting within the activity.
Background Research
Content-
Toddlers 24 months-3 years may seek information through observation, exploration, and use
of simple tools, anticipate and try to prevent another person’s actions that will create
undesirable effects, and remember strategies that have worked and apply them to new
situations.
This activity is relevant and appropriate for the children now because they are in their
transportation curriculum and the bikes and tools go along with my emergent piece in the
transportation. They are very interested in exploring tools and working on things around the
classroom.
This activity will allow the children to explore by asking things like:
- Why is the bike broken?
- How will I fix my bike?
- What tools are what, and what do they do?

I will engage the children by inviting them over to the dramatic play area. I will tell the
children that I need their help fixing the bikes. I will grab some tools and demonstrate working
on the bikes to encourage the children to do the same. Because there are a variety of tools I
will encourage the children to use as many as they can to “fix the bike.
The first thing I will do is bring the bike into the room and flip them over to signal to the
children that they won’t be riding bikes but bikes to work on instead. I will let the children
me while start fixing them. I will say things like “want to come help me fix this bike?” “It is
broken and we need to work on it so that we can ride them later”. As the children come and
engage in the activity I will say things like “what tools will you use” “can you help me fix the
tire (or any other part of the bike)” I will keep reminding the children that the bikes still needs
fixing, and I will be sure point out each tool the children are using and engage with them in
conversation about the tools and what they are doing to the bike to fix it, to hear about their
own imagination during the activity.
snack. I will tell the children that we will be able to continue fixing the bikes after snack/later
but that the tools will go away until after we are done eating. I will primarily do the pickup,
but with the transition time, the children usually engage in the pick up with me. I will leave the
bikes out for the children to engage with later/after.
44
-To manage the flow of the activity I will be sure to remind the children that the bikes will not
be for riding during the activity but instead they are there to work on and fix. I will support the
children when they try and ride the bikes and engage them back to the purpose of the activity. I
will try and keep the children using the tools on just the bikes as it may become very loud and
hectic if they are hammering and what not on other objects in the classroom.
that usually we ride the bikes but that during the activity they will only be for working on, not
riding. I will continue to work on the bikes with the children to try and keep them on the right
“track” and more engaged in the “working” piece of the activity. I will tell the children that we
will only work on the bikes because they are broken. I will remind children that the
hammering, nailing, etc., will done on the bikes, but that it is too loud on other areas of the
room like the shelves, the climber, etc.
Reactive Strategies
-The strategies I will use to be reactive during the activity will be to redirect the children to a
new area of the room if the proactive strategies are continuing to happen after a several
reminders and let them know they can come back soon. I chose to use several reminders as it
can be misleading to have the bikes in the room and not let the children ride them. It can also
be challenging to give toddlers tools and confine those tools to only only the bikes in the room.
I will use several reminders to keep the children to the purpose of the activity, and will redirect
them away if NEED be.
T= I will make sure that T isn’t trying to flip the bikes over to try and ride them. Because he is
one of the youngest it may be harder for him to grasp the concept of the new use for the bikes
and continue to try and use them how we typically do. If it becomes to much for T to not ride
the bikes and disrupts the engagement within the activity for the other children, I will redirect
the child away and invite him over later.
F= I will remind F that the tools won’t be used as objects to hit other children with. I will
redirect F to use the tools to work on the bike with, and if he is using the tools as ways to hit
other children then I will either redirect him away from the activity or hold his tools until I feel
like he is ready to use them for their purpose.
A= I will identify tool names with A when she engages with them. I encourage A in tool
vocabulary conversation so that she is able to call them by their name when she is looking for
a particular tool or when talking about the tool when working on the bike.
 4 toddler bikes
 Tools
 Hard Hats
 Tool boxes
 Tool belts
 Gloves
45
Spiraling
-When helping children make connections to the idea/topic of the activity I will talk to the
children about how much we ride the bikes. I will tell them that today we can’t ride the bikes
because they are broken and need fixing, and as soon as they are fixed we can ride them again.
-A way I could offer an activity to children in an extension off of this activity would be to
bring in the outdoor bikes that are much bigger than the scooters. This will invite the children
to the same type of activity, doing the same things but the bigger bikes will allow for more
exploration, more parts to fix and allow for more questions.
-Another activity I could offer would be to offer a bike riding activity the next day and recall
the time when we fixed them. I could have the children ride them for awhile and then pretend
that they brake while riding them, we have to do a quick stop to fix them, and have sort of like
a garage set up on the side of the riding area where they can use the tools to fix them.
References:
APA format
services.

