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Picture
taken
by:
Drew
Gregory,
Monday
March
14th
2016
Link
your
experience
plan
to
OELF
(Age
range,
Briefly
explain
how
your
experience
will
foster
these
domains
and
Domain
&
Skill,
and
Indicator
of
Skill)
skills
(2.5-
6
years)
Preschool-
Kindergarten,
Social
1.6
Co- In
my
activity,
it
will
be
necessary
that
children
share
the
operating.
Exchanging
ideas
and
materials
during
play.
materials
that
are
available.
Every
child
needs
a
turn
will
all
the
Taking
part
in
setting
and
following
rules
in
play.
different
animal
feet
in
order
to
compare
their
own
to
the
(Pg.38)
animals
foot
print.
Once
the
rules
are
made
and
explained
to
the
children,
it
will
be
necessary
children
follow
these
rules
when
using
the
paint.
(2.5-
6
years)
Preschool-
Kindergarten,
Cognition
4.3
The
children
participating
in
this
activity
previously
showed
Representation.
Connecting
artwork
to
their
past
interest
in
the
dinosaurs
and
were
focusing
on
their
feet.
They
experiences.
Using
a
variety
of
materials
to
build
with
now
can
connect
their
artwork
to
there
past
play
experience,
of
to
express
ideas.
(Pg.
46)
when
they
were
curious
about
the
dinosaur
feet.
The
children
will
also
have
the
different
stamps
and
paintbrushes
available
to
them
to
express
their
ideas
about
dinosaurs
and
different
animals.
(2.5-
6
years)
Preschool-
Kindergarten,
Cognition
4.11
The
open
ended
questions
I
will
be
asking
the
children
will
seriating.
Describing
relationships
such
as
smaller
encourage
them
to
think
about
the
similarities
and
differences
than,
bigger
than,
different
than.
(Pg.
49)
of
their
own
feet
or
hands
to
the
animals.
This
will
then
encourage
them
to
use
language
that
talk
about
smaller
than,
bigger
than,
different
than
or
the
same.
If
my
activity
goes
as
planned,
I
believe
it
will
support
my
goals.
The
children
will
be
required
to
share
the
materials
that
I
am
bringing
in
with
each
other
so
they
can
all
have
a
turn.
I
will
ask
open
ended
questions
about
the
similarities
and
differences
as
the
children
are
paining,
this
will
get
them
to
use
their
cognitive
skills
to
think
about
what
is
different,
and
what
is
the
same
between
animal
feet
and
humans
(the
shape,
claws,
fur,
etc.).
By
giving
children
paintbrushes
to
add
whatever
they
would
like
to
their
canvases,
this
will
create
opportunities
for
individual
creativity.
The
children
should
all
have
unique
canvases
when
they
are
done
painting.
What
is
the
Area
of
Learning
(Curriculum)
that
will
be
explored
in
the
experience
you
are
planning?
Choose
one.
Circle/Highlight
the
one
that
stands
out
the
most.
Math
Science
and
Language
Health
The
Music
Sensory
Technology
and
Arts/Creative
Physical
Expression
Activity
Pick
other
concepts
or
ideas
that
could
be
explored
to
connect
and
extend
the
learning?
Explain
Math
Science
and
Technology
Language
The
children
could
learn
new
language
by
educators
talking
about
the
different
footprints.
They
could
potentially
learn
about
a
dinosaur
they
have
never
heard
of
before.
Health
and
Physical
Activity
The
Arts/Creative
Expression
Music
Sensory
Children
are
using
their
senses
during
this
activity.
They
could
use
their
sight
to
see
the
different
colours,
touch
because
they
will
be
sticking
their
hands/
feet
in
the
paint
and
maybe
even
smelling
the
different
colours
of
paint.
(Interpretation
reflects
the
childrens
play.
I
like
how
you
were
able
to
be
specific
(the
focus
turning
to
feet)
with
what
you
were
observing)
THE
PLAN
Give
your
planned
experience
a
name:
The
Animal
Stamp
Stomp!
