Phase 1

Student Name: Yuleisi Salina

Teacher Name: Mrs. Maria Roberts

Course Name: Curriculum Project Development

Blocks an Investigation

Centennial College Early Childhood Education

Student Name: Yuleisi Salina

Agency: Centennial College ECE Centre

Age Range of children: 3-4yrs.

Centre Focus: Seems to follow the child

ANECDOTAL OBSERVATION

On Friday October 4, 2012 at around 4:10 pm the observer was playing with the children at the dramatic area when a child name IS approach the observer and ask her: ‘‘Yuli can you help me build a big tower? ‘‘Sure IS let’s do it” replies the observer. The observer also invites the other children to join her and IS to build a tower and they agree to be part of the experience. The observer and the children started to collaborate with each other to build the tower. It appears that IS was very excited because he was smiling and calling the observer saying: ‘‘Look Yuli the tower is getting higher” and the observer would replies with amazement “Oh yeah the tower is getting pretty high”. Then unfortunately when the block tower was almost the high of the children it fell apart onto the floor. Some of the children exclaim “Oh, Oh” but the observer told the children: “Guys is OK, would you like to build another tower”. The children smile and shout “Yeah”, except IS. It seems as if he was disappointed because he stamps his foot in the ground and said to the observer: “I don’t like it when the tower fell.” The observer gentle put her hand on IS head and explains IS that she understood his frustration but, the most important was to have fun. Then IS said to the observer: “but Yuli why the blocks doesn’t stick together?”

POSSIBLE CUES

The children seem to enjoy playing with

blocks. They seem to like assemble/balance

blocks together.

Developmental Cues:

The children use their palmer grasp to

hold the blocks.

They are able to handle sudden changes

with control. (e.g. when the tower fell)

They bend over to pick up the blocks

from the floor.

They are able to focus on their task for

a quiet period of time.

Children understand the concept of high and short.

Able to assemble and balance blocks together.

Able to make pattern with blocks by

their colors and sizes.

1. Small group experience (circle) to confirm in the topic: (describe all parts of your circle)

A large variety of plastic blocks all different sizes and shapes. The observer asks the children the different between her blocks and the blocks from the classroom. The children immediately point out that the observer blocks were smaller, colorful, and hard (plastic). The children also point out that the observer blocks could stick to each other while the ones from the classroom do not.

2. Procedure:

- Blocks

- In the reading area at the carpet spots make a circle to collaborate and

explore/discover with the blocks.

3. Consider the following and fully describe how you intend to explore your chosen

experience with preschoolers.

How will you introduce the experience?

The observer will introduce the activity during free play through a discussion between

herself and the children. Talking to the children about the materials asking them

question to scaffold their though and opinions and also to discover how interested are

they still about the blocks. Then through the discussion the observer will encourage

the children to see and explore the materials so they can familiarize with it.

4. What lures might you use to attract the children?

The observer will attract the children by showing them the materials and give them an

example of the many interesting things we can do with the blocks such as: balancing few

on the observer head, or juggle with 2 or 3 at the time since the observer have previously

notice how much the children enjoys when she juggles with objects/toys.

5. Preschoolers require support and guidance to fully explore and experience. How will you

guide and support their interactions with the materials, each other and with you?

- The first thing the observer will do before starting the experience would be stating

limits effectively to ensure safety of all the children. The observer will be accessible

to guide and support the children throughout the experience and it will provide a large

variety of materials and time for exploration and discovery to avoid frustration and

conflict between peers. The observer will model positive behaviors such as friendly

tone of voice, active listening, equal collaboration with everyone involve, and

prosocial behaviors (sharing, taking turns, respecting ones another) to encourage the

children to imitate the positive behaviors.

“Authoritative, trust-building adults use positive strategies, focusing on teaching and

not punishment. For example, they explain limits, redirect behavior, and teach

behaviors that are helpful. They give information that children need for learning and

practicing behavior beneficial to the child. Positive guidance and discipline continue

when adults manage typical discipline encounters with positive listening, I messages,

conflict resolution, and recognizing and dealing with strong emotions. They try to

prevent overstimulation, and they teach calming techniques. Helping children save

face and preserve their dignity in discipline encounters is the most important and

essential element in child guidance”. (Marion, Swin, & Jenner, 2000)

6. Closure is important in any planned experience. How will you end the experience with

the children? What guidance strategies would be helpful to use?

- The observer will give the children notice ahead of time before concluding our

activity. For instance “Guys in five minutes, we need to start putting the toys away so

that we can get ready for lunch”. That way the children feel secure and in control

because they know what is coming next. The observer would also recognize that

some children need more time and support than others to get mentally, physically,

and emotionally ready for the transition (so friendly reminders). Then the observer

will also make time to ask for the children feed backs about the activity to recognize

if the children expectations were met and to discover what to change or improve the

next time. Then finally to conclude our activity, the observer would sing a tidy-up

song to encourage the children to help putting the toys away.

