Jenna Trumble

ECE 232
Social/Emotional & Language Experience
 
Class average age (in months)
 13 months
Primary Objective & Infant/Toddler Standards (You must list specific guidelines or content
standards and which domains: See above example).
 13 to 18 months, Social and Emotional Development, developing a sense of self and others,
Express feelings and develops self-recognition.
 
Secondary Objective & Infant Toddler Standard:
 13 to 18 months, Cognitive Development, discovering the world, explores and experiments with
objects in the environment.
 
 
Experience description:
 The children will each be given a notecard box that has laminated pictures of different emotions
on children. The box will allow children to open and close it. Children will be encouraged to
look in the mirror and see if they can make the same facial expression. Children will also be
spoken to about the different emotions they are seeing on the pictures.
 
 
 
Materials
 4 notecard boxes
(All of the pictures were of really children showcasing the emotion, they also were of different
age and race)
4 happy face pictures
4 different happy face pictures
4 angry face pictures
4 different angry face pictures
4 surprised face pictures
4 different surprised face pictures
4 sad face pictures
4 different sad face pictures
4 tired face pictures
4 different tired face pictures
Packing tape to use as lamination for the pictures
All of the emotions typed out in Century Gothic to label the emotions
 Mirrors
 
Scaffolding (child’s prior knowledge to build on):
 
 Children should understand that they have emotions and recognize a different facial expression.
 
 
 
 
Plan for carrying out experience (what caregiver will do):
I will sit down with the children and show them that they can shake the box and hear the insides
shake. I will also show them that they can open the box. I will then give them the box closed and
give them the box for them to see what is inside. Once the child has opened the box, I will point
out that all the children show emotions in the box just like us. I will then point out in the mirror
reflection that I am happy and hold one of the happy pictures. As the children go through the
pictures, I will try my best to show the emotion with my mask on. I will continue to make
comments on what the children are doing with the pictures. I will also allow the children to
explore the box on their own with opening and closing it. Children will also be allowed to dump
the pictures out and put them back in the box.

Assessment
A. How would you be able to determine the success of this activity?
 I believe that this activity was a success because during the experience I was with Braylin
and the other teachers were with Myles and Cassian. I was able to give Braylin all my
attention. Braylin opened and closed the box then dumped out the pictures and I made
comments on the pictures he picked up the surprised face and held it up to the mirror and
started screaming. Then, Cassian was crying at the time that I was doing the experience
and Braylin held up a sad picture and I said that Cassian is upset, and I asked if he heard
him crying. Braylin then went back to playing with the box opening and closing it and
dumping out the pictures and picking them back up. Later when Ms. Valeria came back
out to the main area with Cassian Braylin took a different picture of the sad emotion and
went over to either give it to Cassian or Ms. Valeria. He then came back to me and
grabbed the happy picture and gave it to Ms. Valeria. Now, you could look at this and
think that he just gave them two random pictures however, there are a lot of different
faces in the boxes themselves and at that point he had 2 boxes dumped out of pictures, I
think that there might have been some part of him that understood the emotion he was
seeing on the card and was showing that he knew that Cassian was upset. Maybe you
could say that he saw a similarity somehow and was just giving them the pictures to look
at. The pictures that he pulled was the happy one that looked kind of like Braylin and a
sad picture that was of an older boy who was crying. However, I will say that after
Braylin gave them the two pictures, he stopped giving them pictures. I think that he lost
interest after that however, I was able to pull Braylin back to focus on the pictures when
Myles came to sit with us. Then when Myles came over, he held onto a picture on an
emotion.
 
 
 
B.  Do you feel children’s knowledge based on this experience?  (Do I see this new knowledge
being learned in other areas)
 I understood the age-appropriate material that would be used and the developmental level that
the children are at. I feel like the children’s knowledge has grown because of what they learned
with me because when Braylin gave Cassian the pictures, that showed that he most likely is
starting to understand emotions. I also saw that their knowledge of things opening, and closing
was being built. I think that cause and effect was also taking place for when Braylin was turning
the box over and the pictures fell out.