ahannportfolio2015.weebly.comahannportfolio2015.weebly.com/.../3/3/0/43303245/hanna… · web...

Assignment templateAll areas of this form marked with * are essential information and must be completed.

Semester*: 1

Unit Code*:ECP110 Unit Name*: Teaching and Learning 1/Early Years

Assignment Title*: Lessons Plan for Teaching

Date Due*: 6 June 2013 Submission Date*: 5 June 2013

Lecturer’s Name*: Ms. Saraswathi Griffiths Chandran

Student’s Full Name*: Aileen Hann Student No*: S251635

Student’s Email: * [email protected] Student’s Phone No: 0408 233 932

I declare that all material in this assessment is my own work except where there is a clear acknowledgement and reference to the work of others. I have read the University’s Academic and Scientific Misconduct Policy and understand its implications.* http://www.cdu.edu.au/governance/documents/3.3academicandscientificmisconduct.pdf

I agree I do not agree

Double click on the square check box to mark as checked.

CHECKLIST*

Task Checked

1 I have completed the form above*:

2 My CDU email address is activated*.

3 I have read and understood the important information on this form*.

4 I have kept a copy of my assignment*.

5 I have acknowledged and referenced the work of others*

6 I have filled in the footer page and indentified my file correctly*

7 I have saved the assignment in a compatible format e.g. .Microsoft word doc or txt*

8 My assignment file size does not exceed 2MB*

9 I have reread and checked all the assessment requirements.*

Double click here to fill in this footerHann__Aileen_ECP110 _ Semester 1_Assignment number 2.

1

http://www.cdu.edu.au/governance/documents/3.3academicandscientificmisconduct.pdf


1. Observations (4)

Name : Savannah Date : 3rd June 2013

Date of birth: 12th October 2011Age : 1 yr and 8 months old

Observer : Aileen

Setting : outdoor area Time : morning session

Observation :Savannah is climbing on the beam. In the second area the yellow color beam, she starts to crawl. Upon reaching the end, she stands and cried. I helped her by holding her hand and she walks on the blue beam. Afterwards, she smiled and went to the swing area.

Comment: She’s starting to build her gross motor skills. The height where appropriate, for her to be challenged.

Learning outcome :1. Outcome 1: Children have a strong sense of identity (page 21)

-Children feel safe and secure and supported-confidently explore and engage with social and physical environments through relationship and play-communicate their needs for comfort and assistance

2. Outcome 3: Children have a strong sense of wellbeing (page 32)-Childen take increasing responsibility for their own health and physical wellbeing

-combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama

3. Outcome 5: Children are effective communicators (page 40)-Children interact verbally and non-verbally with others for a range of purposes

-engage in enjoyable interactions using verbal and non-verbal language

Pictures of the activity:


2


2. Observation

Name : Stephanie Date : 3rd June 2013

Date of birth: 12th July 2010Age : 2 yrs and 11 months old

Observer : Aileen

Setting : outdoor area Time : afternoon session

Observation :Stephanie’s is interpreting the music of “everybody clap by the wiggles”. She listens to the music, at the same time she sings and interprets the actions. She is teaching the other child to follow her. They listen to the other songs too. Afterwards, both left the area and went to the blue slippery dip.

Comment:She is trying to be creative by dancing and singing the music without the instruction of the carers. She is developing her social skills by interacting with the other child to follow her.

Learning outcome :

1. Outcome 3: Children have a strong sense of wellbeing (page 31)- Children become strong in their social and emotional wellbeing

-demonstrate trust and confidence

2. Outcome 4: Children are confident and involved learners (page 37)-Children resource their own learning through connecting with people, place, technologies and natural processed materials

-explore ideas and theories using imagination, creativity and play


-use language and representations from play, music and art to share and project meaning

Outcome 5: Children are effective communicators (page 41)-Children engage with a range of texts and gain meaning from these texts

-sing and chant rhymes, jingles and songs

Outcome 5: Children are effective communicators (page 42)-Children express ideas and make meaning using a range of media

-use the creative arts such as drawing, painting, sculpture, drama, dance, movement,music and storytelling to express ideas and make meaning


