Yolanda Nega

Professor Cheryl Brecheisen

ECE 232
Infant and Toddler Practicum
December 9, 2015
Experiences (Lesson plan)

Class average age (in months)

26-28 months

Area (choose one) Sensory

Motor

Language

Health/Nutrition

Social/Emotional

Activity Plan: Pile potato flakes on the sensory table and make children to touch it, manipulate it and
explore it with hands.

Primary Objective: Children will experience the soft and silky sensation that the potato flakes produce.

Secondary Objective(s): Children will learn to touch, manipulate and break the potato.

Experience description: I pile the potato flakes on the sensory table and I invited the children to touch it
and feel it. I said, Come and see, lets see what I have in here. The children liked it, one of them said,
Its snow. I explained him that it looks like snowflakes, but it was made of potato. The children started to
manipulate it with their hands and taking out of the table and they saw how it was kind of flying on the air. I
told them try to catch it and they did. It was so much fun that after they noticed how it moved on the air
they started to put it on their head and body. They observed how it was falling off across their body, played
with it, and even blew it.

Materials: 1 bowl
1 Packet of Potatoes snow flakes
Sensory table (optional)

Scaffolding (childs prior knowledge to build on): I will ask the child the following questions: How does
it feels soft or hard? Do you like how it feels in your skin? What can we do with this? Can we break it with
our fingers?
Plan for carrying out experience (what caregiver will do): The teacher will put her/his hands inside the
sensory table to show the children that is okay to touch it and make them feel comfortable to touch it. The
teacher will model how it can be break with the fingers.
Outcome (was activity of interest to children why/why not, Was outcome what was expected, Did
something happen that wasnt expected, What might be changed/added to make experience more
interesting to children, or other): The outcome was what I expected because the children felt the
texture of the potatoes snowflakes and they said, it feels soft. Feeling the soft texture of something new
was one of the objectives the children met. Something that happened that I did not expected was that
children thought were snowflakes, at the same time, I expanded my knowledge because children blown
the snowflakes and it was something that I did not think about to do, so their knowledge was expanded
too. Something that can be added to make this experience more interesting is to add water and to see the
childrens reaction when they see it turns to mashed potato. Once it turns to mashed potato, children can
manipulate the mash potato and have that additional sensory experience.
Assessment
A. How do I determine the success of this activity?
One thing I will do is to take notes and see if children are interesting in exploring with this activity
for example, how many few, all, or none. The other thing I can do is to scaffold the children, make
sure children are understanding the purpose of the activity that is to manipulate the potato
snowflake.
B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc.)
Yes, they changed knowledge in this experience because they learned to manipulate and have
the sensory feeling of something completely new for them. They also displayed knowledge in
others areas such as tactile and gross motor because they blew the snowflakes and follow it by
moving around to catch it with their own bodies.
Next step (Were children not ready for this experience and activity/expectation be lowered, Does
experience need to be repeated for further exploration, Should another aspect of experience be
explored by children, or other be specific): The children were ready and the results prove it because
they started to blown the snowflakes and put it like a snow all over their bodies. This experience should
be repeated it to compare and contrast real snow, crushed ice, and snowflakes and make them explore
and learn the difference.

Class average age (in months)

24-30- months
Area (choose one) Sensory

Motor

Language

Health/Nutrition

Social/Emotional

Activity Plan: Make children to catch a balloon

Primary Objective: Make children to move their whole body as they try to catch the balloon.

Secondary Objective(s): Eye, hands, and body coordination

Experience description: The teacher will introduce the 9 inch balloon and will ask the children to catch it.

