EMC305 Learning experience plan

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Charles Sturt University *

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305

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English

Date

Jan 9, 2024

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docx

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Uploaded by SuperSandpiper2461

1. Part 1: Context for the play- based observations This observation is collected from a family day care setting where I work as an educator. The parents of the children at this family day care service have culturally diverse backgrounds and they are working parents. I have chosen Ella, Kelly, John, and Cony as my focus children because they are similar ages between two to three years. These children attend the service from Monday to Wednesday so there is more opportunity to observe and implement my planning for them. Ella is a two and a half-year-old girl and Kelly is three-year-old girl. They like to engage in dramatic play most of the day, and they are very enthusiastic to learn whatever I offer them. Cony is a three-year-old and John is a two-year-old boy. They are always busy exploring various activities however focus on each activity for a short span of time. Their speech has not fully developed yet so they tend to play physically rather than communicating verbally. They usually play with cars, trucks, and blocks. These children often share toys together and the children follow each other around to different activities; therefore, it will be effective to teach them with a focused learning activity based off their common interests. 2. Part 2 Summary of the children’s interest, the Bishop’s mathematical activities, the 5Es and the mathematic concepts evident in their play From my observation, the children were interested in shapes, colours, and blocks. The children engaged in Bishop’s six mathematical activities ( MacDonald & Rafferty, 2015, p. 21) whilst playing with blocks and shapes. Cony, John, and Aiden connected Duplo block pieces vertically and horizontally and they compared the height and the length of their block towers, then Cony added more block pieces one by one to make his tower the tallest. According to Macmillan (2009, p. 22), it is evident that the children were engaged in Bishop’s processes such as playing , counting , measuring , designing , and locating . The three children compared the size of their block towers then Cony identified that his tower was the tallest. The children measured the three block buildings then they explained that Cony’s tower was the tallest. 1

The children demonstrated emergent understanding of measurement by comparing each block building and identified the tallest one. Clements and Stephan (2004, cited in MacDonald & Rafferty, 2015 p. 102) argue that children begin to understand the concept of measurement from a young age even though they cannot measure objects by certain unit yet. Cony showed that he compared three different block buildings then he recognised the differences of the block towers by their heights. During this process, the children developed the concept of conversation, comparing, length and height (Montague-Smith & Price, 2012, p. 145-173). When the children stacked the block pieces one by one, they could learn one to one principle (Montague-Smith & Price, 2012, pp. 23-51), adding and subtracting (Montague-Smith & Price, 2012, pp. 23-51). During this process they could learn science concepts which were gravity, balance, weight, and stability (Writer, 2014, July). The technology the children used for their learning was blocks. The blocks enabled the children to gain measuring, designing, locating, gravity, balance, and problem-solving skills. When the children explored different two-dimensional shapes, they engaged in Bishop’s mathematical activities by playing with shape magnetic stamps, designing different two-dimensional shapes on the board, and locating three-dimensional shape pieces into a shape sorting ball. They also engaged in 5Es model (Primary connections, 2008) whilst playing with two dimensional shapes. Kelly, Ella, Cony and John engaged in playing with shapes and colour. Kelly and Ella explored magnetic shape stamps on a magnetic board. They explained that the shape they made was a ‘yellow star’ and a ‘red heart’. When the other boys joined in, the four children elaborated their learning further to three-dimensional shapes. They evaluated their learning about two-dimensional shapes whilst playing with a Tupperware shape ball as they put three-dimensional shapes into two-dimensional shape hole. Two- to three-year-old children can recognise and identify various shapes and related concepts (Montague-Smith & Price, 2012, cited in MacDonald & Rafferty, 2015, p. 80). Kelly, Ella, John, and Cony are aged between two to three years old, and they practiced and displayed their spatial reasoning (MacDonald & Rafferty, 2015, p. 81) while playing with the magnetic shape stamps and the Tupperware shape ball. The 2

children have learnt to identify two dimensional shapes using the magnetic shape stamps. With the Tupperware shape ball, the children practiced their spatial relationship (Stelzer, 2005, pp. 161-177) during the process of finding the matching two-dimensional shape hole using three-dimensional shape pieces. While the children played with the magnetic board and stamps, they learnt about attributes of magnets (Harlan & Rivkin, 2012, pp. 53-74) as the magnetic pen and magnetic stamps left marks on the board. The children learnt a mechanism of Tupperware shape ball when they tried to open it by pulling two handles together forcefully. The technologies that the children used which were magnetic shape stamps and the Tupperware shape ball supported the children’s learning of shapes, spatial awareness, magnetism, and mechanism. Learning experience plan 1. Date of planned experience 22 nd of May 2023 2. Learning Focus The children will learn to recognize and identify two-dimensional shapes. 3. Early Years Learning Framework (EYLF) Learning Outcome The children will be learning about mathematical concepts such as geometric shapes and spatial visualization. To achieve these learning concepts, the children will be manipulating various shaped objects and they will experiment and investigate two dimensional shapes from three dimensional shapes. An educator will encourage the children to learn mathematical vocabulary and they will use the vocabulary to describe two dimensional shapes. During this learning experience, the children will be able to achieve problem solving, inquiry, experimentation and investigating skills; therefore, learning outcome 4.2 (Australian Government Department of Education [AGDE], 2022, p. 53) is relevant to my mathematical learning focus. 3

4. Set up and resources Kearns (2016, p. 254) discusses that young children experience play environments through their senses and children’s mood and behaviours greatly affected by the physical environment. Therefore, play environments should be appealing from a child’s perspective and support children’s learning based on their interest and abilities as children learn best when experiences are interest-based (DEEWR, 2009, as cited in Kearns, 2016, p. 255). This learning experience will require the following resources: a two-dimensional shape poster, two shape sorting boxes, two shape puzzles, playdough with two-dimensional shape cutters and shape stamps, coloured paper shape cut outs (circle, oval, square, rectangle and triangle) and glue with brushes. Three activity tables and chairs will be needed, and these activities will be located indoors. For table one there will be a two-dimensional shape poster, two shape sorting boxes and two shape puzzles. For table two, there will be playdough with two-dimensional shape cutters and shape stamps. For table three, there will be coloured paper cut outs, glue pots with brushes and papers. The social constructivist learning environment allows children to access resources freely and setting are designed to be as flexible as possible (Chaille &Britain, 2003, as cited in Elwick, 2023a). Therefore, table one and two will be placed close together for children to get easy access to similar learning resources. This setting also enables educators to pick up on teachable moments more easily. Table three will be located nearby a craft material stand so that the children can get access to any craft material they need to add on their shape collage. 5. Details of the planned experience – what is it and what will you do? This learning experience is for the children to explore two dimensional shapes whilst they are engaging with shape sorting toys, shape puzzles, playdough shape cutters and shape stamps. The children can extend their learning through a creative experience from the activity on table three. An educator can encourage the children to reflect on different shapes they see in their environment such as a house with a triangle roof, rectangle door and square windows. This process enables children to develop their spatial visualisation skills. 4

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