o The activity didn’t go as well as I had planned. I had brought in 4 mini bikes for
the children to work on with the tools that I put out to go with my emergent
curriculum piece. I had flipped the bikes over to avoid the children trying to ride
them, and instead called them broken. I told the children that they needed fixing
from all of the tools that I brought in. At first, the children used the tools to
hammer, nail, saw, etc., on the bikes. This was exactly what I had planned and for
the first few minutes it was going great. However, when one child (T) came to the
activity, he immediately tried to ride the bikes. Once other children saw this, they
all began to try and flip the bikes over and ride them. Because they were so used
to riding the bikes in the classroom it was different/hard for them to grasp the
concept in using the bikes in a new way. I was constantly trying to redirect and
tell the children that “usually we ride the bikes, but today they are broken and we
are fixing them so that we can ride them again”. Bringing in the small bikes was
actually a slight distraction/set-back to the purpose of the activity because they
didn’t call for the children to use them the way they normally do.
o The children participate in the activity by using an assortment of tools, tool boxes,
hard hats, googles, and tool belts while working on the bikes. The children
worked on the bikes for some time until 1 child began to try and flip the bikes
46
over to ride. I kept having to flip the bikes over, redirecting and encouraging the
children that the bikes weren’t made for riding today because they were “broken”
and needed fixing. The children would continue to work on the bikes when I
redirected them but every few minutes they would try and flip the bikes over to
ride them. This was a continuous cycle throughout the activity.
o I didn’t end up having to make changes to the activity. Throughout the whole
implementation I was debating on whether I should make the change of letting the
children work/fix and ride the bikes at the same time. However, because I had
expressed the instruction and purpose of the bikes for the activity, and repeatedly
flipped the bikes back over, telling them that they needed fixing, and weren’t for
riding I felt like I couldn’t/didn’t want to go back on my word or purpose of the
activity. I ended up sticking to my word and just kept going through of the cycle
of telling the children the use for the bikes, working on them and telling them
again.
 The impact my teaching had on the children was that I gave them a new
activity with a common object in the room that the children frequently use.
This activity allowed and challenged the children to use the bikes in a new
way that they typically don’t. It allowed the children to explore several
different tools and a new use for the tools as the they were fairly new to
the children.
 My assessment/documentation plan worked out great! I was able to
capture the children using the tools; hammering, nailing, sawing, etc.,
while working on the bikes. It was interesting to see what part of the bikes
through photo documentation that they imagined needed fixing and what
part they worked on. Similarly, the photo documentation allowed me to
capture exactly what tools the children were utilizing to fix the bikes. The
ability to see their concentration and focus through their imagination to fix
something that wasn’t actually broken was awesome.
 Individual A experienced using a tool belt, googles, a hard hat and several
different tools while fixing the bikes.
 Individual P learned how to dip the cotton balls into the paint and stick
them onto the poster board. P experienced wiping all of the cotton balls
that were previously stuck on the board off and explored putting his hands
into the the paint and rubbing his paint covered hands onto the poster
board.
 Individual T explored the cotton balls by pouring the ones with with no
paint from one container into another. T also experienced directing me to
which cotton ball to pick up that had fallen off and where he wanted me to
place them on the paint covered board.
 Individual F explored the paint by putting his hands into it and rubbing
them onto the poster board, filling up any white areas he saw left on the
board.
47
implemented this type of learning experience, I would either use bigger bikes that
the children aren’t able to flip over and ride, and that they aren’t used to riding in
the classroom. I think this would center the focus of fixing the bikes much more
and fluently because they aren’t constantly trying to flip them over and ride. Or, I
would offer a space for the children to ride the bikes and have a garage on the side
with all the tools and materials so that they can fix the bikes as they “break. This
would allow for the initial intended purpose of the activity but also allow the
children to use the bikes how they are typically used to using them.
o What I learned about my role as a teacher and as a person is that I have to be
ready for challenges when I introduce a new way of a commonly used object in
the classroom. When I planned the activity, I didn’t no ponder the idea that the
children were going to want to ride the bikes. Because I had provided so many
tools for the children to use and new concept for them to ‘fix’ the bikes, I thought
that they would almost forget in a way that the bikes were riding and focus on
fixing them. However, I was wrong. As a teacher, it is important to know that
when children become so used to something in the classroom and you switch it up
on them, it is not going to be an easy transition where they just forget about the
old way and quickly adapt to the new. I learned that as a teacher my role would be
to slowly integrate the children into using the bikes in a new way, and allowing
for them to ride the bikes while providing a garage to fix them would have been a
perfect way to do that.
 Individual A experienced using a tool belt, googles, a hard hat and several
different tools while fixing the bikes.
 Individual P learned how to dip the cotton balls into the paint and stick
them onto the poster board. P experienced wiping all of the cotton balls
that were previously stuck on the board off and explored putting his hands
into the the paint and rubbing his paint covered hands onto the poster
board.
 Individual T explored the cotton balls by pouring the ones with with no
paint from one container into another. T also experienced directing me to
which cotton ball to pick up that had fallen off and where he wanted me to
place them on the paint covered board.
 Individual F explored the paint by putting his hands into it and rubbing
them onto the poster board, filling up any white areas he saw left on the
board.
Extension #3
48
Age Group: Toddlers
Date

