documentation of planning CYCLE ECE 6012 & ECE 6013
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Name of Experience: |
Exploring 2D Shapes through Sorting and Movement |
Number of Children: |
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Children’s Ages: |
4 |
Date of Implementation: |
PART 1
Collect information – Observation
What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible.
Child B who is 4 years old got interested in the shape sorting activity outside and with personal determination. Instead he went and collected all the star shapes and said, I would like to fill the star. He painstakingly cut in every star drawing to fit inside the taped outline of the star, at least both to ensure he was able to recognise the task, just to own it, as was shown. Doing so he took a circle round and bounded over to the taped circle, and into the centre with an attentive smile. He then identified a square and identified it as a partial square of the big square and then transferred to a triangle.
Child B had a very active physical interaction getting inclined to mix the jumping and placing the pieces of the shapes. Along with this feeling of fulfillment the star originally made known that he was motivated to finish his work in the order of choice. He was not distracted or lost in faith and displayed not just interest but also the competencies to work independently and the competencies to observe the behaviour of his colleagues.
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Question and analyse - Observation
What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? How can theory help to explain why this is important? What are the interests and strengths of child/ren observed? Link the information to EYLF/VEYLDF learning outcomes. What can you extend on? Suggest few experiences.
The learning and development problems raised by the behaviour of Child B can be summarised as a bunch of key issues. His wish to work on the star proves the evidence of increasing abilities to set his own goals and to achieve them, the sign of increasing independence and far more levels of agency. This also relates to the EYLF Outcome 1: Identity whereby the children develop the power of self. The contextual change of jumping between shapes represents the fusion of the gross motor and cognitive learning and is in correspondence with EYLF Outcome 3: Wellbeing .
Piaget theoretically defines the pre-operational stage as the one in which Child B is training to categorise the objects according to its properties- which in this case is the shape recognition (Damaševičius & Sidekerskienė, 2024). His zeal and insistence to fill in the star are also signatures of intrinsic motivation and fit to the concept of Montessori regarding the self directed, purposive activity.
The sociocultural theory proposed by Vygotsky can also be used since Child B was left alone to work; however, he was aware of what his peers were doing (Becker et al., 2023). This means that he was a good student in observational learning and by the influence of his peers. Problem solving, confidence and physical coordination strengths are observed in his endurance and the fun-loving behaviour.
Future directed extensions could be shape-based puzzles and shape patterns or relating shape to everyday objects and symbols of the Aboriginal art abbreviation, extending also his understanding of how a shape can be meaningful in contexts.
PART 2
Plan
Briefly describe what your planned experience will be:
This was aimed at augmenting and amplifying the knowledge on the 2D shapes to the children, besides augmenting movements, problem-solving, and teamwork. The ground was acquired with the large outline of shapes with the help of using the tape and cut-out shapes could be offered to children according to the outlines.
Learning Intention/s to achieve by the end of experience (one or two):
For children to understand… For children to explore…For children to practice… etc
Learning Intentions:
To categorise 2D shapes.
To allow children to solve problems and study how to work openly.
To enable the children to have a mix of both learning activities and exercise (Palioura & Dimoulas, 2022).
What resources will you need:
Resources Needed:
drawing line outlines of masking tape (circle, square, triangle, star)
Some shape cut outs.
How/where will you setup/introduce the experience? How will you introduce key concepts to children?
Introduction/setup: Introduce discussion about shapes in nature and their use in Aborigine art what they represent and take the outside to relate the shapes through an active engagement in play (Weng et al., 2023).
Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interations, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning?
Guidance questions can get their thoughts triggered: Miss out on what you observe in the natural world: What circles would you be able to see! And what is the way we may think of this triangle?
Be a role-model and know what to do to become where he or she must be; and encourage peers to correct one another (e.g., Child A helping Child C).
Include activity (jumping, running), to use to activate the gross motor fatigue in a learner with the kinesthetic types and update.
Acknowledge Aboriginal positions through description of use of shapes in artwork to discuss storeys and place Country.
Lightly as much as possible facilitate peer co-work either asking children to cheque each other, discuss issues together and co-address with each other their respective placements.
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Act and Do (Implementation)
Implement your experience and then write about what happened.
What happened? Give a basic outline of what happened during the experience. Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement – including some of the notable things they said/did. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)?
The children participated actively and recognised and labelled shapes, and categorised shapes. Child A was an effective leader who could have assisted Child C to realise that he had initially misidentified a shape, but under leadership, he could have re-identified the same and corrected himself. Child B demonstrating a pre-occupation with the stars dooped the taped outline of the stars with evaluation before his/her focus on other figures demonstrating persistence and ownership of learning. Some of the sequencing behaviours that Child D applied in the course of the activities included labelling every shape before it, and Child E did the same sequencing behaviour several times but in funning and learning (Chen et al., 2023). The Child F fell asleep, preferring, rather, to see butterflies in the nearest environment which also presupposed the lack of interest in the external world. I also did the activity differently to make the children jump on the shape and most children became motivated and took interest in the activity by adding play into activity which makes them engage in physically involving activities and the activity requires cognition.
Review and Reflect (Evaluation)
Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning from this experience. What worked well? What can you improve? Did children meet the learning goals that you set? Do you need to repeat, refine or extend the plan? How will you follow up/extend on this next time?
Summary: The exercise was successful as it helped most of the children attain the suggested learning outcomes. They demonstrated an understanding of shapes and category and problem resolving and they also acquired social and coordination skills. The natural environment was favourable to instruct physical activities but also the Child F could be distracted. In the future, I will adjust the setting by making sure that the activity runs indoors to enhance focus but flow opportunities, including movement, are provided.
Reflect: What did you learn about yourself and your practice as a teacher. How has this experience helped you to better understand children’s learning? Any changes to your practice going forward as a result?
Reflect: This was a peer teaching practice as Child A was told to teach Child C, a process she observed in social learning where Vygotsky focuses on social interaction. I also realised that there is a need to single out the different learning styles to different children: there is robously (Child E) and tenaciously(Child B)and one that is unable to focus in less formal settings(Child F). I will learn to differentiate between activities in future by offering other forms of participation- quiet and focused and active and exploratory.
Mentor signature: Date:
