Learning Experience Plan # __2___

Your Name Age Group Date

Lexi Beauregard Infants 2/3/21

Title of Activity
Putting plastic eggs into holes in shoebox

Standard: New Hampshire Early Learning Standards

Domain: Physical Development
Strand: Small muscle development and coordination
Construct: Fine motor skills
Indicator of Progress:
Birth to nine months: Move from awareness of hands to ability to reach and grasp objects of
varying sizes.
Nine months to eighteen months: Coordinate eyes and hands while exploring or holding
objects.

Intended Purpose (the objective of the activity)

Children will verb noun (construct/materials) by verb…
The children will use their fine motor skills, to put an egg through cut out holes in a shoe box.
They will explore using their fine motor skills of reaching and grasping the eggs to be able to
place them inside the hole to fall into the shoe box. They will also be using their hand-eye
coordination, to be able to place the egg into the hole to be able to fall into the shoe box.

Background Research
Content- (topic of activity- what do you need to know to be able to answer children’s
questions?)
To construct this learning experience, I had to gather plastic easter eggs and a shoe box. I then
had to know how big the eggs were, so that I could cut out two holes in the shoe box for the
eggs to fit through.

Children’s Inquiry
Why is this activity appropriate and relevant to this group of children, now?
This activity is appropriate for this group of children because as they are developing their fine
motor skills, they look for objects in which they can place inside other objects. I’ve seen many
children in the classroom use their plastic containers they already have in their baskets to put
wooden blocks into. By bringing this learning experience into the classroom, it furthers this
experience of grasping an object and placing it into another object.
What questions does this activity allow children to explore?
Will the egg fit in the hole? Where does it go when I drop it in the hole? How many eggs are
already in the box? What color is the egg? Is there anything inside? What happens if I shake
the egg? What happens if I pick up the box? How do I pick up the egg? How does the egg fit in
the hole? How do I get the egg into the box? How do I get the egg out of the box?
Assessment Plan
List your strategies.
How will you know your intended purpose (objectives) has been met?
I will know that my intended purpose has been met if children are picking up the eggs
attempting to put them into the holes in the shoe box. Some children may not be at the level of
getting the egg into the hole, but I will be looking at the way they use their small muscles to
pick up the eggs.

Provocation / Changes to the Environment

How will you engage children in this activity? How will you activate their prior
knowledge? This is a general sense of what you will be doing.
I will set out the shoe box on the floor in an area of the classroom in which children often
explore in. I will let children first explore the shoe box on their own. If it looks like children
are interested, I will come over and model putting the egg into the hole cut out in the shoe box.
I will encourage the child to then take their turn in putting the egg into the hole in the shoe
box.
What will you say or do (questions, dialogue)? This is more specific; details.
“Do you see the holes that are cut out in the box?”
“I wonder if the egg would fit in the hole?”
“How could you use your fingers to get the egg into the hole?”
“Where do you think the eggs went after you put them into the hole?”
“How will we get them out?” **Show them how**
Closure/transitions/clean up?
When children are feeling all done with the learning experience, they will show it with their
body language.

Positive Guidance and Individualization

Managing the Flow of Activity & Safety Considerations
I will manage the flow of the activity by having enough eggs to put in the shoe box so that
once some eggs are in the shoe box there are still some left, and/or if children put them in their
mouths, others can have an egg to put into the box.
Proactive Strategies
When children show interest in the learning experience, I will model for them how the egg
goes into the box, through the hole.
Reactive Strategies
I don’t intend there will be a need for reactive strategies, but if there were, I would support
each child with the challenging situation they are having by finding a good solution for all the
children involved. Ex. If there weren’t enough eggs and a child was showing interest in the
activity, I would have enough eggs and support the child in getting a turn to put the egg into
the box.
Supporting Each Child- Adaptations and Individualization- include at least 3 specific
children
L – may just pick up the eggs and put them in his mouth and not get the concept of putting
them into the holes cut out in the box.
R – may need a model of what to do with the eggs.
 O – may just push the box aside and move onto something else.