Extensions:
As
you
reflect
on
the
learning
that
has
happened,
what
are
some
possible
play
extensions
that
would
further
take
the
CHILD/CHILDRENS
ideas
and
their
learning
to
a
different
level?
Some
things
I
could
add
to
this
activity
to
extend
the
learning
could
be
dinosaur
sounds
and
movements.
After
then
children
are
done
painting
I
could
have
brought
out
pictures
of
different
animals
and
ask
them
to
act
out
what
they
think
that
particular
animal
sounds
like,
that
way
they
will
be
thinking
back
in
their
memory
to
the
previous
knowledge
they
already
have
on
different
animals,
and
there
are
possibilities
for
new
learning
to
happen.
Some
children
may
not
be
sure
of
all
the
different
noises
the
animals
could
make
but
by
doing
the
activity
together
as
a
group
they
could
learn.
I
could
also
encourage
the
children
to
act
out
what
a
particular
animal
looks
like
(Example:
a
dinosaur
would
stand
tall
with
claw
like
hands
and
stomping
feet).
The
children
would
then
learn
the
different
actions
of
animals
along
with
using
both
their
gross
and
fine
motor
skills.
Evidence
of
Research
(REFERENCES):
INCLUDING
Excerpts
from
the
Elect
is
not
optional
(CITED
PROPERLY)
Consider
researching
Web
Sites,
blogs,
Pinterest
(actual
web
site
not
just
the
Pinterest
url),
research
books,
articles,
and
collaboration
with
others.
Experts
from
ELECT:
Early
learning
for
every
child
today:
A
framework
for
Ontario
early
childhood
settings
([Rev.]
ed.,
p.38,
46,
49).
(2007).
Toronto:
Ministry
of
Children
and
Youth
Services.
Collaboration:
-Collaboration
between
Early
Childhood
Educators
in
the
Trent
Daycare
center.
Dinosaur
footprints:
Bishop,
K.
(2007,
November
19).
Stock
Photography:
Search
Royalty
Free
Images
&
Photos
-
iStock.
Retrieved
March
14,
2016,
from
http://www.istockphoto.com/vector/dinosaur-skeleton-amp-footprints-
gm165488090-4679306
STUDENT
EVALUATION
AND
REFLECTION:
Did
you
feel
this
experience
was
a
success?
Why
or
why
not?
I
do
believe
the
children
enjoyed
the
experience,
but
it
did
not
turn
out
as
well
as
I
wanted
it
to.
I
set
out
all
the
materials
and
the
children
were
very
excited
to
start.
The
stamps
did
work,
but
a
lot
of
the
children
smudged
the
stamps
all
over
the
page
so
it
did
not
make
a
clear
print.
By
the
end
of
that
activity
most
pages
were
covered
in
different
colours
of
paints
instead
of
footprints
but
the
children
did
know
what
footprint
belonged
to
what
animal.
I
did
set
out
a
visual
of
each
animal
so
they
could
relate
back
to
it
if
they
had
forgotten
what
print
went
with
what
animal.
I
believe
if
I
had
of
been
working
with
older
children
it
may
have
worked
a
little
better,
but
it
was
a
good
experience
for
everyone,
and
they
seemed
to
really
enjoy
themselves.
I
was
proud
of
all
the
creative
artwork
that
came
out
of
this
experience.
Address
the
following
questions:
Explain
what
was
new
for
the
children
in
this
learning
experience?
I
believe
this
was
the
fist
time
children
have
used
homemade
stamps
in
the
daycare
(I
could
be
mistaken)
so
I
showed
them
how
to
properly
use
them
before
we
started
the
activity,
to
dip
the
whole
thing
in
pain,
bring
it
out
of
the
paint
and
place
it
flat
on
their
paper.
It
could
have
been
a
new
experience
that
children
comparing
their
own
hands
to
dinosaur
or
different
animals
hands
as
well.