Materials: 1 balloon 9 size (provide 1 balloon for each child depending of class size)

Scaffolding (childs prior knowledge to build on): The teacher will ask question to the child such as:
Can you catch that balloon? Show me how you catch it. How are we going to catch it? Are we walking,
running, or sitting to catch it?
Plan for carrying out experience (what caregiver will do): The teacher will blow the balloon, throw it
on the air, and model how she/he catches the balloon walking or running.
Outcome (was activity of interest to children why/why not, Was outcome what was expected, Did
something happen that wasnt expected, What might be changed/added to make experience more
interesting to children, or other): The outcome was good. The children enjoyed this activity and were
running around catching the balloon. Most importantly, the objective was met because they utilized their
large motor skills, eye and hand coordination. Something that happened that was not expected was that
the children discovered that they could also kick the balloon. Something that could be added is to loosen
the balloon and ask the children to catch it before it completely deflates. By doing so, children will move
faster to catch it. Another thing is to line up the balloon and ask children to jump on it and pop the
balloons.

Assessment
A. How do I determine the success of this activity?
By looking at how many children followed the balloon and show interest in catching it. Also, by
observing if the children understand the directions and catch the balloon or if they do something
else with it.
B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc?)
Yes, they learned that they can catch a balloon and also kicked it as one of the toddlers did. One
of the areas can be displayed not prompted by the caregiver is socialization and teamwork. Some
children were taking turns to catch it. They even shared their balloon and they gathered in circle
to see who will catch it first.
Next step (Were children not ready for this experience and activity/expectation be lowered, Does
experience need to be repeated for further exploration, Should another aspect of experience be
explored by children, or other be specific): Yes, children were ready to experience this. The
evidence is that everyone ran, participated, played, and caught the balloon. The experience should be
repeated. In this case to show children that they can also add water, cereal, or something no hazard and
make it a sensory balloon where they can see through the balloon and see the things inside. Also, the
balloon could be incorporated in dance and movement where children pass the balloon one to another as
they dance and try not to drop it to create cooperation, sharing and taking turns.

Class average age (in months)

6 months
Area (choose one) Sensory

Motor

Language

Health/Nutrition

Social/Emotional

Activity Plan: Read book Good Night Moon by Margaret Wise

Primary Objective: Develop increase in language development in infant.

Secondary Objective(s): Create bonding and trust relationship with child

Experience description: The caregiver will place child on her/ his lap and make child to first touch and
feel the book. Then, she will start to read the book.

Materials: Book titled Good Night Moon by Margaret Wise

Scaffolding (childs prior knowledge to build on): The teacher will read, pause and show the mouse,
point out the bed, lamp, and wall inside the book.

Plan for carrying out experience (what caregiver will do): The caregiver will hold the book and the
child on her/his lap and will point out with a finger the story and objects of the story such as the mouse,
bed, lamp, wall, etc. for the child to learn to identify them and learn their names and the pronunciation of
them.

Outcome (was activity of interest to children why/why not, Was outcome what was expected, did
something happen that wasnt expected, what might be changed/added to make experience more
interesting to children, or other): The activity was not interesting to the infant. The child kept moving his
head. Something that could be added is to have puppets to narrate the story to see if child pays more
attention.

Assessment

A. How do I determine the success of this activity? By knowing if the child shows interest in it or
not and stays to listen to the story. Also, looking to see if he/she tries to answer questions theyve
been asked.
B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc?) Yes, even
though the child moved his head he listened to the story, the child heard the sounds of the words
mouse and lamp.

Next step (Were children not ready for this experience and activity/expectation be lowered, Does
experience need to be repeated for further exploration, Should another aspect of experience be
explored by children, or other be specific): I believed the child was not ready for this experience
because he showed no interest in it by moving his head. Probably an electronic and interactive book
should be explore to see if this better catch the childs attention or puppets.

Class average age (in months)

26-28 months

Area (choose one) Sensory

Motor

Language

Health/Nutrition

Social/Emotional

Activity Plan: Teach toddlers proper hand washing

Primary Objective: Children will learn to wash their hands properly

Secondary Objective(s): Children will learn to dry hands after hand washing

Experience description: The teacher will explain that hand washing is important to avoid getting sick and
that we need to maintain our hands clean. The teacher will put water on her hands and soap and will sing
the song top and bottom, top and bottom and between. The teacher will model that top is washing the
top of the hands, bottom is washing the palm of the hand in a circular and front and back motion and
between is washing between the fingers. After the song is finished the teacher will also model to dry
hands. She will get a paper towel and will dry hands.

