ECE Planning Form- Remote Learning

Student’s name: Krislyn Anderson Date: February 19, 2021

Age group: 4 yrs

What kind of experience are you planning? ______ child-initiated experience

___X__ adult-initiated small group

______ large group

______ other: ____________________

There are three parts to the planning form for field placement;
1. Learning Story
2. Learning Experience Plan
3. Learning Experience Reflection

Learning Story
Students observe children at play, describe what catches their interest in the form of a story, reflect
on what the story tells us about children’s learning and development and then generate ideas for
play-based learning experiences. This is different from traditional child observations. The purpose is
not to assess children’s development, but rather to understand more about what the child is doing,
thinking, learning and feeling.

Learning Experience Plan

Students design a learning experience that is based on the observations and reflections included in
the Learning Story. There should be a direct connection between what is written in the “Opportunities
and Possibilities” section and the Learning Experience Plan.

Learning Experience Reflection

Students are required to videotape themselves implementing their experience with children, family or
friends and submit to the assignment folder. Following implementation of the experience, students
will reflect on what they observed and their interactions.
.
Revised January 2021
 Finger Painting

What Happened:
I watched while Ethen painted his hand green with the paintbrush and started making handprints on
the table. I picked up the cup of paint and poured some out, “try to swish it around on the table with
your hands.” Claire watched quietly as she held her brush painting on her own piece of paper. Ethen
began to spread the green paint around in circles with his hands, “wee!” he said smiling. As Ethen
continued to spread it around, he asked Claire: “Do you like it? Do you want to do what I’m doing?”
Claire replied: “no” and began to paint her hand yellow with the paint brush. Ethen grabbed the cup of
paint and tipped it upside down onto the table hitting the bottom of it with his hand. I walked over and
drew an ‘E’ with my finger into the pain he had spread on the table, “do you know what this is?” I
asked him. He replied: “Ethen!” and rubbed it away with his hands smiling. I asked Claire if she
wanted to join in and helped her pour out some of the yellow paint onto the table. “swish swish yay!”
she shouted smiling and moving around the paint with her hands. I noticed as Claire pushed her
hands up and mixed the yellow with the green, “lets put them together,” she said. They mixed them
together with their hands smiling. “Let’s add more colours,” Ethen said lifting his hands into the air.

What it Means:
Ethen, you seemed to want to experiment with the paint instead of painting on a small piece of paper.
I noticed when you were painting your hands and making handprints on the table that you wanted to
create something bigger. When I suggested to pour some of the paint on the table you smiled big and
were excited. This tells me that you want to experiment with new ways to paint and create art. It was
so interesting to see what you did with the paint. Claire when you joined in with the yellow paint, I
noticed you wanted to mix the colours together. You experimented with mixing the colours to see
what would happen.

Opportunities and Possibilities:

Seeing the way you guys played with the paint and tried to mix them together made us wonder what
other ways we could have fun with colour. We are going to create paint ice cubes on popsicle sticks
and see what you will do with the melting colours. If you guys are still interested in painting, next
week we will create puff paint and see what you will do with the textured paints.

Revised January 2021

Connections to EDU Documents:
ELECT: Ethen and Claire both showed their peer group entry skills. Ethen offered for Claire to join in
and play in the paint with him. Claire observed what Ethen was doing before entering the play with
her own paint. (Social, 1.3).
HDLH: Ethen showed belonging playing together and asking Claire if she wanted to join in. They
played side by side and asked each other questions as they were engaged with the activity.