3




4


3. Observation

Name : Rivah Date : 4th June 2013

Date of birth: 5th June 2009Age : 4 yrs old

Observer : Aileen

Setting : big room (indoor), play dough table Time : afternoon session

Observation :Rivah is using rolling pin to flatten the yellow play dough. She repeats this several times but it did not really flatten. She gets the mushroom cutter and push it hard. She took the side bits and hold the finish mushroom play dough. Again, she put the playdough inside the cd case and start to use the rolling pin on the top of cd. When she opens, it did not really flatten. She takes it out and roll into balls. Afterwards left the table.

Comment:She is trying to master her fine motor skills. She is experimenting on how to flatten in an easy way. She is really trying hard to do by herself, without asking any help from the carers.

Learning outcome :

1. Outcome 1: Children have a strong sense of identity (page 22)-Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

-persist when faced with challenges and when first attempts are not successful

2. Outcome 2: Children are connected with and contribute to their world (page 32)-Children take increasing responsibility for their own health and physical wellbeing

-engage increasingly complex sensory motor skills and movement patterns

3. Outcome 4 : Children are confident and involved learners (page 34)-Children develop dispositions for learning such as curiosity, cooperation , creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

-Use play to investigate, imagine and explore ideas



5


4. Observation

Name : Charlie Date : 4th June 2013

Date of birth: 2nd Sept 2009Age : 3 years and 9 months old

Observer : Aileen

Setting : outdoor area (sand-pit) Time: afternoon

Observation :Charlie is playing in the sand-pit with the other children. The carer is there to interact and help with the children. Charlie scoops the sand and filled up the cone, while the carer holds the cone. She asks the carer to help make them a sand castle. Afterwards, the carer tip over the cone at the edge and it forms into perfect cone sand. Charlie said do it again.

Comment:She is displaying her social skills towards other children. Sharing, helping and taking turns with each other. She converses with adults and peers.

Learning outcome :

1. Outcome 1: Children have a strong sense of identity (page 21)-Children feel safe, secure and supported

-initiate interactions and conversations with trusted educators- confidently explore and engage with social and physical environments through relationship and play

2. Outcome 4 : Children are confident and involved learners (page 37)-Children resource their own learning through connecting with people, place technologies and natural and processed materials

-engage in learning relationships-use their senses to explore natural and built environments

3. Outcome 5: Children are effective communicators (page 40)- Children interact verbally and non-verbally with others for a range of purposes

-engage in enjoyable interactions using verbal and non -verbal language-express ideas and feelings and understand and respect the perspective of others



6


2. Lesson Plan 1

Experience : Sticking of different materials to the clear contact box

Date : 3rd June 2013

Setting : outdoor area Time : morning session

Age group : 0-2 years old (3 children)

Objective :

The children will develop the fine motor skills, eye hand coordination, tactile and sensory. To be able to make a collage of different materials.

Rationale :

1. Outcome 3: Children have a strong sense of wellbeing (page 32)-Children take increasing responsibility for their own health and physical wellbeing

-engage in increasingly complex sensory-motor kills and movement patterns

2. Outcome 4 : Children are confident and involved learners (page 34)-Children develop dispositions for learning such as curiosity, cooperation , creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

-Use play to investigate, imagine and explore ideas


-engage in enjoyable interactions using verbal and non-verbal language

Resources:- Clear contact- box- different materials, straws, colored paper, felt paper, net, pipe cleaner, pompoms, strips of cloth, paddle pop sticks * All materials are big enough, to prevent choking hazards. Supervision is needed.

Implementations:1. Place the box in the middle, and the box of different materials2. Ask the children to get one of the materials3. Ask the children to stick anywhere in the box and repeat the process4. While the child picks the material, identify the object and describe

Program evaluation1. Did the children enjoy sticking the materials in the contact ?2. Did they grab various materials in sticking to the box ?

What can follow through to the next program:What would be the next experience to follow up?Does it need any improvements?