-Big Bike Workers

Strand: Play
Construct: Creativity, imagination, and inventiveness
Purpose
The children will be able to use various tools to work on and fix the bigger preschool bikes.
Specific Children
-My background knowledge needed, domains and content did not change for this extension
activity. Toddlers 24 months-3 years may seek information through observation, exploration, and
use of simple tools, anticipate and try to prevent another person’s actions that will create
undesirable effects, and remember strategies that have worked and apply them to new situations.
Children will need to know why/how we fix things and what different parts on the bike could
need to be fixed.
- F= I will remind F that the tools won’t be used as objects to hit other children with. I will
redirect F to use the tools to work on the bike with, and if he is using the tools as ways to hit
other children then I will either redirect him away from the activity or hold his tools until I feel
like he is ready to use them for their purpose.
A= I will identify tool names with A when she engages with them. I encourage A in tool
vocabulary conversation so that she is able to call them by their name when she is looking for a
particular tool or when talking about the tool when working on the bike.

-The way I will implement this activity to the children will be by bringing the two big bikes into
the classroom, and setting them upside down on blocks. I will put out various tools for the
children to use while working on the bikes.
Child Guidance
There are no different proactive and reactive strategies I will use in this extension that I used in
my LEP. The proactive strategies I will use during the activity will be to explain to the children
that usually we ride the bikes but that during the activity they will only be for working on, not
riding. I will continue to work on the bikes with the children to try and keep them on the right
“track” and more engaged in the “working” piece of the activity. I will tell the children that we
will only work on the bikes because they are broken. I will remind children that the hammering,
49
nailing, etc., will done on the bikes, but that it is too loud on other areas of the room like the
shelves, the climber, etc. The reactive strategies I will use during the activity will be to redirect
the children to a new area of the room if the proactive strategies are continuing to happen after a
several reminders and let them know they can come back soon. I chose to use several reminders
as it can be misleading to have the bikes in the room and not let the children ride them. It can
also be challenging to give toddlers tools and confine those tools to only only the bikes in the
room. I will use several reminders to keep the children to the purpose of the activity, and will
redirect them away if NEED be.
Assessment Plan
The assessment plan I will use will be the same as the LEP, photo documentation. This will be
able to show the children’s exploration and imagination as it happens in the moment. Through
photo documentation, especially in this such activity it allows me to see how the children are
engaging with the tools to work on the bike. This method of assessment/documentation help me
document children’s growth and development by visually/physically being able to see what the
child is doing and how they are interacting within the activity.

