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EDUC 414 Spring, 2019

Learning Experience Plan Emergent #1


Your Name Age Group Date
Tyrah Urie Toddlers

Title of Activity
“Paint Tracks”

Standard: New Hampshire Early Learning Standards


Domain: Creative Expression and Aesthetic Appreciation
Strand: Exploration and Creation of Artistic Works
Construct: Inventive and Imagination, curiosity and interest, confidence
Indicator of Progress: Invention and Imagination: Children will begin to use
tools with more intentionality and purpose, create three dimensional
structures, songs, rhymes, drama, and dances, use and play with a variety of
media and materials for exploration and creative expression and create more
elaborate three dimensional structures, songs, rhymes, and dances with a
combination of materials. Curiosity and Interest: Children will begin to show an
increasing range of curiosity about their environment, objects, and people,
show interest in combining objects or media, show interest in a variety of
materials and activities related to creative expression, and ask how to
produce particular sound, visual image, or movement. Confidence: Children
will begin to request adult attention and approval for all of their artistic,
dance, and musical efforts, select and use artistic materials and tools more
purposefully, ask adults to save or take pictures or videos of their artistic
creation and show adults and peers what they can do or have created,
including short individual performances or artistic creations.

Intended Purpose (the objective of the activity)


The children will explore using toy car/trucks and paint to drive along large
strip paper. Children will be able to dip the car/trucks into the paint and drive
them around the strip paper making paint tracks creating art/patterns of their
choosing while also exploring the paint with their bodies.

Documentation and Assessment Plan & Analysis


The assessment strategy I will use will be photo documentation. This will be able
to show the children’s exploration and creations as it happens in the moment.
Through photo documentation, especially in this such activity it allows me the
ability to see the exploration and creativity within the car/truck and paint. This
method of assessment/documentation help me document children’s growth
and development by visually/physically being able to see what the child is
doing and as they are developing and doing more pieces of the objective it
can be visually noticed.
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EDUC 414 Spring, 2019

Background Research
Content-
Toddlers 24 months-3 years may be able to create three dimensional
structures, songs, rhymes, drama and dances, show interest in a variety of
materials and activities related to creative expression, show adults and peers
what they can do or have created, try to reproduce aspects of music, art,
drama, dance and natural phenomena they have witnessed, and use
descriptive words to express their response to an aesthetic experience.

Children’s Inquiry
This activity is relevant and appropriate for the children now because they
very into playing and exploring with paint and are very curious when other
materials are added to it. The car and trucks go along with my emergent
piece in the transportation aspect.
This activity will allow children to explore how to use the paint and car/trucks
to make paint tracks onto the paper. The activity will also allow the children to
be indulged in almost full body sensory with the paint.

Provocation / Changes to the Environment


I will engage the children by inviting them over to the table. I will demonstrate
myself grabbing a car/truck and dipping it into the paint. I will encourage the
children to start off by dipping into one paint but encourage them to use as
many different colors as they can. This will allow for more creativity and
pattern on the poster board/strip paper.
The first thing I will do is get all of my materials ready for my activity. I will let the
children come and approach the activity as they please but I will encourage
them to come over and join me. I will say things like “want to come drive
car/trucks in the paint with me”. As the children come and engage in the
activity I will say things like “which truck do you want, which color paint will
you choose to dip the car/truck into, once you have dipped your truck in
paint you can drive around the road, look and see what kind of paint tracks
you make”.
Closure/transitions/clean up?
-I will give the children a 5 minute warning before ending the activity and
cleaning up for snack. I will have Catherine available to help the children
wash the children’s feet and bodies off of paint. I will then quickly pick up the
activity, mop the floor of any paint that went outside of the paper, and wash
the car/trucks of the paint.

