Student Name: Erindeep Purewal Date: _______________

 Individual Child
 Group of Children Co-operating Teacher’s Signature_______________

Field Practicum 1 Detailed Responsive Inclusive Plan

(NOTE: 4 required by the end of your placement experience)

Initial Observation (please type):

Age(s) of Child(ren) [Year, Months]: 2.5 – 3 year old preschoolers

Record a descriptive  Child A and B were engaged in parallel play at the water table
observation focused on one or
more of the following areas:
 Child A filled up a red bucket with water using their right hand and
1. Individual Child
2. Group of Children dumped the water back out
 What did you see?
 Child B looked over at child A and said “can I try” as they pointed at the
 What did you hear?
red bucket using their right index finger
Be sure to…
 Child A said “Noooo”
 Address: Who, what,
where & when.
 Record verbal
 Child B picked up a yellow cup using their right hand and a green cup
communication.
with their left hand
 Record non-verbal
communication (e.g.  Child B filled up the yellow cup with water using their right hand
body language, facial
expression and voice
tone).  Child B continued to hold the green cup in their left hand and poured the
 Write in the past tense.
water from the yellow cup into the green cup

 They poured the water from the green cup back into the yellow cup

 Child B dropped both cups back into the water

 Child A shouted “YOU PUT WATER ON ME”

 Child B looked at child A and said “sorry”

 Child B walked over to the shelf and picked out animals using both hands

and carried them back to the water table

 Child B placed all the animals into the water

 Child A said “they taking bath”

 Child B looked up at child A and said “yes bath time”

 Child A picked up a sponge using their right hand and a toy cow with

their left hand

 Child A scrubbed the cow using the sponge

 Child B looked at child A and picked up another sponge using their right

hand

 Child B said “can I help”

 Child A said “yes” as they handed child B the cow using their right hand

 Child B held the cow in their left hand and used the sponge in their right

hand to scrub the cow

 Child B shouted “ALL DONE”

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 Interpretation (please type):
This is the process of making meaning out of what you saw and heard (pedagogical documentation).

Based on my observation, I can infer…

That both child A and B are interested in playing at the water table and are also
interested in animals. Both of the children were engaged in parallel play at the
water table, they played with the water and also toy animals and pretended as if
Consider the following:
they were giving them a bath. Both child A and B enjoyed scrubbing the toy
 What are their animals with a sponge and talked about ‘bath time’.
interests?
 What materials do the
children play with?
 What do the children
do with the materials?
 What do the children
talk about as they
explore the materials?
 What type of play are
the children engaged in
(Solitary, onlooker, Child A and B had more than enough room at the water table, since it was just
parallel, associative or
cooperative?) the two of them engaged in parallel play. The children had enough time to play
at the water table because their play was not monitored or controlled by the
Environmental Considerations educators. The children we able to decide on their own when they were done
How do the following factors
influence what you observed (i.e. playing at the water table. The educator made sure to keep an eye on the children
enhance and/or limit play at the water table and made sure that not conflicts occurred. The educator also
made sure that the water did not spill outside onto the floor.
 Space and materials
 Time
 The role of the educator

Strength:
(describe 1) – NOTE: You must Social: 1.2 Conflict Resolution and Social Problem-Solving Skills
refer to the “ELECT Excerpts”
 List Domain, Skill, Child A and B showed 1.2 conflict resolution and social problem-solving skills
Skill # and explain your as they used their words to express what they wanted and as well as what they
rationale were thinking about the animals taking a bath.
 How do you know?

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 Planned Response (please type):
This is based on your initial observation, reflection and interpretation. Please use the following prompts
to describe your plan.
What is your plan? How does this connect to your observation?

My plan is to create a water sensory experience. I will do this by getting two buckets and filling them with
some water and adding water beads in it and also squishy/stretchy animals. The children will be able to play
with the water and as well as the beads and animals in the water. They can feel the different textures of the
beads and animals. The children will also be able to add other things from around the classroom into the
water sensory bucket to make it more engaging for themselves and their friends.
This water sensory experience connects to my observations that I made because it involves water, which they
were interested in while they were playing at the water table. From my observations, I also realized that the
children were interested in animals, so the squishy/stretchy animals inside the water meets their interest of
both water and animals.

