EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Amanda Martino Date: February 9, 2017 Age
Group: Infants

Purpose: Purpose:
Reason for Curriculum Objective:
developing Todays activity is a math based learning experience that
learning focuses on the literacy and numbers skills from ranges
experience. This one to ten. Here we hope to enhance the childrens
could be in language and cognitive domains, while engaging some
response to an fine and gross motor abilities.
observation, This numbers fun learning game has two portions; one
discussion with part includes a set of wooden number tracers where the
the site child will use their fingers to hold onto a dragging lever
supervisor, that follows the outline of given number (1-10). Provided
Ontario next, is a large foam play mat that puzzles together in a
Curriculum hop scotch formation, each connecting square piece
Objective, etc. displays a removable foam number ranging from one to
Observation ten. Through exploration and problem solving, the
- Document what infants goal will be to acquire the objective of each
you saw and activity by utilizing their skills in order to strengthen
heard
their abilities and further progress.
- Document non-
verbal
communicatio
n (i.e., body
language,
facial
expressions
and voice
tone)
- Document in
detail: who,
what, where,
and when
- Documentation
 should be
written in past
tense,
objective, and
in anecdotal
format
OR
Discussion
Document the
discussion
between you
and your site
supervisor that
led to the
planning
OR
Curriculum
Objective
Describe the
curriculum
objective youre
aiming to
meet/enhance
through this
experience
Learning Learning Experience: Number fun
Experience Objective 1: Expressive Language skills- Words with
What are you Gestures (ELECT, 3.3, 2007).
planning in o Infant will use both words and gestures when
response to your engaging in both activities to help with
purpose? communicating
- Label your o Child may point to a specific piece they desire,
experience adult should respond by naming the object and
(e.g. Painting
giving it to them to prompt speech of number.
with cars).
o Child may use fingers to communicate a number;
- What are your 3
objectives for child may speak one or more numbers shown on
this either activity (1-10)
experience? Objective 2: Problem Solving (ELECT, 4.2, 2007).
(i.e. What o To acquire simple numbers skills through the
interests are activities provided by use of repetition for practice.
you o Solving through trial and error when placing foam
 extending? numbers into corresponding foam square; using
What fingers to follow the tracing lever to outline the
strengths and number on wooden object.
opportunities o Engaging with adults/peers to help or watch as
for growth are
facilitators
you
enhancing/sup Objective 3: Gross Motor (ELECT, 5.1, 2007).
porting?) o Children may either sit while playing with either
Please Note: activity, and crawl or walk while holding onto a
You should wooden tracer when exploring the room
refer to individually
appropriate Objective 4: Fine Motor (ELECT, 5.2, 2007).
pedagogy to o Palmar grasp to hold a variation of sized objects
support your with whole palm of hand
discussion o Pincer grasp to pinch the wooden lever with
around fingers and drag the handle to form number
strengths and outline
opportunities o Strengthening coordination to manipulate the
for growth small tracers
(e.g. ELECT, Describe the Experience:
How Does Who- All present infants, ECEs in room to watch and/or
Learning facilitate.
Happen, Where- Indoors, infant room, on the main carpet.
Ontario FDK Materials- Wooden number tracers (1-10), Large foam
Curriculum, Hop-Scotch play mat with numbers (1-10).
etc). Implementation:
Describe the 1. Bring the activity out in the morning
experience: 2. Receive childrens attention through vocal and
- Who will be physical gestures
involved in the 3. Gather children onto the main carpet and continue
experience? by first laying the large foam place mat on ground
- Where will the with all number pieces first in the correct squares.
experience Allow infants to explore the mat on their own and
take place?
then proceed to count out the numbers, then take
(e.g. Indoors
or outdoors? apart each digit at a single time to repeat and
In the practice.
dramatic 4. Next provide the tracers, giving each child one to
centre, the hold and inspect on their own. Help any students
creative table, with gripping the levers to trace the outline of
etc). number.
- List the Strategies:
materials and
 resources you 1. Guided Practice- As children gradually learn
will use number skills, the adult will provide varying
- Describe the degrees of difficulty that slowly prompt the main
implementatio
goal. Giving each child an opportunity to explore
n of the
experience, with an object to help generalize the whole
with a step by concept into smaller steps working towards the
step new situations. This will be most beneficial if the
description steps vary slightly from one to the next; constant
- List and repetition for each level of difficulty will be
describe 2 required before proceeding.
teaching
strategies. 2. Invitations- this strategy works to motivate the
How will you
children into trying new activities that are
use them?
Why have you provided by the adult. Through vocal and gesture
chosen these ques, the director of activity will give friendly
strategies? offers of encouragement to children so that they
attend the learning experience. Examples may
include, come and see what we are doing, this
is for you to play with, etc.

Reflection:
- What went well?
Provide
examples for
how you know
it went well.
- What didnt go
well? Provide
examples for
how you know
it didnt go
well.
- What did you
learn?
- What might you
do differently
next time you
implement
this same
experience
and why?
- Did you have to
make any
adaptations or
modifications?
If so, what
were they?
- What type of
experience
might you
plan to extend
on this one?

Field Supervisor Feedback:



Signature:______________________________________Date:_
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