EDUC 414 Spring, 2019

Learning Experience Plan Emergent #3

Your Name Age Group Date
Tyrah Urie Toddlers

Title of Activity
“Road Ramp w/paint”

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 with a large slide
(ramp/roadway). Children will dip the car/truck of their choosing into paint
and send it down the large slide. The children will explore watching the
different speeds as they push the car/truck down the slide, patterns of the
paint trail left on the paper, and simply the sensory of the paint on their hands
as dip their vehicle in the paint, push it down the slide and pick it up at the
end, only to repeat the process.

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
1
EDUC 414 Spring, 2019

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.

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 and how fast they will need to push their
car/truck for it to make it down the slide, and further down the rest of the
road.

Provocation / Changes to the Environment

I will engage the children by inviting them to the road ramp. I will demonstrate
myself grabbing a car/truck and dipping it into the paint and pushing it down
the slide for the children. 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. I will explain to the children that I will need to push the car gently so
that it doesn’t come off the slide, or fall out of the road
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 down this ramp”. 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 come up to the slide and push it down the road”
“Look at the paint tracks you made”.
Closure/transitions/clean up?

2
EDUC 414 Spring, 2019

-I will give the children a 5 minute warning before ending the activity and
cleaning up for snack. I will have Sarah available to help the children wash the
children’s hands and any other body part that she/they felt needed to be
washed off. I will then pick up the activity as quickly as I can, so that it will be
out of the way for snack time.

Positive Guidance and Individualization

Managing the Flow of Activity & Safety Considerations
- To manage the flow of the activity I will be sure to suggest that the children
put 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 slide to avoid paint
drips on the floor. I will be making sure that the child does not put the paint in
their mouth and/or on other friend’s bodies. However, I understand paint will
get on their hands and possibly their legs as they are leaning at the slide. I also
understand that even though I am only allowing two friends at a time, know
that it will be crowded and it is possible for children to get paint on other
children in passing.
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 in the paint but I will try and
encourage them to just use it for their trucks. I will remind the children that
today the slide isn’t for their bodies like it typically is, but only for the car/trucks.
I will tell the children that we will have to be gentle when we are pushing our
trucks down the ramp, but that we can be fast. I will demonstrate this for the
children, as it can be confusing. I will limit the activity to 2 friends at a time,
and explain to the children who come wanting to participate once there is
already 2 and that soon it will be there turn. I will explain to the children that
we will walk along the outside of the ramp to retrieve our trucks but that we
won’t walk inside the ramp way. I will set up blocks around the paper ramp to
avoid this.
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 flowing through the
activity, making sure they are using the paint with their car and trucks, they
aren’t purposefully getting paint on other friends, waiting their turn, and
walking around the ramp to retrieve their car/truck. I may have to redirect
them away from the activity if these things aren’t happening continuously.

3
EDUC 414 Spring, 2019

Supporting Each Child- Adaptations and Individualization- include at least 3

specific children
T= I will make sure that T waits his turn at the activity but also goes around to
retrieve his truck instead of walking over the blocks to get it.
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 F partnered with someone who
won’t constantly be getting in his space.
Z= When Z comes to the activity I will remind him that his hands will get paint
on them. Sometimes Z is ok with paint getting on his hands, and other days he
doesn’t. I will point out the other children and show him how they have paint
on their hands, and that he can wash them off whenever he feels like he
doesn’t want the paint on them anymore. I will confirm with him that he still
wants to engage in the activity.
S= I will make sure that S is going around the ramp and blocks to get his
car/truck instead of going right in the ramp area to retrieve it.

Materials and Quantity (Bulleted list what you need, how much, & location in
classroom)
 Paint
 Car/trucks
 Blue Slide
 strip paper
 Paint trays

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 the activity that they have done with other
car/trucks and paint and that we are going to be using the car/trucks with
paint but in a brand new way!

Extension activity
-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 with the yellow
slide. Instead of using the blue slide that forms a hill, use the yellow slide that is
more straight, have the children dip the big car/trucks in the paint and have
them push it down the slide. This would allow for the children to become more
indulged in the paint with their body and interact with a similar activity in a
different way.