Revised January 2021


Introduction
What is your idea?
How does this experience
relate to the Learning Story?
What do you hope children
will learn from this
experience?
Materials
Be specific about details like
size, colour and quantity of
all materials.
Indicate what new materials
you will be bringing and
what materials you will use
that might already exist in a
classroom.
Exploration &
Inquiry
How, when and where will
you make the materials
available to the children?
How have you taken into
consideration the four
Foundations for Learning:
engagement, well-being,
belonging and expression?
How will you support and
provoke children’s
exploration and learning?
Give specific examples of
what you and the children
will say and do.
How will you support
children with varying
abilities?
LEARNING EXPERIENCE PLAN
-My idea is to create paint ice cubes on popsicle sticks that the children can
paint with on paper and see what happens as it melts
-In the learning story the children experiment with paint using their hands to
spread it around on the table. At the end they start trying to mix the 2 colours,
with the ice cubes they can see what happens when they mix the colours on
paper.
-I hope the children will experiment with mixing colours and see what happens
to the colours as the ice cubes start to melt
New material(s) you are introducing Materials that already exist
-1 ice cube tray -6 popsicle sticks
-Tin foil -6 colours of paint
-water
-paper
-I will place it on a table during small group because it needs to be kept in the
freezer until used. I will have paper set across the table and have the tray in the
middle with the different colours.
-There will be enough ice cubes that the children will all be able to have a
colour and can play together or alone promoting belonging and well-being.
The children will be able to express themselves as they create a painting with
the ice cubes and are free to explore with the colours on their own. They will
remain engaged throughout the activity as they play with all the different
colours and engage with their peers to create something alone or together.
-I will play along side the children and first see what they do with the paint on
their own. I will then ask questions like: “I wonder what would happen if you
mixed this colour with this colour” or “What do you think will happen to the
colour when the ice melts?” I hope after asking those kinds of questions it will
encourage the children to experiment with the colours.
-The popsicle sticks will be big enough that children with any varying abilities
will be able to grab them and use them. They will be available at the tables and
it will be flexible, and children will be able to come and go as they please.
Revised January 2021
Closure/Transition -When the children start to walk away or say they are finished then I will know
they want to clean up. Or when the ice starts to melt too much, and the paint is
How will you know when the no longer usable.
children are finished?
-I will give the children a 5-minute warning before cleaning up, or I will say “its
If needed, how will you
facilitate children’s
time to wash our hands and hang up our paintings to dry”
transitions to other
activities?

Learning Experience Reflection

(to be discussed/submitted during field seminar classes)
OBSERVATIONS
What did children/adults do with the
materials you provided?
What did they talk about? What
questions did they have?
What problems did they encounter?
What interested them the most?
What questions or ideas did they
communicate through their play?
What skills did you observe
children/adults using? (Make specific
references to the Continuum of
Development from the ELECT.)
REFLECTIONS
How would you describe your role in
this experience?
(I had introduced the activity before and forgot to start recording)
-She picked up the ice cubes and first began stamping it on the paper,
she realized that stamping did not work and that she had to spread it
around. She began to draw a picture trying each colour on the page.
- When she first started, she announced each colour she was using
“I’m using red too,” “I’m going to use blue now.” While she was
painting, I asked her “I wonder what would happen if we tried to mix
one colour with another” and she replied, “I painted red and then I
painted yellow over, but it didn’t work.” I asked her what happened,
and she said: “the colour just went over top.” I also asked her, “what
do you think will happen when the ice melts,” she replied, “I think it will
make water paint” and she also said, “I think the water will make the
paint darker.”
-She encountered a problem at the beginning while experimenting
with the cubes. She found out that you couldn’t just stamp them on
the page, that you had to draw with them on the page to make the
colour come off.
-I think she was most interested when she figured out how to make
them paint, once the colour started coming off onto the page, she
started drawing what was in her head. She also said, “This is fun!”
while painting.
-When I asked her to tell me about her painting she said, “It’s a house
and a heart and people. Its me and you!” (other questions and ideas
listed above)
-She used representation when describing the painting to me, she
expressed her feelings and described who the people were and each
object in the painting, she also asked to see my painting recognizing
her work and the work of others (Cognition, 4.3). At the end when she
showed me her painting, she showed pride in her work and was
smiling and asking me to take a photo of it showing positive self-
esteem (emotional, 2.3).
-I was a co-learner, I sat with her and we both painted together and
showed each other our work and progress. I asked her questions and
we talked about the different colours we used.

Revised January 2021

How would you modify/adjust the
experience or your interactions to
support children with different abilities?
What would you do differently if you
were to implement this experience
again?
Based on what the children/adults said
and did in this experience, what could
you plan for a different area of the
curriculum?
How might you integrate new
knowledge from your professional
learning workshops?
-I would make the popsicle sticks or the ice cubes bigger if the child
were having trouble grabbing onto it. I could also make different
colours for all the children. I could provide bigger paper or a canvas if
needed as well.
-I think the only thing I would do differently is have more colours to
choose from or have a bigger canvas to paint on. I think the activity
went very well and she enjoyed it a lot. If I were to expand on it, I may
add different materials like pompoms or glitter to stick on as well if
there were time.
-We talked about how the ice started to melt and the ice crystals
began to spread onto the page. Building off of that discovery I could
plan something around paint with different textures, like adding sand
or making puff paint or shaving cream paint. Or we could also try
painting with glue and tissue paper and creating something that way.
-If children begin arguing over colours, I could use the self regulation
breathing techniques I recently learned about. I could also ask them
for ideas of what they would like to do next time, giving them freedom
to share their ideas.
Revised January 2021