CUYAHOGA COMMUNITY COLLEGE

Early Childhood Education

Experience Plan

Student Name Olivia Dephillips

Center

Experience Title Assistant

Age of children 3-5

PLANNING

Rationale: How is this experience DAP for these children?

Knowledge of Child Development: What do you know. Reference course text.

They enjoy playing board game and running around. The active engagement is
something they would really enjoy. (Dap 68)
Knowledge of Specific Children: Describe what was observed about a group of children that supports this
experience. Things to be considered are conversations had, interests shown, skills observed, or cultural context. If this is not
written for a specific group of children write N/A.
N/a

Goals and Objectives:

In looking at the whole child, these areas of development might be most impacted by this
experience. BEST supported goal should go in the first box

Developmental Physical
Domain:
Goal:
Specify what area from Moving to, standing on and matching the color cards to the colored
this domain being
supported spaces on the floor
Objective(s): The children will…
What will children do to
support this goal
1. Look at and identify the color block on the card
during this experience? 2.move to the correct colored spot on the ground
[use action verbs]
 Developmental Cognitive
Domain:
Goal:
Specify what area from They will understand the relationship between the color on the card to the
this domain being
supported matching color on the floor
Objective(s): The children will…
What will children do to
support this goal during
1. move to the correct colored space as dictated on the card they draw
this experience? [use (2.) optional
action verbs]

Organization:

Where: Playground When: Small group

(e.g., literacy area, science center, (e.g. small group, large group,
house area, playground, etc.) free play, large motor, etc.)

Materials Needed:

Using LIST FORMAT, identify all the materials that will be needed, included amounts of each. Include finger plays, songs, and all
materials necessary for this activity. Include any technology that will be appropriately integrated and explain how it will be used.

1.note cards 25x

2. colored cardboard paper 25x
3. tape 1x
Etc.

Presentation of Materials:

Describe how materials will be presented to support each child’s successful interaction with them.

The card will have colored blocks drawn on to them and they will be in a stack. The
squared of colored cardboard paper will be taped to the ground in a path like pattern
alternating colors to match a candyland board game.

And the children will stand at the starting line and take turns drawing a card from the
stack and moving to the correct colored square on the ground.

Accommodations

Describe any accommodations and modifications needed to support children’s diverse developmental levels, including adaptations
for materials or set up necessary for some children
 There will be stand ins for children that cannot stand on the squares.

O PROCEDURE
List the steps and teaching strategies you will use during this lesson

Attention Getter: · A song to catch there attention. A candy themed song.

[What will you do to get them children
focused on you, before you introduce
the experience, e.g., song, finger play,
object]
Beginning:
What will you say to engage thinking
about the experience?
Which teaching strategy will you use?
Explain how you will use it to introduce
this experience to the children? See
back of plan.
Middle:
List ALL of the lesson steps in order of
completion. Explain 1-2 additional
teaching strategies from the back of
this form throughout these steps. Use
bullet points.
Language Support:
What scaffolding language will you
use? List any open-ended questions,
descriptive comments, feedback, or
vocabulary that directly relates to
helping the children reach the goal
that might be used while interacting
with the children.
Ending:
What will you say to help the children
bring closure to what they have done?
How will you recap key concepts that
align to your original goal?
Transition: How will you
intentionally assist the children in
moving into the next part of the
schedule? Or explain why you do not
need a transition.
· I will ask if anyone has played candy land and see if
they would like to talk about the rules
· I would use demonstration to show the children how to
play the game. As once I was done, they can repeat my
steps as they begin to understand
· I will the explain the rules and how to match the colors
on the cards to the on the ground
· And that on their turn they draw a card as step one
· And as step two they walk to the next floor square with
that color on it
· And as the game goes on, I will model the activity
· I will ask them how they feel
· Or what color they hope to draw next
· Or who they think will win
· I will praise those who wait kindly for their turn
· And go over the names of all the colors
· We will talk about who won and who was close to
winning
· I will let them all make it to the end of the path so they
feel complete
· We will talk about the colors and witch ones helped us
move very far
· I will then have the last group help pick up
· And then we will move to the next center as they are all
done

EVIDENCE AND ACCOUNTABILITY

Ohio Early · Can make predictions on who might win or on what color they might
Learning and draw next
Development · Participate in structured and unstructured active physical play exhibiting
Standard
Statements: strength and stamina. They can move to the next spot and stop there.
Identify 1-2 Ohio Early
Learning and
Development
standards this
experience support
Authentic · I will have discussion with the children
Assessment: · And have then do a matching assignment to prove what they have
How will you collect
evidence that your learned
objectives have been
met? (work samples,
observation,
discussions with
children, etc.)
Next Steps: · More complex games that may require counting or smaller games that
If the experience is require more hand eye coordination
successful and
engaging, what are
ideas for future
planning based on
interest, or needs?