-Bikes
-Hammers
-Nails
-Hard Hats
-Wrenches
-pliers
-screw drivers
Reflection Questions:
6) What I learned about myself and role as a teacher was that I can be scary offering an activity
very similar to what I offered previously that the children didn’t engage well with. It is my role
as a teacher to adjust to what the children are doing of course, but also challenge the children in a
way that they can still properly engage and interact with the activity (bringing out bikes the
children do sometimes ride, but making them big enough where they are less app to flip them
over and ride them.
7) Through assessment the children learned:

-S learned how to make the tire that was “broken” spin while hammering it at the same time. “I
fixing tire”.
-The children learned how to navigate the tools to work on the bike in practical “real” ways. The
children experienced exploring the tools with the bikes. “I am fixing the wheel, “the seat is
broken”, quoted several of the children while working on the bikes.
LEP #5
50
Tyrah Urie Toddlers
Title of Activity
“Gas Station”

Strand: Play
Construct: Creativity, Imagination, and Inventiveness

The children will explore using a familiar object; gas station to gas up their car/trucks/bikes as
they drive/ride around the road.

documentation, especially in this such activity it allows me to document the exploration and
creativity that the children have with the gas station I created for them, while engaging in
familiar pretend play. This method two method of assessment/documentation help me
document children’s growth and development by visually/physically being able to see what the
child is doing and as they are developing and doing more pieces of the objective it can be
visually noticed.
Background Research
Content-
Toddlers 24 months-3 years may seek information through observation, exploration, and use
of simple tools, anticipate and try to prevent another person’s actions that will create
undesirable effects, and remember strategies that have worked and apply them to new
situations. To assist the children in the background content of the activity I will need to know
why cars need gas to function.
This activity is relevant and appropriate for the children now because are very into my
emergent curriculum piece: transportation. We have been exploring and playing with
cars/trucks for over a week, and it was a great thing to introduce and have the children engage
with.
This activity will allow the children to explore by asking things like:
- Why do car/trucks need gas
- What does gas do
- Where do get gas
51
I will engage the children by inviting them over the activity where I made a road for the
children to ride/drive on with the gas station attached to it. I will demonstrate with a
car/truck/bike going around the road and when I get to the gas station, I will fill up with gas. I
will encourage the children to drive around and stop when they want to fill up.
The first thing I will do is get all of my materials ready for my activity. I will tape down the
road, get the gas station set up and take out the car/trucks/bikes for the children to engage with.
I will let the children come and approach the activity as they please but I will encourage them
to come and join me. I will say things like “want to come drive/ride, car/trucks/bikes with me”.
As the children come and engage in the activity I will say things like. “Drive around the road
and let me know when you run out of gas”, “do you remember/have you ever been to the gas
station with your family”, “how much gas do you want”, “are you full yet”.
snack. I will tell the children that after snack we will be able to ride/drive around get gas later.
I will be able to manage the activity alone as it isn’t clustered.

-To manage the flow of the activity I will be sure that the children are taking turns at the gas
station. I will make sure that either I am getting gas for the children or if they want to get it for
themselves. This will limit the children, and force them to take turns at the gas station.
Otherwise, I will let the children free rain at exploring the road.
The strategies I will use to be proactive during the activity will be to remind the children to
take turns at the gas station (1 child at a time). I will remind the children that either I will help
them with the gas and/or they can pump the gas into their own cars.
Reactive Strategies
-The strategies I will use to be reactive during the activity will be to redirect the children en to
a new area of the room if the proactive strategies are continuing to happen after a few
reminders and let them know they can come back soon. I will use several reminders that there
will only be one child at the gas station at a time and that I will help pump the gas or each
child can pump there own gas.
T= I will make sure that T is waiting his turn for the gas station, giving him several reminders
that he could wait in line behind the child getting gas, and “soon it would be his turn”. I will
move T’s body back in line when he tries to cut in front and go at the same time as other
children.
A= I will converse with A about her trips to the gas station with mom and dad and if she/has or
hasn’t experienced (or remembers).
F= I will talk to P about the different kinds of gas (regular, diesel plus). Knowing that he may
not know the difference but talking about the different names of gas, and encouraging the
conversation when he comes up to the gas station to pick.
52
 Gas station
 Tape
 Red light, green light and yield signs
 Tickets (for the gas station slot to pay for gas).