Materials: A sink
Water
Soap
Paper towel to dry hands

Scaffolding (childs prior knowledge to build on):

Hold the childs hands to show him properly how to wash hands. Observe how the child dry hands and if
he/she is not doing properly showed him to do it.

Plan for carrying out experience (what caregiver will do):The teacher will model in front of the child
and with the sink how to wash hands properly. She will first turn the faucet on and put water on her hands.
Then, she will put soap on her hands and will rub hands. After that, she will begin to sing the song top
and bottoms, top and bottoms and between. Once finished, she will grab a paper towel and dry hands.
Outcome (was activity of interest to children why/why not, Was outcome what was expected, did
something happen that wasnt expected, what might be changed/added to make experience more
interesting to children, or other): The activity was interesting for the child. I think one of the reason is
that most children like water. However, the outcome was not completely successful because the child

wasted paper towels, grabbed six of them and smashed them when it was time to dry his hands. One
thing that can be added is to give the child a cotton towel and teach him that once he finished to dry his
hands he needs to put the towel back where he found it. Another option is using the paper towel and
cotton fabric as a sensory activity too where the child can describe the difference between two of them.
Assessment
A. How do I determine the success of this activity? It will be determined if the child follows all the
steps well and if he dries his hands wells and if he required minimum assistance.

B. Did children change knowledge based on this experience? (Do I see this new knowledge being
displayed in other areas, when not being prompted by caregiver, etc?) Yes, because the child
learned the importance of proper handwashing and to wash his hand from top, bottom and between the
fingers and do it the proper way.

Next step (Were children not ready for this experience and activity/expectation be lowered, Does
experience need to be repeated for further exploration, Should another aspect of experience be
explored by children, or other be specific): The children were ready for this experience. I tested it
with six of them. The activity can be repeated, now making the children to wash the baby dolls hands that
way they learned to take care of their dolls, toys, etc. and they will learn that everyone needs to be clean
even the dolls.

Class average age (in months)

18 to 24 months

Area (choose one) Sensory

Motor

Language

Health/Nutrition

Social/Emotional

Activity Plan: The children will dance together as a group holding hands making a circle.

Primary Objective: Increase socialization between children

Secondary Objective(s): Cooperation as a group

Experience description: The children will dance song, The more we get together by Barney. The
children will hold hands and dance in a circle.

Materials: CD player
CD song The more we play together by Barney

Scaffolding (childs prior knowledge to build on): The teacher will model holding hands of a child and
will ask the others children to do the same to make a circle.

Plan for carrying out experience (what caregiver will do): The teacher will play the song and will invite
children to participate. She will called each child by their names and asked them to make a circle and
dance with the song by holding hands.

Outcome (was activity of interest to children why/why not, Was outcome what was expected, Did
something happen that wasnt expected, What might be changed/added to make experience more
interesting to children, or other): The activity was very interesting to the children. They participated and
hold hands as I called them by their names. Five children participated and one did not. The child that did
not participate wanted to play with baby dolls and that is what she did. One thing that could be added was
make children to invite to dance the girl that did not want to dance. Another thing is suggest children to
dance with another child as partners and hold hands.

Assessment:
A. How do I determine the success of this activity? By the participation of children and how
many participate and how long they hold hands.

B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc.?) Yes, the
children learned that they could dance as a group and with the group without be dancing alone.

Next step (Were children not ready for this experience and activity/expectation be lowered, Does
experience need to be repeated for further exploration, Should another aspect of experience be
explored by children, or other be specific): The children were ready for this experience since the
majority participated. The experience should be repeated by now just playing the music and observe what
the children do when they listen to the song. For example, do they remember to hold hands and make a
circle, etc? Another things is make the children to dance with a partner holding hands without making a
big circle.