“Giving a warning demonstrates that we have respect for children and their work. The time between the warning and the transition allows children to bring closure to the task they engage in and to begging planning for the next event. This often results in children been more cooperative. Whenever possible, it’s helpful to allow children to complete the task they are involved in before they transition to the next activity”. (Creating Environments for Learning. Chap 3. P. 61)

Evaluation and Reflection :

7. How did it go? Are the children still interested in the topic?

- The experience went well, the children positively responded to the activity. They

were collaborating with ones another, sharing information and though about the

materials (blocks) colors, shapes, high with each other and with the observer. The

children seem interested in further exploration of the blocks.

8. Will the inquiry process work with this topic? Why or why not?

- The observer believes that the inquiry process will work because the materials are

available. There is also enough time, space and many other favorable factors that

made lead this project to be fun, positive and the most important aspect is that, it

would be relevant for the children interest and development. The observer is also

certain that this project like anything else in life would not be perfect but as long as is

done with love, dedication, commitment and professionalism with the children and

for the children is the real key of a valuable project.

Rationale:

- After active observing and listening to the children at the reading area during the

activity the observer have discovered that they are interested in playing and explore

blocks. For instance this are some of the ideas to continue developing our project in a

way that is fun, positive, and also where learning would take place.

Sort, classify blocks by their colors, sizes, and shapes

Using construction hats, non-pointed pencil behind our ears, an architect plan

to pretend we are building a community. (Houses, convenient stores, school,

hospital, park etc.)

Making experiments to discover if the blocks can float or if it sink

Share ideas, though and make their predictions

Make music with the blocks by clapping then together at the rhythm of a tune.

Draw, paint, documented, photograph their ideas no to miss any important

detail.

Finding the blocks with the letter that resemble each individual child names

and finding the fruit that also starts with the same letter as their name.

Dear Parents/Guardians

- We will be posting updated sample of our project. Please I encourage you to embark

in this exciting adventure and also to feel free to approach and share your valuables

ideas.

K (know) W(what do we want to know)

H(how will we learn it) L

Blocks have

different shapes,

sizes and colors.

How to build higher

structures that will not fall.

We will learn through active

experience.

When assembling

blocks they need to

be really cautions

not to destroy the

structure.

If blocks can float or if it

will sink.

Experiments

Suggest wearing a

construction hat to

protect their head

when building high

structures to be

safe.

Discussion where everyone’s

information will be valid and

appreciated.

They would need

stairs to make a

higher structure.

Activities.

Initial Web:

Dramatic/Sensory Experience

Isaac: “The tower is getting bigger and bigger!”

Walker: “The tower is not bigger than I’m

Every: “I’m bigger than the tower for sure!”

Danica: “Oh, Oh Now the tower is bigger than me!”

Larissa: “It’s not bigger than me”

Morgan: “Wow, the tower is the biggest tower ever!”

Avery: “Yuli we finish the tower; and I’m the biggest!”Observer: “Yes, we finish the tower. And Avery is true you are the tallest.

Phase # 2

Art/Creative: Building and painting our “Big” corks towers.

Lucy: “This is a house for my mommy, daddy, and my baby brother”

Sloane: “This is Rapunzel Tower”

Observer: “What is everyone making?”I’m making: “A house”!

Kate: “I’m building a house for my doggie”

Isaac: “I’m building the biggest tower on the

whole world

Charlotte: “I’m building a bird house”

Observer: “Wow guys, I really like all the colors

you use on your

Slone: “Yuli do you like my tower? Observer: I love it; you all have work really hard. I’m very proud of all of you.

Creative/Math: Tracing our bodies and coloring it. “Who is the biggest?”

Isaac: “Yuli see I’m very, very big”.Observer:” Yes, you are tall!”

Observer: “Isaac you are growing taller and taller”!

Morgan: “Yuli, I want to draw your shape”.

Morgan: “Yuli I’m tickling your knee!”Observer: “Oh that was you I think it was an ant or a tickle monster!”

Observer: “Guys, how tall do you think I’m?”Children: “I don’t know!Observer: I’m 1.65 cm tall

Observer: “OK, guys I’m ready”

Fiona: “I’m drawing my eyes!”

Fiona: “Yuli my mommy is bigger than you!”Observer: “Yes, your mommy is taller than me!”

Adelaide: “Yuli, it tickles”

Dramatic Activity: “Our Zoo”

“Yuli I want to climb up on this chair to make the

biggest tower”

Here is the observer introducing the materials

Observer: “Charlotte climbing up on chairs it not safe. I would lift you

up instead”.

Observer: “I have an idea, lets upside down the tower in the carpet to make easy for everyone to build the tower".

Kate: “Guys now instead of a tower let’s build big

Zoo”.

Danica: “Guys I’m putting tape to make it higher and stronger so the animals can’t run away from the Zoo”.

Charlotte: “Yuli our Zoo is done!”Observer: “Yes, we did it!”

Math Activity: Height Chart Mom’s, Dad’s and us… Who is the tallest?

Stacey: Mateo your mommy is really tall.

Avery: “Yuli look at me! I’m really, really big”

Observer: “Wow, Morgan you have38 ml of height”!

Tyson: “Please don’t move Isaac.”Isaac: “OK”

Charlotte & Kate: “Look Yuli our mommy is really big!”