Spiraling
-When helping children make connections to the idea/topic of the activity I will talk to the
children about past experiences of going to the gas stations with their families. I will tell the
children that our car/trucks need gas so that they can go, and without gas they won’t move.
the children be able to actually pour gas(water) into a car/truck to give them a more realistic
play. Another activity idea would be to to just introduce another “real” similar object for the
children that car/trucks use. For example, offering a car wash for them to go in with their
vehicles and engage in that conversation with them.
References:
APA format
services.

o Based on what I had planned the activity went extremely well. I had made a road
out of yellow tape. I had made a road (path) for the children to follow with their
car/trucks and bikes. I had also set up the main part of the activity which was the
gas station. I had this set up on the side of the road. My plan was for the children
to drive around the road with their car/trucks and bikes and stop at the gas station
when they needed gas and would fill up. The children executed this plan, very
well.
o The children participate in the activity by picking up their bike and driving on the
road that I had made for them. The children would drive around until they needed
gas in their bikes (car/trucks). The children would stop at the gas station, put
tickets into the station and either ask me to help them get gas or pump the gas
themselves. The children noticed 3 different slots to put tickets, which sparked a
conversation about the different types of gas, regular, diesel, and plus. A lot of the
children would pick out what gas they were getting when they became more
familiar with the names of the gas. A would say, “I am getting diesel today, 3 year
olds get diesel”.
53
o I didn’t have to make any changes to my implementation. The children interacted
with the activity exactly how I had planned. The children road around on their
bikes and stopped at the gas station for gas. They each took their turns getting gas
and waiting patiently until it was their turn to get gas at the station which I was
mostly worried about.
 The impact my teaching had on the children was the ability to give them
an enriched real life experience that several of them were familiar with in
a ‘play’ way. My teaching allowed the children to explore their own gas
station and play and engage in such a real way in a sense. I gave the
children the experience to interact with something that they never had
before in the toddler classroom.
 My assessment/documentation plan worked out great. Taking the photos
of the children engaging with the activity gave me the opportunity to get
the engaging with the gas station, filling up their bikes (car/trucks). I was
able to get photos of the children putting in their tickets so that the gas
would “work. Photo documentation allowed me to get the objectives from
the lesson.
 Individual A learned how to tell the different names from regular, diesel,
and plus when picking out what gas she wanted.
 Individual T experienced moving the gas nozzle around a few times before
he got the hang of holding it just right so that he could get gas.
 Individual O experienced/learned the idea that diesel was the most
expensive gas after asking me what each of them meant. “I don’t want
diesel it is too expensive.
implemented this type of learning experience, I would somehow make it so that
the children actually could actually get gas (water) out of the gas nozzle. I think
that especially for toddlers that this would have gave them the opportunity to
explore in a more realistic way. I understand that this would have been tough
because the bikes, cars/trucks would not be able to hold the water, but I think it
would have been interesting to see their reaction and exploration if they did (or if
I made a tool that could hold the water.)
o What I learned about my role as a teacher and of myself is that, when you take
extra time and effort into planning and designing an LEP based on the children’s,
more times than not it is going to pay off. Not for me as the teacher, but the
children are really going to dive in and explore the activity. Yes, the children will
enjoy the activity even if it doesn’t go as in depth, and yes they will explore but
with this activity more specifically I noticed almost a new level of interest and
exploration. I learned that taking those few extra days to plan and create a lesson
54
plan from the children’s interest and planning and creating a lesson plan from the
children’s interest in a day or two make a huge difference, in how I feel and how
the children feel, express, and explore the activity.
o Individual A learned how to tell the different names from regular, diesel, and plus
when picking out what gas she wanted.
o Individual T experienced moving the gas nozzle around a few times before he got
the hang of holding it just right so that he could get gas.
o Individual O experienced/learned the idea that diesel was the most expensive gas
after asking me what each of them meant. “I don’t want diesel it is too expensive.
o Individual P experienced driving around the road several times and stopping to
get gas each time. The child would ask me to pump the gas for him until he
learned how to operate the nozzle correctly so he could get gas for himself. Each
time he would stop he would alternate between myself getting the gas for him, or
him, pumping the gas for himself.
H. Developmentally Appropriate Assessment Practices
a. In my semester of planning and implementing lesson plans for the children came
several of assessment practices. Developmentally appropriate assessments are ways we assess
children in support to collect data to see the children’s growth and progress through
developmental domains. Through observation sheets, checklists, running records, anecdotes, and
photo documentation I have been able to record the children, engaging, interacting and exploring
each activity in their own individual way.
b. These assessment strategies I used were developmentally appropriate for my setting
because through the assessment we are able to capture the children’s growth and development
based on the NAEYC domains. Toddlers aren’t at the age where knowledge based standardized
tests are appropriate to use while assessing their developmental growth’s and progresses. This
c. I will advocate for developmentally appropriate assessment practices in the future by
