EARLY LEARNING CENTRE LEARNING
EXPERIENCE
Student Name: Vanessa Uy
Purpose:
Reason for developing
learning experience. This
could be in response to an
observation, discussion with
the site supervisor, Ontario
Curriculum Objective, etc.
- white board and said Look, I made the letter E which then
Learning Experience
What are you planning in
response to your purpose?
- Label your experience (e.g.
Painting with cars).
- What are your 3 objectives
for this experience? (i.e.
What interests are you
extending? What
strengths and
opportunities for growth
are you
enhancing/supporting?)
Describe the experience:
- Who will be involved in the
experience?
- Where will the experience
take place? (e.g. Indoors
or outdoors? In the
dramatic centre, the
creative table, etc).
Date: February 17, 2017 Age Group: Senior Preschool
Purpose:
As stated previously, my supervisor has really placed an
importance on getting the children familiarized and comfortable
with literacy within the classroom. Whether it is recognizing
letters or being able to trace letters, my supervisor has been
focusing on allowing children to practice letter recognition and
writing. At the cognitive table, a child was using a white board
to write different letters in his name. I was with another child
using a peg board and used it to create the same letters on his
created an experience for both the child I was initially working
with and the child with the white board.
Learning Experience: Letter Recognition
Objectives:
1. Children will enhance the skill (3.11) Letter Recognition
as they recognize and say the letter being written on the
white board and correlate it to a word or sound they
recognize with the letter (ELECT, p. 44)
2. Children will extend the skill (3.5) Using Descriptive
Language to Explain, Explore and Extend as they
communicate what they are doing and describe how
they created the letter they copied (ELECT, p. 43)
3. Children will begin to enhance the skill (4.3)
Representation as they use the pegs to create the letter
on the white board (ELECT, p. 46).
Materials:
- Peg Board
- Pegs
- Small White Board
- Marker
Implementation:

- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a step by
step description 2 Teaching Strategies:
- List and describe 2 teaching
strategies. How will you
use them? Why have you
chosen these strategies?
Reflection:
- What went well? Provide There were a lot of aspects during this activity that really
examples for how you worked:
know it went well.
- What didnt go well?
Provide examples for
how you know it didnt
go well.
- What did you learn?
1. A child was using a small individual white board to
write various letters and his name.
2. Upon seeing this, I used the peg board that I was using
with another child to create the letter E using different
colored pegs.
3. The child I was working with said, It looks like an E!
4. He sparked the attention of the child using the white
board, which triggered him to take the other peg board
that was unused and started creating the letter C.
5. When the child I was working with saw this, he said
Its a C, I can make it too
6. At this point, both children were making the letter C.
7. I took the white board and got the childrens attention.
8. I drew another letter and asked them if they could make
the letter using the pegs and board.
9. They responded enthusiastically and said Yes!
1. Challenges: This strategy was used throughout the
activity as I went from simple letters such as A and C to
more difficult letters like K and E to see how far the
children could copy the letters and reflect it on their peg
boards. Its important to challenge the children because
it allows them to further their own development and it is
a good example of how resilient they are under pressure.
2. Do-It Signals: Using this strategy, I was able to
effectively direct the children verbally and with the
white board. Lets try this letter This is the letter E,
lets make it Using statements rather than questions
allows the children to demonstrate what they can and
cannot do and where it is needed to provide assistance.
- The children were really concentrating on making the
letters look exactly like the whiteboard letter
- They problem solved on their own when they got
frustrated the letters didnt look like the one on the
white board
 - They helped one another when they were struggling
- They began making their own letters on the board
without the need for the white board.
However, there were also a few aspects in which the activity
- What might you do did not work:
differently next time you - The children were easily distracted by drawing on the
implement this same white board instead of using the peg board.
experience and why? - They got frustrated with more difficult letters like S, R,
- Did you have to make any O because the peg boards are very straight in terms of
adaptations or the lining
modifications? If so,
what were they? I learned that the children are very tactile learners. Initially I
- What type of experience was afraid to approach cognitive activities because I always had
might you plan to extend the preconceived notion that they were time consuming and
on this one? children found them boring. But, by adding the pegs and the
whiteboard the children were really interested and were able to
physically use the pegs and insert them into the board to give
them that sensation they would get from sensory or creative
activities.