Charlotte: “Guys, look I’m measuring my mommy”

Science: Floating/Sinking boats.

Isaac: “Yuli my block is floating!”

Reese: “My block went all the way down!”

Kate: “Guys see I find something that floats!”

Reese: “If you fill the block with water it would go down!”

Isaac: “Kate if you empty it out it would float”.

Phase # 3

New web

Final Activity: “My Body”

The observer have choose this activity because after looking back to all our experiences there was some detail that the observer remember the most. It was observing how during the different activities the children would compare their heights with their peers and the structures. So based on that fact the observer decided to have a closure activity where the children could look back at the pictures of the difference experiences and the structures we build together and have a discussion with the observer. About how can they help their body to grow stronger like the structures from the pictures and how can we take a good care of ourselves to keep away from preventable diseases. The observer though the children respond was very positive. They gave the observer important information such as: “I go to the doctor to check my bodies”. “I exercise to have strong bonds”. “I cannot eat too much sugar”. Mommy says too much sweets can give me cavities and make me fat and sick”. Then the children continue to say after the observer asks them what they do to be strong. “I walk my doggie to the park”. “I ride my bike”. “I eat vegetables and fruits”. “I drink lots of water and milk”. It was a very nice closure experience and it has given the observer many ideas to implement in the future. One of those ideas are to have a Picnic with real fruits and vegetables activity. Move your body through the rhythm, and many others.

Developmental Goals:

Physical development: Using their hands/fingers to touch the different materials such as the text book and the different body parts.

Social/emotional: Working Cooperative with others and practicing prosocial behaviors like sharing, taking turns and supporting each as well as throughout the other activities.

Cognitive development: Learning about body’s parts, their functions and the different ways to support our bodies to keep growing stronger and healthy.

Language development: Discussing, asking questions and sharing their though and opinions about their experiences.

Materials Provided for the Final Activity:

A text book & a hand made doll with sticky body parts

Literacy: “Learning about different body parts”

Isaac: “Yuli here goes the heart!”Observer: “Yes, you are right

Morgan: “Yuli the heart goes here?”Observer: “Morgan keeps going a little down close to his shoulder!”

Morgan: “Here Yuli?”Observer: “Yes, well done my friend!”

Morgan: “Yuli, see I stick the brain!”Observer: “Very good Morgan, you know where your brain is!”

Walker: “Yuli look I did it!”Observer: “Yes, you stick the brain in the right spot!”

Isaac: “Yuli, I stick the brain too!”Observer: “Yes, you did it all by yourself!”

Walker: “Look Yuli”Observer: “Yes, the stomach goes right in there!”

Observer: “Guys you put the brain, the stomach and the heart. Well done!”

K (know) W(what do we want to know)

H(how will we learn it) L (what the children learnt)

Blocks have different shapes, sizes and colors.

How to build higher structures that will not fall?

Building structures with different materials such asBlocks, corks and more.

If I build structures taller than my size it can fall because it would be hard to reach.

When assembling blocks they need to be really cautions not to destroy the structure.

If blocks can float like boats or it will sink?

Experimenting by putting blocks in the water.

Yes, blocks float like it a boat but if you filled up with water it would sink.

Suggest wearing a construction hat to protect their head when building high structures to be safe.

Where to buy real constructions hats, instruments, and clothing.

Discussion where everyone’s information will be valid and appreciated.

In stores such Home Depot, Canadian Tire, Wal-Mart.

They would need stairs to make a higher structure.

Why can we use a stair to climb up and build higher structures?

Activities.The observer and the children build high structures and ones becomes too high the observer would flip the structure in the floor so everyone could participate,

Stairs are not allowed at the center because they are not safe. We can fall and hurt ourselves.

I’m a big boy/girl.MorganTysonIsaacAveryFionaKateDanicaSloane

How tall am I? The observer develops a chart where most of the children got measured.Another activity where the children trace each other body and the observer.

38 cm35cm36 cm44 cm( the tallest)39 cm41cm39 cm35cm

I’m strong! But how strong we really are?

Discussion, photograph, books etc.

I’m strong but I can be very week too. For example if our body get sick we could not have the same strengths. Healthy choices to keep growing stronger and smarter.

Reflection:

This assignment has been an amazing experience. It has helped me to develop my observations

skills and my confident that is such important skill an educator need to interact with parents,

children’s and the staff. In every one of these experiences I have an amazing time with the

children and the children have also a pleasant time with me because I wasn’t afraid to be myself

and to go down to the children’s level and allows them to see that I can be silly, funny, sensitive,

and interesting person to be around with. I have also learnt to acknowledge which strategies

work better for me and to accommodate my style to positively influence and support each

individual child. Mrs. Maria I’m not sure if this assignment requires a reflection but if it does not

requires one I wanted to write you one anyways expressing the amazing experience I had at my

field placement and also how thankful I’m of having YOU as my curriculum teacher. Thank you

so much for teaching me with your passion, dedication and professionalism. Please keep it up

your good energy and optimism because it makes you the unique person that you are.

Sincerely,

Yuleisi Salina