first explaining and stressing the importance in play for young children. In explaining the
importance of play, it will go hand in hand to describe the relevance and value of
developmentally appropriate assessment.
55
I. Assessment Adjustment Summary
Looking back on my assessments that I used in my LEP’s, I have learned several
different things about the children. I consistently used photo documentation and observation
sheets to document children’s development and growth. Through the strategies I used I have
been able to learn about the children’s curiosity, focus, exploration, excitement, creativity,
engaging, determined and persistent traits. Throughout all my activities these traits have been
shown consistently through my assessment tools. For example, along using photo documentation
in my fine motor lesson plan I was able to capture the looks and actions of focus and
determination as the children tried to put the noodles on the end of the straws and stick the straws
into the play dough. My creative expressions lesson plan, I was able to capture the excitement,
exploration, persistence, and creativity when they engaged with the paint in trucks, squeezing the
colored water onto the snow, dipping the cotton balls into the paint and sticking them onto the
poster board. I was able to capture what the children were saying through the observation sheets,
recording their exact thoughts and ideas they were verbally expressing as they were engaging in
the activities.
J. Comprehensive Summary
a. After my emergent curriculum, planning and implementing for the children, they have
responded to my activities in such a positive way. The children were ready and always willing to
jump in and engage with the activities even if it may have been new or out of their comfort zone.
Though they may not have responded in the way that I had planned, any response is a response.
Because my emergent curriculum was based primarily off the children’s interest, I think it
56
created a much more positive response than if I would have blindly planned 2 weeks of learning
experiences. The children trusted me to lead them in my emergent curriculum that gave them the
response of exploration, excitement, curiosity, focus, independence, courage and confidence.
Children were continuously meeting and exceeding developmental domains, learning goals and
curriculum objectives in a way that encouraged them to ask for more activities, have longer
amounts of time at each lesson plan, and spiked questions in the children based on the various
activities provided.
b. I was able to share the information about the children’s reactions and responses to my
emergent curriculum to my cooperating teacher, families, and other professionals by several
different communication tools. To communicate with my cooperating teacher, I was able to share
this information with her through our seminar time. This time gave me the opportunity to share
my findings about how I felt the children were responding to lessons and receive professional
feedback. To get the information out to families I used informal communication through drop off
and pick up times, daily notes, and journals. This will give the family not only visuals of how
their children are responding to my activities, but also informal verbal communication.
c. When thinking about what I learned about myself as a student teacher in my whole
emergent curriculum process was that especially with this age group, the children will do what
they see fit for the activity. Even though I plan something, the toddlers may respond in a way
that is completely different to what I had planned. I learned about my role as a teacher is that it is
ok when things don’t go as what I had planned in the LEP. As a teacher when things change, it
likely has to do with the emergent curriculum piece where the children are altering the activity
due to their interests and curiosity within the activity. During these changes it is then my job to
keep their curiosity and exploration going. It is not my role as a teacher to force them to go back
57
to what I had planned for them in the activity. It is my job to expand on what they are doing by
conversing and engaging with them.
Also what I learned about my role as a teacher is that things are going to get messy and
that is ok. Sometimes that is the beauty of the activity in itself. As I watched children engage in
activities that became messy the more I noticed that they were becoming covered in the paint, I
knew that it wasn’t my job as a teacher of this age to be worried about and get caught up in
making sure that they were clean. As a teacher, when you provide paint and other messy sensory
activities to toddlers, they are going to want their hands/bodies in it if you allow them to and
even when you don’t. I learned that it is ok for things to become very messy, at the end of the
day they will be clean. Letting the children explore the activity to the fullest is what is most
important. As a teacher we should never be planning for the avoidance of the outcome in an
activity, because then we really aren’t doing it for the children, yet for ourselves.
What I learned about myself is that I am always processing things. During all activities I
am constantly trying to process what the children are thinking and doing and how I am
responding to them to support them in the best way that I can. If I am always processing than I
am always picking up on the children’s reactions to the activities, what they are engaging in and
enjoying and what they may not be. Through planning and implementing several lesson plans
throughout the course of the time my biggest take away that I have learned about myself is that
that I am truly confident in the work I provided to the children as a student teacher. I knew what
activities I wanted to implement, what I wanted the children to get out of my activities I
provided, and I had the knowledge from both the children and resources to provide a positive
learning experience. Without the confidence, I don’t think my lesson plans would have gone the
way they did. If I wasn’t confident in what I was doing, the children would pick up on that and
58
not be confident and comfortable to engage. To me, this a big piece that I will take with me
moving forward from a student teacher to a teacher of my own.
K. Annotated Reference Page
a. Resources for Teachers
Biermeier, M. (2015). Inspired by reggio emelia: emergent curriculum in relationship-driven