Setting the Stage: Draw the Set-up of your experience and include the following:
 Individual Child/ Group?
 List of materials and resources?
 Where and when will the experience take place?

 2 buckets
 2-4 children at each bucket
 The materials that will be used are: 2 buckets, water beads, water, different stretchy/squishy animals
 Children will be able to play and also discover new and different textures by feeling and touching
 The experience will take place inside the classroom at a table
 The children will be free to stand or sit around the table while they are engaged in the experience

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Please provide a rationale for your choices (Why you chose the location, time etc) What one (1) teaching strategy will you use?
How will you use it and why?

I chose for this experience to take place inside of the classroom after nap time, because after nap time the
children have free play for three hours. This gives the children more than enough time to be engaged and
involved in the water sensory experience, without a set time limit. During this three hour time period the
experience will be set out the entire time for the children to engage in whenever they please and want too.

The teaching strategy that I will use is ‘explaining and providing information’. I will use this strategy by
explaining how the water beads absorb the water and continue to get bigger. I will also explain how once the
water is taken out of the bucket the beads will shrink and go back to being small because the water is no
longer there. This will help to build on the children’s language and increase their vocabulary.

Opportunity for growth: My plan is responsive inclusive because…

 (describe 1) – NOTE:
You must refer to the
Communication, Language and Literacy: 3.3 Vocabulary.
“ELECT Excerpts” This water sensory learning experience will help to enhance 3.3 vocabulary, by
 List Domain, Skill, allowing the children to use and learn new words as they are engaged in the
Skill # and explain your learning experience. Asking the children questions as they are engaged in the
rationale
experience will also help to expand their vocabulary and learn new words.
Foundation for Learning and
Development: My plan connects to ‘well-being’ from “How Does Learning Happen”, because
 (describe 1)- NOTE: it is a water sensory experience that allows the children to get a feel for different
You must refer to textures and materials. Certain feelings and textures that the children enjoy, can
“How Does Learning
Happen” to support be a way for children to relieve stress and relax. “Well-being addresses the
your plan and how it importance of physical and mental health and wellness” (OMEd, 2014, p.7).
connects to your plan

Elements of responsive
Diversity falls into many different areas, a few being: race, gender, religious
inclusive practice (choose and beliefs, and ethnicity. It is always encouraged to expose the children to
describe one element) unfamiliar and different experiences that they are not aware of to encourage
 the value of play diversity in their environment. Diversity teaches the children to be accepting and
 diversity**refer to respectful of differences in their friends and peers in their surrounding
glossary
environment. Diversity is also when educators are “Creating an environment that
 the value of
relationships welcomes families into the space, inviting their perspectives and providing
 development opportunities for families to participate in meaningful ways (that they are most
comfortable with) on an ongoing basis, supports their sense of belonging”
(OMEd, 2014, p. 18).

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 Follow-up & Reflection:
This is what happened when
you implemented your planned
response and what you have
learned from the experience.
Provide specific examples to
support all of your ideas.

 What did you see?

What did you hear?
What does it mean?
 How did your planned
response support your
anticipated focus?
Refer back to your
Planned Response
(interests, strengths and
opportunities for
growth).
 What did you learn
about responsive
inclusive planning (e.g.
about children’s
abilities and skills;
group size; material
choices; use of
time/space;
environmental
considerations; etc.)?
 What might you do
differently next time
you engage in a similar
experience? -
Extension to Planned Response Follow-up Date______________
(Must be implemented the following placement day) _

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How did you extend the
experience based on your
initial follow-up and
reflection?

What materials did you

add/remove or change?

Did you observe any

changes in
 Interactions?
 Engagement?
 Your Role?

Co-operating Teacher Feedback:

Signature: _______________________________________________________________ Date: ____________________

Field Advisor Feedback:

Signature: _______________________________________________________________ Date: ____________________