Learning Experience Plan

Date of Implementation: Friday, November 24, 2023

Date shared with a mentor: Friday, November 23, 2023

Art Experience X Sensory Experience

Math Experience Literacy Experience

Storytelling Experience Outside Experience

Movement Experience Other

ELECT Observation/Documentation

Age Category: Preschool-Kindergarten 2.5-6yrs Anecdote

(Thursday, November 23, 2023)

Nancy (RECE) had the children sit on the carpet in front of our
Christmas tree. She gave each child an ornament to put up
Domain: Social Domain
when their name was called. All the children sat quietly,
watching their classmates and the lights as Niki (RECE) read
pick a pine tree.

Interpretation
Root Skill: 1.6 Co-operating What were the child(ren) doing during the observation?
What skills were the child(ren) using?

The children were very engaged while watching their peers

listening, thinking, and
place ornaments on the tree as Miss Niki (E) read a story
Specific Indicator: responding appropriately as
about Christmas trees. All the kids seemed to enjoy the circle
others speak during group time
time as it was more hands-on with the special occasion.

What developmental skill level were the children displaying in this anecdote? (check all that apply)

Manipulation Mastery Meaning

Brainstorm ways that this learning could be expanded or extended through the curriculum planning process:

● Create a Christmas ornament

● Personal Christmas trees
● Christmas Creation (whatever they think of when they hear Christmas)
Acquisition - Social, Emotional, Communication, Language, and literacy, Cognitive, Physical (gross-motor)
Christmas Creation
Introduced 11/24/2023

Description: With the materials available, children can create whatever

comes to mind when looking at our classroom tree or what
they think of when they hear Christmas.

Materials: ● Paint
● Evergreen branches
● Fake tree needles
● Stickers
● Q-tips
● Paper
● Glitter
● Glue
● Snowflakes
● Pom poms

Target Response: Children create what they interpret regarding Christmas

Incorrect or No Response: Repeat the target and Prompt the correct response

Prompting: Least prompt is necessary to achieve a correct response.

Verbal Prompt (VP), Modeling (M), Elbow prompt (EP), Hand
over Hand (HOH).

Reinforcement: Verbal praise,

Assessment/Recording: Learning Experience Plan Reflection

Notes:

● Prep paint into sealable ramekins in the morning

● Prep other available materials in the morning
● Have wet and dry paper towels available at the activity station.
 Application

Learning Experience: Christmas Creation

● Paint
● Evergreen branches
● Fake tree needles With the materials available, children can
● Stickers create whatever comes to mind when
Description:
● Q-tips looking at our classroom tree or what they
Materials:
● Paper think of when they hear Christmas.
● Glitter
● Glue
● Snowflakes
● Pom poms

Consider how this learning experience will be experienced by the various children in your group.
What could you do to make the experience more inclusive?

● Only one student will require additional staff support.

● Wide range of materials for students to choose from.
● Offer support to the students as needed.
● Frequent use of encouragement.
● For those who don’t celebrate Christmas, I could ask them what winter makes them think of.

Description: Describe
what happened in this
learning experience.
Feelings: What were you
thinking and feeling during
this experience?
Evaluation: What worked
well with this experience?
What did not work as
planned?
(Consider: materials, time,
interactions, etc.)
Analysis: What was the
difference between what
was planned and what
actually happened?
Reflection
For the activity, I had 2 children at a time. Each child had the choice between using fake
or real evergreen tree branches. Most chose to paint with the fake branch (softer to hold).
Once they were satisfied, most moved on to the Q-tip painting, while some went straight
into adding glitter and other stick-ons. Everyone showed interest in the activity, expressing
their thoughts and needs as they created their piece.
For the first half of the activity, everything was perfect. Everyone was listening to
instructions when given, and there were no interruptions. When a staff member was
supporting an extra student at the activity table, many kids wanted to join, thinking it was
an open activity. While redirecting the other children, the 2 students I was doing the
activity with glitter bombed themselves and their art. While I love that they had the chance
to express themselves and have further exploration with the glitter, it was not ideal. It did
fluster me a bit, and I asked a free staff member for assistance to clean them up before it
went everywhere. I cleaned up the area a little before resuming the activity. The last group
of children also went smoothly. I think it went well overall. I knew what I needed to do to
resolve my conflicts, but in the moment, it was a bit of an “oh no!” I was grateful to have
staff support assisting in cleaning one of the two children.
Everything worked very well. I planned my activity the day before For next time, I would
like to add more natural materials for them to use. Pinecones have a fun shape that could
be good for experimenting with painting. In terms of the time, I still had about 5 minutes
left at the end to clean up. Each child spent approximately 5-8 minutes doing their art
activity with a total of 11 children. I was very welcoming and calm with all of the children
while offering encouragement throughout the activity. I offered extra support to the
students who needed it.
When I saw how engaged and intrigued the children were with the tree as well as the
decorations around the room, I knew that the activity would be an expansion of it. I didn’t
plan for any specific outcome. The only thing I planned for was how to accommodate
everyone with what materials were available. We have a washroom in our classroom,
which made cleanup for the children very easy. Sleeves were rolled up prior, and having
only 2 at the table made keeping the children fairly tidy possible. The glitter bomb was a
bit of a surprise, but it happens. It was easy to clean up, and it made the children really
 happy.
With this age group, messes are expected. For the best learning, it's even encouraged.
Conclusion/Action Moving forward, I think having aprons would be good to help protect everyone's clothing.
plans: How will you use To prevent further glitter bombs, I would tape the lid to ensure it is not coming off and the
this information moving small dispensing side is only available. In the future, I am going to be more open to mess
forward? and come up with creative ways to help it happen without it being an overwhelming
cleanup, or a surprise.