EARLY LEARNING CENTRE LEARNING EXPERIENCE

Student Name: Taylor Roncali Date: October 19th, 2017

Purpose: Purpose: The purpose of the letter/number cubes is to give child A an
opportunity to explore his favourite things, numbers and letters, with
Reason for developing
his fine motor, gross motor, and the use of some of his cognitive skills.
learning experience. This
could be in response to
Through this activity, child A will be given a chance to play freely with
an observation, the cubes, then prompted to either stack or align the cubes in a
discussion with the site particular order. During the activity, child A could participate in such
supervisor, Ontario plays as parallel or individually (ELECT, 2007, p. 30, 32, 33).
Curriculum Objective,
etc.

Observation

- Document what you

saw and heard Observation:
- Document non-verbal
communication (i.e., During my first couple weeks at placement, while shadowing child
body language, facial
expressions and voice
A I noticed that he enjoyed playing, as well as engaging in activities
tone) that involved numbers or letters. He also enjoyed the participating
- Document in detail: in parallel, solitary (independent) and onlooker play with his I.T.s.
who, what, where,
and when
- Documentation Throughout my times shadowing child A, it became very evident
should be written in that he would become fixated on a certain number or letter toy,
past tense, objective,
and in anecdotal
usually the number buckets and he would have to have them with
format him for the whole day, whether he be engaging with them through
OR play or simply just having them in his sight.
Discussion
This observation led to the idea of having an activity where child A
Document the discussion can participate freely without guidance, unless needed or when
between you and your
directed, allowing him to engage in any play he would like.
site supervisor that led to
the planning
Something I noticed is that he likes to fill in the blanks of songs that
OR have to do with letters or numbers. For example, when an I.T is
Curriculum Objective singing the ABCs and stops at the letter K, child A enjoys filling in
the rest of the song by singing, L, M, N, O, P.
Describe the curriculum
objective youre aiming
to meet/enhance
through this experience
Learning Experience Learning Experience:

What are you Name: Letter and Number Cubes

planning in response
Objectives:
to your purpose?
1. Give child A the opportunity to explore different domains freely by
- Label your
examining the cubes by himself. This will give me the chance to
experience (e.g.
Painting with observe him taking on a task alone.
cars).
2. Due to the fact that this is a new task and not repetition, prompts
- What are your 3
objectives for this such as hand over hand and verbal cues will be used when
experience? (i.e. necessary.
What interests are
you extending? 3. Domain 1.3 Simple Turn Taking will be demonstrated when
What strengths prompts are being used
and opportunities
for growth are you 4. Child A will be asked questions such as, What letter/number is on
enhancing/suppor the cube? or Can you tell me what comes after the number 4?, to
ting?) allow us to see how far along he is with his numbers/letters, as well
Please Note: You as his cognitive development.
should refer to
appropriate 5. Finally, fine motor skill will be a huge domain in this activity. Child A
pedagogy to will need to use his hands and fingers to be able to pick up the
support your cubes to stack or align them. This will allow us to observe how
discussion around advanced child As fine motor skills are (ELECT, 2007, p. 24).
strengths and Description of Experience
opportunities for
growth (e.g. ELECT, This activity is ideal to take place in class room seven on the floor
How Does Learning as there is lots of floor space to play with the cubes and not worry
about risk of injury.
Happen, Ontario
FDK Curriculum, The activity will be brought out once child A starts to show interest
etc). in any letter or number activity as it will help keep him in the
theme of letter and number play.

Four cubes will be presented so that it gives child A options and so

Describe the that it does not get him to excited or overwhelmed.
experience:

- Who will be
involved in the
experience?
- Where will the Materials
experience take
place? (e.g. Four cubes with different numbers/letters on them
Indoors or
outdoors? In the *Be sure to use consistent numbers and letters (ABCD/1234)
dramatic centre,
Implementation
the creative table,
etc). 1. Wait for child A to show interest in numbers/letters and then
- List the materials
present the cubes on the floor mat.
and resources you
will use 2. Sit next to him on the floor and allow him for minute or two to
- Describe the
explore the cubes.
implementation of
the experience, 3. Prompt child A stack the cubes or align in proper order.
with a step by step
description 4. Ask him to tell me which number/letter comes next.
- List and describe 2
teaching 5. Observe child A while he plays and see how far developed his fine
strategies. How motor skills are.
will you use them?
Why have you Teaching Strategies
chosen these
strategies? 1. Show and Tell: I will introduce the activity to the child A by
gesturing and using inviting sentences such as, Look what I
am doing or Copy me.

2. Do-It Signals: I will prompt child A through this activity by

making statements like Copy me or Look what I am
doing Can you try this.
 Something that went well during the activity was the fact that child A
was imminently interested in the cubes. I presented them one at a
time as I noticed he would take a few seconds to thoroughly examine
each cube, saying the numbers and letters on them, as well as looking
at the pictures. Once I was able to present child A with all four cubes,
he went ahead and aligned them himself with no prompts or
instructions given. He would place them in chronological order, then
Reflection:
repeat the numbers/letters back to himself in order.
- What went well?
Provide examples From this activity, I learned that child As cognitive skills were a lot
for how you know more advanced than I thought. He could easily state the letters and
it went well. numbers when asked or by himself.
- What didnt go
well? Provide Something Id do differently the next time this activity is implemented
examples for how is give child A different letters that when put together form a word like
you know it didnt car or ball. This will add a bit of a challenge to the activity, as well as a
go well. little more range for child A to work with.
- What did you
learn? No adaptations or modifications were made during this activity.
- What might you
do differently next From observing child A playing with this activity, I saw he enjoyed
time you repeating more so the letters then the numbers back to us or himself.
implement this An experience I might plan to extend this one would be to provide
same experience child A with a white board and magnetic letters. This will give child A
and why?
the ability to move the letters in any order that he wants, as well as
- Did you have to
make any spell things if possible.
adaptations or
modifications? If
so, what were
they?
- What type of
experience might
you plan to extend
on this one?
Field Supervisor Feedback:

Signature:______________________________________Date:______
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