7


ReflectionStudent Reflection:

The activity went well. They enjoyed sticking the different materials provided. One of child decided to get all pompoms and stick in one area. The older children also came to join. In my next activity, a big box is needed to have more space and not overcrowding. More materials will be added like bottle tops with different colors. A pattern be supplied for them to follow and create a more beautiful design.

Mentor Reflection:

My mentor said, high involvement by children of all age ranges. Activity was lacking space but this was primarily due to the interest of a large number of children. Most of the children stayed at the activity for a long duration .



8


2.Lesson Plan 2

Experience : Exploring the sea creatures Date : 4th June 2013

Setting : outdoor Time : afternoon session

Age group : 3-5 years old (5 children)

Objective :The children will learn and identify the common sea creatures. This includes identifying the names and some common body parts (eyes, head, legs), counting of how many sea creatures in the trough. Introduction of cuttlefish which is common in Whyalla.

Rationale :

1. Outcome 2: Children are connected with and contribute to their world (page 29)-Children take increasing responsibility for their own health and physical wellbeing

-demonstrate an increasing knowledge of, and respect for natural and constructed environments

2. Outcome 4: Children are confident and involved learners (page 37)-Children resource their own learning through connecting with people, place, technologies and natural and processed materials

-Use their senses to explore natural and built environments

3. Outcome 5: Children are effective communicators (page 41)-Children engage with a range of texts and gain meaning from these texts

-explores text from a different perspectives and begin to analyse the meanings

Resources:- big book of sea creatures(Sea Life)- information/picture of cuttlefish ( appendix a)- trough or baby bath basin- water- different sea creatures such as starfish, squid , cuttlefish, whales, fish,stingray,dolphin- food color blue* All materials are safe. The size of plastic sea creatures is big. Supervision is needed.

Implementations:1. Place the trough in a table, put water and drop of food color2. Put the sea creatures in the water3. Read the book and identify the sea creatures4. Ask one child to get a sea animal in the tub and let her identify5. Describe the cuttlefish – common in Whyalla.

Program evaluationDid the children enjoy the book about the sea creature ?Did they grab one object at a time ?Did they enjoy the water?


9


What can follow through to the next program:What would be the next experience to follow up?Does it need any improvements?

ReflectionStudent Reflection:

First I should have covered the trough. Secondly, read the book about the sea creatures. Lastly, I open the trough with sea creatures. The children enjoyed playing and exploring with water and sea creature. It was overcrowded, since all the children want to be near in the basin. They were interested in the information of the cuttlefish in Whyalla. One of the children asks a question about the cuttlefish. It was extended activity, children ask for plastic boats. A smock should be used to refrain from getting wet. A water policy of child care was observed at all times.

Mentor Reflection:

My mentor said, though initially overcrowded, the activity was hugely popular. Materials presented were relevant to the age of children and to the area we live in. Some children were fairly wet so smocks would have helped. Marine life used was popular and the use of glitter instead of food dye.



10


Appendix A

The cuttlefish of Whyalla.

In conclusion, my observations and lesson planning coincide with my personal philosophies that are based with some of the theorist as follows:

1. I believe children are great learners. This is based on Piaget’s developmental stage of theory. The activity given is based on their age and more experiences will be given for them to explore the environment.

2. I believe children find joy in the simplest things. This is based on Montessori about social development. A high level of creativity is reached because of the rich experiences in the real world and the exact use of materials. The child’s choice is respected and protected.

3. I believe children need a social interaction with one another. This is based on the Lev Vgotsky fundamental role of social interaction in the development of cognition. Children learn faster with a social interaction of a skilful tutor/teacher. This includes the MKO (more knowledgeable other) and ZPD (zone of proximal development). The carer should be sensitive to each child’s needs and interacting them appropriately.


11


References:

Belonging, Being Becoming The EYLF, (2009), EYLF Principles: Respect for Diversity, DEEWR, p. 12-13

Educational Insights, (1990), Sea Life, USA Dominguez Hills, CA 90220, UK Harpenden, Herts AL52RT, ISBN 0 88679 662 8


12

ahannportfolio2015.weebly.comahannportfolio2015.weebly.com/.../3/3/0/43303245/hanna… · web...

Documents