4
EDUC 414 Spring, 2019

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 very well to what I had planned. I had brought out the
blue slide into the classroom and put paper onto the blue part that the
children typically slide down on. I also put paper down on the floor,
coming right off from the slide. This created a ramp off the slide going
onto the ground like a runway. My goal was to have the children use the
ramp/runway for their car/trucks to go down. I provided paint for the
children to dip their trucks/cars into creating paint tracks and color down
the ramp. The children loved this. They continuously dipped the car/trucks
into the paint and pushed them down the slide. The children got the
concept that the slide wasn’t for their bodies but instead as a tool for the
trucks to go down, creating art.
2) Discuss how children participated.
o The children participate in the activity by picking what car/truck they
wanted, dipping it into the paint and pushing it down the slide. Some of
the older children engaged in the activity by racing their cars down and
avoided “crashes” with the other vehicles already down on the ramp
way, while the younger children primarily pushed the car/trucks down to
see how fast they could get them to go and how far.
3) What changes did you make during implementation?
o I didn’t end up making any changes to the activity I implemented
because the children were engaging with it exactly how I had planned
them too.
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 through
providing them a similar activity with the car/trucks and paint, but
providing it in a way that they have never done in the toddler room
before. Using such a known object to the children like the slide, but
introducing it in a brand new way really allowed for the children to
explore. They were very familiar with the car/trucks and paint but
you could see the look on their faces when they were doing
something so different, yet so explorative and engaging.
o Describe what individual children learned/experienced during your
activity.
 My assessment/documentation plan worked well. I was able to
capture the children engaging with the car/trucks with the paint,
as they would then push them down the slide. I was able to get
photos of the children exploring in such a new activity, through the

5
EDUC 414 Spring, 2019

paint, car and trucks and their excitement and focus as they sent
them down the slide.
 Individual A learned that the car/trucks would go faster in spots
where there was less paint, after sending her car/truck down the
same spot and it became slower and slower.
 Individual P explored each individual car/truck that I had provided
for the children until he found his favorite one. “This one is the
fastest”.
 Individual T explored activity by dipping the car/trucks in the paint,
pushing them down the slide, and retrieving them as quickly as
possible so that he could go again.
 Individual S learned that the more paint he put on the car/truck the
more likely it would be to tip over and crash because of how
slippery it was. After I gave S the message that his car/truck tipped
over because there was too much paint, he then each turn he had
got as much paint as he could and smiled when his car/truck
would crash.
 Individual Z explored the activity by seeing if he could get his
car/truck to make it all the way down the ramp to the end of the
roadway. Z would dip his car/truck into paint and send it down the
ramp several times until he reached the end.
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 had to make any changes to the next time I planned in this area of the
curriculum or implemented this type of learning experience I would have
kept my word to to limiting only two friends at a time to the activity. I
planned to only have two but as the timing of the activity was off and the
amount of children who woke up at the same time, I ended up having
close to 4-6 at a time. This made the activity slightly more hectic than it
would have been if I only had two and more clustered, however I think
that I managed it fairly well.
6) Discuss what you learned about yourself and your role as the teacher.
o What I learned about myself and my role as a teacher was to stay calm
when things get hectic. I have been working on this all semester and I
think with this activity it finally has paid off. I feel like I handled the chaos of
the activity really well because I stayed calm. As the activity got hectic
and more and more children were coming to the activity I had missed the
point of limiting the amount of people at the activity so it was on me to
handle and manage them the best I could. I think if I would have
panicked and felt overwhelmed the children would have picked up on
my high energy and it could have made things worse.
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.
 A learned that the car/trucks would go faster in spots where there
was less paint, after sending her car/truck down the same spot and
it became slower and slower.
 P explored each individual car/truck that I had provided for the
children until he found his favorite one. “This one is the fastest”.
6
EDUC 414 Spring, 2019

 T explored activity by dipping the car/trucks in the paint, pushing

them down the slide, and retrieving them as quickly as possible so
that he could go again.
 S learned that the more paint he put on the car/truck the more
likely it would be to tip over and crash because of how slippery it
was. After I gave S the message that his car/truck tipped over
because there was too much paint, he then each turn he had got
as much paint as he could and smiled when his car/truck would
crash.
 Z explored the activity by seeing if he could get his car/truck to
make it all the way down the ramp to the end of the roadway. Z
would dip his car/truck into paint and send it down the ramp
several times until he reached the end.
o