learning environments. Washington, DC: NAEYC. Retrieved:
https://www.naeyc.org/resources/pubs/yc/nov2015/emergent-curriculum
Brooks, A. (2015). 5 reasons dramatic play matters for child development.

Washington, DC.
http://www.rasmussen.edu/degrees/education/blog/why-
dramatic-play-matters/
Carter, M., & Curtis D. (2013). The art of awareness: How Observation Can transform your
teaching. 2nd ed. St. Paul, MN: Redleaf Press.
Developmentally Appropriate Practice: Focus on Infants and Toddlers. (n.d.). Retrieved from
https://www.textbooks.com/Developmentally-Appropriate-Practice-Focus-on-Infants-and-
Toddlers-13-Edition/9781928896951/Carol-Copple-Sue-Bredekamp-Derry-Koralek-and-
Kathy-Eds-Charner.php
Eisner, E. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Sutton, J., & Buell, T. (2008, June 30). Weaving a Web with Children at the Center: A New
Approach to Emergent Curriculum Planning for Young Preschoolers. Retrieved from
https://eric.ed.gov/?id=EJ819265
Procopio, R., & Bohart, H. (2017). Spotlight on young children: Social and emotional
development. Washington, D.C.: National Association for the Education of Young
Children.
Providing Opportunities for Risk-Taking. (n.d.). Retrieved from

http://www.communityplaythings.com/resources/articles/2016/the-importance-of-risk
Sanchez, D., Steece-Doran, D., Jablon, J. (2013). Planning for positive guidance:
powerful interactions make a difference. Washington, DC: NAEYC. Retrieved:
https://www.naeyc.org/resources/pubs/tyc/dec2013/planning-for-positive- guidance
Stacey, S. (2018). Emergent curriculum in early childhood settings: From theory to practice. St.
Paul, MN: Redleaf Press.
59
b. Resources for children:
1) Katz, B. (1997). Truck Talk. rhymes on wheels: Scholastic, Inc.
 Truck Talk is about offers a variety of different rhymes that
resemble what different kinds of trucks might say if they were able
to talk. This book provides children with familiar means of
transportation like garbage trucks, fire trucks, tow trucks, dump
trucks etc. This source was used to read at group time as a fun way
to spark the conversation about the different trucks that we have
either seen on our walks around campus or that the children have
seen through experience.
2) Rex, M. (2004). Truck Duck. G.P. Putnams Sons.
 This book is about different ways of transportation that animals are
driving to get around. The book provides several different means
like trucks, boats, trains, tractors, etc. that is driven by a variety of
animals. This source was used to read at group time to introduce a
fun familiar topic of interest (animals) into the emergent
curriculum piece as the main focus was on transportation.
3) Zimmerman, A. (2006). Fire Engine Man. Henry Holt and Company, LLC.
 Fire Engine Man is a book about a little boy telling what it is like
on his daily job as a fire fighter. The story walks the children step
60
by step through the little boy’s in the story time while at the job,
from driving the fire truck to putting fires out. This particular
source was used to hone in on a specific popular toddler mode of
transportation. While reading this story I let the children visualize
what it would be like if they were the little boy and what they
would do.
4) Barton, B. (1986). Trucks. HarperFestival.
 This very simplistic book Trucks is about the title in itself. This
picture book is a very simple read with photos of several different
trucks like cement trucks, tow trucks, newspaper trucks, ice cream
trucks etc. This source was just a simple way to reiterate and talk
about similar, frequently talked about trucks in the classroom, but
also to introduce new ones.
5) Lewis. K. & Kirk, D. (2002). My Truck Is Stuck.
 This Lewis and Kirk book is all about the process it takes to get a
truck unstuck with the help from other people ‘dogs’. This story
takes the children through the journey of beeping to get help,
fixing, and problem solving to get the truck unstuck. This source
was used at group time when we were just getting started with our
tool/bike fixing lesson plan. This was a great way to introduce
what the children were doing while fixing their bikes in the activity
and give opportunity for further imagination once the book was
read and the children continued on with the activity.
61
62
Red Light green
Light Physical
Development
Creative Expression
Social and Aesthetic
Emotional Appreciation
TRANSPORTATION
63
Language and
Literacy Cognitive
Development Development
Cant figure web out on here, have it on separate sheet of paper! Will work on for final
submission.
References
Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early learning standards
birth through five. Concord, NH: NH Department of Health and Human services.
Stacey, Susan. (2018) Emergent Curriculum in Early Childhood Settings. From Theory
Practice. Redleaf Press.
64