Positive Guidance and Individualization

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EDUC 414 Spring, 2019

Managing the Flow of Activity & Safety Considerations


-To manage the flow of the activity I will be sure to suggest that the children
puts on a smock before they start their activity to protect their clothes and
bodies. However, if the child does not want the smock I will point out that it
may mean they will get paint on their clothes but leave the choice up to
them. I Will put a towel down on the table and around the paper on the floor
to avoid getting paint on them. I will be making sure that the child does not
put the paint in their mouth and/or on other friends bodies. However, I will be
allowing the paint to be all over each individual child that wants/allows it. I will
be encouraging the children to make as many passes through the paint with
the car/trucks.
Proactive Strategies
The strategies I will use to be proactive during the activity will be to explain to
the children that the paint is for the trucks. Due to other paint activities, I am
aware that the children will try and put their hands and feet in the paint,
which I will allow. I will tell the children that this will be a walking activity with
the car/trucks because they will be walking bare foot and it could get slippery
with the paint. I will limit the activity to 3 friends at a time, and explain to the
children who come wanting to participate once there is already 3 that soon it
will be there turn. I will try and keep the directional path of which way the
children drive their car/trucks in the same circular motion to avoid “crashes”.
Reactive Strategies
-The strategies I will use to be reactive during the activity will be to redirect the
children to a new area of the room if the proactive strategies are continuing
to happen after a few reminders and let them know they can come back
soon. I will use several reminders to keep the children “on task”.
If children try and run during the activity I will remind them a couple times but
because it is a safety hazard, I may have to redirect them away from the
activity. If children crash into each other I will continue to redirect them into
the same circular motion as the other children.
Supporting Each Child- Adaptations and Individualization- include at least 3
specific children
T= I will make sure that T is going in the same circular motion as the other
children instead of all over the place.
F= I will remind F that even if his hands become full of paint that he can go
wash them off instead of wiping it onto other children or objects in the room. I
will send constant reminders to F if I notice or suspect him trying to put the
paint onto other friends. I will also try and keep the space from and F other
friends distant to avoid pushing all together.
Z= When Z comes to the activity I will remind him that his body will get paint on
it. Sometimes Z is ok with paint getting on his hands, feet and body and other
days he doesn’t. I will point out the other children and show him how they

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EDUC 414 Spring, 2019

have paint all over their body and confirm with him that he still wants to
engage in the activity.

Materials and Quantity (Bulleted list what you need, how much, & location in
classroom)
 Paint
 Car/trucks
 2 poster boards
 strip paper
 Paint trays
Location: on the cupboards of the classroom under the sink

Spiraling: Intentionally Revisiting and Extending the Learning


Spiraling
-When helping children make connections to the idea/topic of the activity I
will remind the children of previous activities we did that involved car/trucks
and paint. I will explain to the children that we have dipped small car/trucks
into paint and painted on a small piece of paper, but that today we are
getting to use the big trucks and drive on the “road” with huge paper.
Extension activities
-A way I could offer an activity to children in an extension off of this activity
would be to have the children use the car/trucks and paint and drive it on a
different object like the yellow or blue slide.

References:
APA format
 Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early
learning standards birth through five. Concord, NH: NH Department of
Health and Human services.

LEARNING EXPERIENCE REFLECTION


After teaching your LEP, please respond to each question:
1) Describe how the activity actually went, regardless of what you planned.
o The activity went exactly how I planned it for the most part. To start off I
had 1 child at the activity. I explained to the child that he would need to
off shoes, socks, and pants for this activity. At first, this made the child
nervous, so I asked him if he would like me to go first and show him the
activity. He said yes, so I demonstrated. First, by taking my shoes and socks
off and then by picking out a car/truck and dipping it into the paint. I then

