Unit 5 Assignment Reading Part A The Games Project

.docx

School

University of New Mexico, Main Campus *

*We aren’t endorsed by this school

Course

115

Subject

Arts Humanities

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by olfahp

CD2120 School-age Care and Development. Unit Five Assignment The Games Project Purchasing Games with a Budget of $300 During a community meeting children made the following request: they wanted to purchase new board games. The older children wanted more challenging logic games while the younger children wanted fantasy-type games. The educator felt it would be the perfect opportunity for the children to learn about budgets and to be responsible for the purchasing and taking care of the games. The educator gave the children a budget of $300 to purchase the games. The process took place over four weeks. Here is how the curriculum emerged. Brainstorming ideas The children brainstormed what type of games they wanted. One child developed a web for the group and put all their ideas on the web. The main question from the group at this point was how many games could you buy for $300? Researching Catalogues from different wholesale companies were brought out for the group to price and select games. They worked in small groups and spent time discussing the cost of games, the types of games, and reading the description of each game. The older children helped the younger children to read the catalogue and showed them how the catalogue was organized. Developing individual webs and lists Each group developed a web or a list of games they wanted to purchase and the cost of each game. The page number and name of the catalogues were added to the web or list. The older children helped the younger children to write down the names of the games and the price for each game and helped them to add up the final cost. Developing a group web The group decided to take all the information from the individual webs and lists and put the ideas on a large group web. They felt it would be easier to have all the information on one web when the time came to make the final decision. Children took turns at developing the group web, as they recorded the names of the games, prices, and what catalogue the game ©GPRC Page 1

CD2120 School-age Care and Development. Unit Five Assignment came from. They classified each game by its type (logic, fantasy, and so on). Voting (for a shortlist) The group decided to vote on the games they wanted. The 12 games with the most votes would be the ones that the group would make the final selection from. Group Discussion (Purchasing within budget) The children added up the cost of the games to see if they were within budget. They realized that if they purchased all 12 games they would be over budget. They predicted that by taking out three games they would be within their budget. The group decided to vote to find out which games would be eliminated. After voting out three games, they were under budget by $10. Purchasing Games The children nominated two children to fill out the order form with the educator and be responsible for mailing the form. Finding a Space for New Games In five weeks, the games arrived. The boxes of games were brought to the community meeting and the group opened the boxes and checked off the games against the order form. The children were very excited and wanted to play the games immediately, so they spent that afternoon playing with their new games. Two children took the initiative to clean off a couple of shelves so there was room to store the new games. Surveying Which Games were their Favorites Two weeks after the delivery of the games, a number of children developed a survey. They wanted to find out which each person’s favorite game was, and why. Documentation During the process of brainstorming, researching, developing webs, and playing with the games, the educators took photographs of the process. They created a documentation board with the children’s webs, lists, and photographs, and added their own story about what the children were learning during this process. (Bisback & Kopf-Johnson, 2007, pp. 266-268) ©GPRC Page 2

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help