Curriculum Experience Plan

Name: Jackie Henriquez

Activity/Experience Name: 1:1 Ongoing Sewing Instruction

INTENTIONS FOR LEARNING

Goal(s): Describe the general or long-term developmental focus of this experience.
List the California Preschool Learning Foundation(s) or California Infant/Toddler Learning
and Development Foundation(s) here:
This experience is planned to support the development of visual arts skills. Children will have an
opportunity to use language for self-expression and negotiation. Children may also use and
apply numerical concepts.

Objectives: What specific and observable concepts or skills will the child learn, explore, or
discover? The child will be able to List the Preschool DRDP Measure(s) or Infant/Toddler
DRDP measure(s) here:

TCWBAT create, copy or extend patterns using sequins and buttons to sew on the table.

TCWBAT apply a variety of fine and gross motor skills to sew thread using a needle onto the
table. Also the child will be able to perform tasks using precise manipulation of small objects.

TCWBAT communicate concepts of safety while using the needle and scissors to other children.

TCWBAT create two and three dimensional artwork on the table using a variety of materials.

EXPERIENCE PLAN
Activity Description:

Children will have access to a table with mesh where they can sew different colored thread,
buttons, sequins and rope to it. Children will practice going up and down and through the mesh
instead of going around the table top. Children will choose the color of thread they wish to use
and the colored buttons and sequins. This is an on going project started with all of the different
teachers in the classroom.

Invitational Set-up: How will the experience be presented to invite participation or provoke
interest? (Provide a photograph of the set-up).

The table is available for the children to work on their sewing as they please. The table can be
moved from the classroom, to the patio, to the atelier depending on the space needs of the
classroom. Groups of no more than 4 may work at the table to ensure teacher can provide
adequate instruction to the children.

*Please photograph or video-record this experience and collect anecdotal notes.

Specific vocabulary, teaching strategies, and open-ended questions you will keep in mind
(Using your textbook and/or Curriculum Frameworks, list specific ways you will promote
problem-solving and critical thinking beyond a simple recall of facts)
How is this experience personalized (i.e. modified) to meet the varying developmental and
individual needs of the children in your class? (e.g., older children, younger children,
specific needs or interests?)

Vocabulary: needle, thread, sequin, go through, up and down through the table.

Problem-solving and Critical thinking: Ensuring that children do not go around the table, but rather
go through the mesh material in an up and down motion with the needle. Children can choose
and select their own sequins to sew on and may figure out how to attach the sequins with teacher
guidance.

Personalization: Children may participate if they wish. Children may choose whichever color
thread they wish to use. More or less teacher guidance is provided depending on the needs of
the child.

Specific materials needed that are not already accessible to children:

Needle, thread, table, sequins, buttons

REFLECTION/EVALUATION
What did you do well?

This was a co-teaching opportunity. All of the teachers in the classroom would help the children
as needed. I joined in and participated each time that the table was brought out and took
ownership over the project when I was in the classroom. I took the initiative to invite children to
participate if they chose and helped the children when guidance and intervention was required.

How did the children respond to the experience presented? (Describe your observations
of childrens words and actions) What worked? What was difficult? Were there any
surprises?

The children responded well to the level of instruction by participating and staying engaged for up
to 30 minutes at a time. The children all enjoyed choosing different colored sequins and buttons
to sew onto the table.

What was difficult at times was having the children make small stitches. Children were very
interested in seeing how far they could make the needle and thread go across the table. The
children seemed to be very keen on doing this after they were asked to make small stitches as
well.

I enjoyed coming each week to see the progress of all the children and how much sewing had
been done on the table. Some children sewed sequins in a row, some children had actually had
sewn the button onto the table.

*Please photograph or video-record this experience and collect anecdotal notes.

What additions or changes would you make if you were to do this activity again? What did
the children teach you (e.g. about curriculum, teaching, or children)?

I really thought this was an excellent and practical experience for the children. Being able to sew
a button is a life-skill! This activity showed me once again that children are more capable than we
realize. I thought was a fantastic activity as it is with a good progression from learning how to go
up and then down and then progressively adding other items (sequins and buttons) when the
children were ready. This was not my idea to do, but I enjoyed taking ownership when I was in
the classroom and seeing how far the children progressed from week-to-week. I dont think I
would make any changes to the way the activity was for the children.

*Please photograph or video-record this experience and collect anecdotal notes.

*Please photograph or video-record this experience and collect anecdotal notes.
*Please photograph or video-record this experience and collect anecdotal notes.