Materials and Quantity (List what you need, how much, & location in classroom)
 Easter eggs
 Shoe box
 Scissors

Spiraling: Intentionally Revisiting and Extending the Learning

Spiraling
How will you help children make connections to this question, topic, idea, or skill after
the initial introduction/activity period of the LEP? How will you intentionally come back
and bring this up for children again (and again)?
I can help children make connections to this learning experience by engaging them in other
objects in which they can place in or out of another object.
Additional activities
What additional opportunities could you offer to children so they could engage again
with this question/topic/idea/skill? How could you build upon this activity to extend their
learning and understanding?
I could provide children with other objects in the classroom that they can grasp and take out of
an object, or put something back in another object.

References:
Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early learning standards birth
through five. Concord, NH: NH Department of Health and Human Services.
GUILDELINES FOR LEARNING EXPERIENCE REFLECTION

Early Childhood professionals are continuously reflecting on their practice and working to
promote positive learning outcomes for each child. This portion of the LEP provides on-going
documentation of your ability to reflect on your practice and make changes. After you have
completed teaching your learning experience, take some time to record what happened and to
reflect on what you have learned and what your students learned. It is best if you complete your
reflection on the same day as you teach the lesson.

A thoughtful reflection includes response to all of these questions:

 Describe how the activity actually went, regardless of what you planned.
 Discuss how children participated, changes you made during implementation.
Include individual or cohort group participation (use initials when sharing
information about children).
 Describe how your assessment/documentation plan worked.
 How does the documentation help to make children’s thinking/learning visible?
How does it help you to understand about what children experienced during your
activity? Include individual or cohort group responses (use initials when sharing
information about children).
 Discuss what you learned about yourself and about children.
 Describe any changes you would make the next time you plan in this area of the
curriculum or implement this type of learning experience

The concept of grasping objects went well this week. The idea of grasping objects and

putting them inside a box was adjusted throughout the week to better fit the needs of children in

the classroom. The week first started off with me putting two boxes with holes cut out of the top

and the egg shakers from my previous LEP on the floor for children to explore with. Children

showed interest in the boxes but couldn’t see inside the boxes once an object was put inside, so I

began thinking about how I could change my LEP so children of this age group could get the

most out of it. After discussing with my CT, a better way to make this LEP a better fit for these

children, we switched the boxes for white containers in which the openings at the tops were big

enough for children to look inside and see what was in it. After making this change, more

children became interested in the containers and putting objects inside of it or taking them out.

Particularly, one child seemed the most engaged in this LEP, and it was great to watch her
participation with the materials throughout the week. I planned to take pictures of children

interacting with this lesson, but only got a few of them again.

I would like to try a different type of assessment next week, so I can better assess

children in the classroom. The pictures help show children engaging in the concept of putting

objects inside the container or taking them out. During this LEP I learned that some of the

children in the classroom are not developmentally ready for the concept of putting objects inside

a container, but that they can use their fine motor skills to grasp the objects, which is

developmentally appropriate for their age group. On the other hand, some children have the idea

of in and out and use it throughout the classroom.

The next time I plan an LEP relating to fine motor skills, I want to focus more on the idea

of grasping different objects, instead of the idea of in and out. I also will start out with containers

in which is appropriate for the age group I am working with.

Documentation

O ▫ Often shows caregiver her container (lifts it in the air to show you)
▫ Can grasp egg and put it in container
▫ Shakes container
▫ Throws container off to side out of her way when done
R ▫ Grasps container with two hands to bring closer to her
▫ Lets go with one hand to try to get object out of container (this makes
container slide away from her)
▫ Puts object in after caregiver models
▫ Can grasp object and take it back out of container
▫ Seems to enjoy shaking container so the object inside makes noise
J ▫ Puts object in his mouth (able to grasp it)
▫ Able to grasp object to take it out after caregiver has put an object inside
▫ Grasps egg and puts in his mouth
▫ Grasps object to shake the egg to make sound
Z ▫ Grasps eggs and will shake them
▫ Egg rolled away from him and he followed it (crawled)
**did not see him put egg inside the container**
L ▫ Can grasp container
▫ Shakes container to listen for sound
▫ Grasps container while looking inside to see what he hears
▫ Watches caregiver take object out of container