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EDUC 414 Spring, 2019

made a few tracks for the child to see. Once I demonstrated and
expressed my excitement for the activity, the child was all for it. The child
dipped his truck into the paint and was off on the “road” making several
paint tracks. This caught the other children’s attention and quickly the
area filled with all 3 children, and some patiently waiting their turn. I had
to limit the activity to 3 friends to avoid cluster, “crashes” and just to keep
it as spacious as I could. When each child came they were nervous at first
when I told them they needed to take off their shoes, socks, and pants but
soon were comfortable once they were engaged in the activity. The
children went around the “road” after dipping their car/trucks in the paint
several times. After some time of constant tracks, the initial piece of paper
began to wear out and rip, and started to get really slippery. The children
started to slip everywhere so I decided to set up a new piece of paper
over the worn one and let them keep going. Some children began to not
only put their car/trucks in the paint tub to make tracks but also their
hands and feet to make tracks.
2) Discuss how children participated.
o The children participate in the activity by first feeling comfortable enough
to take off their shoes, socks, and paints to participate in the activity. They
then participated by dipping their trucks into the paint and driving them
around the “road” making paint tracks. When the road became slippery
a few of the children enjoyed having their feet slip up and down the road
as they pushed their car/trucks. The more slippery it got, a few children
crawled to avoid falling. Some children used their hands and feet instead
of the trucks to dip into the paint tub instead of the car/trucks and made
tracks that way and/or so that they could slip and slide more.
3) What changes did you make during implementation?
o The only change that I made during the activity was adding more and
more layers of paper to the road as the activity went on. It didn’t even
occur to me that the initial piece of paper would become so full of paint
that it would turn extremely slipper, worn out and rip. Quickly when the first
child slipped and hit his ear on the bucket of paint, I sort of panicked.
Adding layers to the activity, allowed for me to keep the activity going
while making sure it was safe by covering it up with fresh bare paper once
paint began to cover and cluster on the road.
4) Describe how your assessment/documentation plan worked.
o What impact did your teaching have on children?
 The impact my teaching had on the children was that I gave them
the ability to explore their interests in a new, fun, sensory (messy)
way. My activity gave the children the opportunity to engage in an
activity that they aren’t typically able to do on regular basis. It was
a whole body experience for the children. They trusted me and felt
comfortable enough to allow me to lead them in this activity which
included removing some of their clothing.
o Describe what individual children learned/experienced during your
activity.
 My assessment/documentation plan worked extremely well. The
photo documentation gave me the ability to take pictures of the
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EDUC 414 Spring, 2019

children interacting with the car/trucks and paint, while driving


them around the “road”. I was able to capture the children
indulging in the paint with either the car/trucks or their bodies.
Some of the pictures I was able to get were of the children pushing
the trucks and slipping around the “road” in the paint. I felt like I
was really able to capture my objectives in this particular activity
with phot documentation.
 Individual A explored dipping the car/trucks into the different
paints and driving them on the road, creating paint tracks. A
realized how slippery the road became and took advantage of it
dipping her feet into the paint and slid her feet up and down while
she drove around.
 Individual P explored the activity by being the first one to engage
in it. He explored with the car/trucks and dipping into the paint
creating the first tracks on the road. P discovered that the track
was getting slippery when he almost fell and said “oh no”.
 Individual T explored the activity by using the car/trucks for the first
few minutes. T then dipped his feet in the paint, walked around the
“road” and looked behind him at his feet tracks.
 Individual F explored the activity by putting his hands into it the
paint and rubbing them onto the road. Then, after watching his
friends, grabbed a truck and followed them in a circle.
5) Describe any changes you would make the next time you plan in this area of the
curriculum or implement this type of learning experience?
o If I were to make changes for the next I planned in this area of the
curriculum or implemented this type of learning experience, I would make
a card board road instead of paper. I think that the cardboard wouldn’t
produce rips like the paper did and may not become as slippery as fast. I
also think that laying down cardboard each time would be less time
consuming as getting a new strip of paper and taping it down each time.
6) Discuss what you learned about yourself and your role as the teacher.
o What I learned about my role as a teacher is that things are going to get
messy and that is ok. Sometimes that is the beauty of the activity in itself.
As I watched the children engage in the activity, the more I noticed that
they were becoming covered in the paint, I knew that it wasn’t my job as
a teacher of this age to be worried about and caught up in making sure
that they were clean. I could see the faces of the adults in the room start
to become almost annoyed in a way. As a teacher, when you provide
paint to toddlers, they are going to want their hands in it. When you allow
them to put their feet in it, they will put their feet in it. I learned that it is ok
for things to become very messy, at the end of the day they will be clean.
Letting the children explore the activity to the fullest is what is most
important.
7) Analysis of Assessment: depending on the assessment strategy, please make
note of each child’s growth and progress based on the objective of this LEP.
o A developed the ability to dip the car/truck s into the paint and drive
around the road creating tracks. A noticed the road began to get
slippery and enjoyed slipping around.
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o P developed the ability to dip the car/trucks into the paint and drive them
around them around the road. P noticed the road getting slippery when
he said “oh no” and slowed down his movement, and crawled around
while pushing the car/trucks.
o F explored the paint by dipping the car/trucks into the paint and driving in
a circular motion with his friends.
o T explored the paint with his hands and feet as he stuck them into the
paint tub and then tracked around the “road” with his body.
o S explored with the activity by dipping primarily his hands and feet into the
paint and tracking around the “road” when he realized that he was
“allowed” to.

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