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Student Assessment Project

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Tyrah Urie

Student Assessment Project

A. Background Knowledge.…………………………………………………………... (3)

a. Developmental Level – General Knowledge.……………………………… (3)

b. Developmental Profile – Group Composition…………………………….... (7)

ii. Summary………………………………………………………….... (12)

B. Curriculum Overview………………………………………………………………. (13)

C. Content Knowledge Research Unit…………………………………………………. (19)

D. Unit Planning………………………………………………………………………... (21)

b. Curriculum Assessment Plan………………………………………………… (21)

c. Child Guidance Plan…………………………………………………………. (22)

d. Planning Process…………………………………………………………….... (23)

e. Scope and Sequence of the plan………………………………………………. (24)

E. Complete Unit Plan…………………………………………………………………. (N/A)

F. Family and Community Plan………………………………………………………...... (25)

G. Learning Experience Plans and Extensions…………………………………………... (26)

H. Developmentally Appropriate Assessment Practices…………………………………. (59)

I. Assessment Adjustment Summary…………………………………………………..... (60)

J. Comprehensive Summary…………………………………………………………….. (61)

K. Annotated Reference Page……………………………………………………………. (63)

a. Developmental Level-General Knowledge

Social and Emotional Development

Language Development and Emergent Literacy

Language development and Emergent literacy measures a child’s development in

listening comprehension, non-verbal communication, verbal expression, emergent reading,

emergent writing. Language development and Emergent literacy is the understanding of

Toddlers 24 months-3 years in this domain more directly related to language

In early numeracy within cognitive development measure’s a child in their number

events (Wheatley, Cantor & Carver 2015, p.27).

communities (Wheatley, Cantor & Carver 2015, p.31).

Cognitive development’s approaches to learning is measured by inquiry and exploration,

& Carver 2015, p.36).

Physical Development and Health

Carver 2015, p.40).

Creative Expression and Aesthetic Appreciation

Creative expression and Aesthetic appreciation measures a child’s exploration and

(Wheatley, Cantor & Carver 2015, p.45).

b. Developmental Profile – Group Composition

curriculum project by reminding me to keep in mind of their explorative and explorative

about how I could incorporate it into my emergent piece in a different activity.

showed great interest in.

the fall and will be very prevalent to them.

C. Content Knowledge Research for Unit

in a particular way, will be genuinely interested in finding a meaningful response “(Stacey,

subject but also create new knowledge and experiences as well.

“Transportation is a very broad topic, learning about transportation is incorporated into

several different studies” (Teaching Strategies, 2011).

b. Curriculum Assessment Plan

to fulfill the main goal of the children.

c. Child Guidance Plan

expectations regarding the children’s behaviors.

I developed my emergent curriculum by focusing it soley on the children’s interests in

day, everyday for curriculum ideas.

e. Scope and Sequence of the Plan

books in the classroom. Through my emergent curriculum I plan to implement these

classroom for my solo week.

Dear Toddler Families,

Sincerely, Tyrah Urie.

own involvement with their children in the classroom.

G. Learning Experience Plans and Extensions

a. 5 Emergent Curriculum Plans and 3 Extensions

Learning Experience Plan Emergent #1

Your Name Age Group Date