How
did
your
planned
experience
support
the
childrens
interests
and
ideas
from
your
initial
reflection
and
interpretation?
Explain.
The
planned
experience
supported
my
theory
of
the
children
comparing
their
feet
and
hands
to
the
dinosaur
feet.
The
observations
of
the
children
observing
the
different
animals
feet
and
making
them
walk
was
supported
by
placing
the
different
stamps
on
the
paper
to
visually
see
the
differences
in
the
animals
feet
to
human
hands.
Were
you
successful
in
supporting
the
goals,
the
domains
and
skills,
and
the
areas
of
learning?
Explain.
I
believe
I
was
successful
in
supporting
my
goals,
the
children
worked
great
together
with
sharing
all
the
material
that
were
available
and
there
were
lots
to
go
around.
There
were
not
two
canvases
that
looked
the
same
by
the
end
of
the
activity,
everyone
had
created
their
own
individualized
canvas
and
I
also
believe
we
started
to
see
the
similarities
and
differences
of
the
feet.
I
would
have
liked
to
go
a
little
more
in
depth
with
this
topic
but
one
little
girl
did
notice
that
the
elephant
had
four
toes.
Once
she
started
that
fact
an
educator
asked
Is
that
how
many
toes
you
have?
(Nicole)
and
the
child
(Marley)
answered
no.
This
means
she
was
supporting
her
knowledge
on
the
similarities
and
differences
of
an
elephant
foot
to
her
own.
When
reflecting
on
my
activity
to
the
goals
I
set
with
Experts
to
ELECT
I
believe
the
domains
and
skills
were
met
in
my
activity.
The children exchanged materials and
ideas during their art time. They also connected their artwork to past experiences
first by having the play animals in from of them while the pain tied so they could
think back to what their interests were and second because they brought their
play animals into the art work and traced their feet on the paper (which was a
great idea!) The children just started to touch the surface on the 'describing
relationships such as smaller than, bigger than, different than' we could have
worked on that one a little more.
The areas or learning were defiantly met in my eyes. I believe the children used
creative expressions in their artwork and were engaged in what they were doing.
What
did
you
learn
about
the
childrens
learning
(this
is
called
pedagogy)?
Remember,
you
co-construct
the
learning
experience
with
the
children.
Explain
any
challenges
that
you
or
the
children
had
with
this
learning
experience
(if
any)
and
what
would
you
change
for
next
time?
Was
this
inclusive?
I
learned
that
the
children
had
very
good
patience
at
the
beginning
of
the
activity
waiting
for
me
to
explain
what
was
going
on.
I
expected
some
children
to
start
their
art
right
away
but
they
paid
attention
to
me
first.
I
was
impressed
with
how
well
the
little
ones
worked
with
paint
and
I
also
learned
(even
though
I
could
have
guessed)
the
children
loved
to
get
their
hands
dirty
in
the
paint.
Some
challenges
I
had
with
his
learning
experience
was
just
coaching
the
children,
even
though
the
stamps
did
not
turn
out
as
well
as
I
had
hoped
on
the
paper,
the
children
were
still
very
interested
and
knew
which
footprint
belonged
to
what
animal.
For
next
time
I
might
pick
an
older
age
group
to
do
an
art
activity
with
just
because
the
very
little
ones
were
so
excited
they
just
got
their
hands
messy
and
thats
all
they
cared
about.
Overall
I
believe
our
experience
was
a
success.
Pictures
taken
by:
Drew
Gregory,
Monday
March
14th
2016
The
activity
you
prepared
and
set
up
was
very
approaching
to
the
children
and
shows
a
lot
of
thought
and
preparation.
As
you
mentioned
it
would
be
interesting
to
see
how
the
older
group
interact
but
you
adapted
well
with
the
younger
age
group
and
allowed
for
their
exploration.
It
being
a
rainy
day
we
were
all
inside
so
we
would
typically
have
a
smaller
group,
which
may
have
allowed
for
more
interaction.