Jennifer Lopez Romero

Professor Sidney

ECE 232

Draft of experiences

April 28 2019

Class average age (in months)

 25 months

Area (choose one) Sensory Motor Language Health/Nutrition Social/Emotional

Activity Plan

 Place the bubble wrap in a low table, and put different paint colors in small containers.

Put a few brushes just incase children do not want to uses their hand to paint. Let the

children approach to the table, when children approach to the table explain them what

the materials are and what can we do with the wrap paper and the paint. Give a

demonstration and invite them to paint.

Primary Objective:

 Children will explore the texture of two different materials mix together.

Secondary Objective(s)

 Children will mix color to create new colors.

Experience description:
  In a low table place the bubble wrap, in small cup put paint, each cut will have a different

color. Children can choice between painting with the brushes or using their hands.

Materials

 Paint

 Bubble wrap

 Paint brushes

 Cups

Scaffolding (child’s prior knowledge to build on):

 Child need to know how to put paint on paper.

Plan for carrying out experience (what caregiver will do)

 Let the students approach by their own to the table, when students approach asks them if

they would like to paint. Tell the students the colors of the paint, so each student knows

what colors they going to use for paint.

Outcome (was activity of interest to children – why/why not, Was outcome what was expected,

Did something happen that wasn’t expected, What might be changed/added to make experience

more interesting to children, or other):

 Children approach to the table and got interest in the paint, I explain them the activity

and the name the materials I invited to paint. They started to paint and after a few

minutes they left just one kid remained painting. As she was painting, she discovered that

she can pops the bubble, she pops a bubble and look at me very surprise, I told her “you
 just pop a bubble are you going to pop more”. She said “yes” and start popping bubble,

everything she pops a bubble she said “wow”. She expends about 25 minutes popping

bubbles.

Assessment

A. How do I determine the success of this activity?

 This activity was successful because a child was engaged pupping bubbles and expend

about 30 minutes panting and pupping bubbles.

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.)

 A few days after the activity the child saw bubble wrap and she run to it and started to

pop the bubbles.

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 the experience, for next time maybe presetting the bubble

wrap and ask children to pop the bubbles. Add the painting as they popping so they can

feel the texture of the paint with the bubble wrap.

Area (choose one) Sensory Motor Language Health/Nutrition Social/Emotional

Activity Plan
  Place the cotton and eva foam beads in the egg flats. Place it in the middle of a low table.

place the cups around the egg flats, inside of the cups put the jumbo tweezer, let children

approach to the table. When they approach give a demonstration and explain them the

activity.

Primary Objective:

 Children will learn to pick up object using a jumbo tweezer.

Secondary Objective(s)

 Student will learn to open and close jumbo tweezer.

Experience description:

 Students will grab cotton ball and eva foam beads from an egg flats and put them into a

cup. Students will use a jumbo tweezer to pick the objects and place them into a cup.

Materials

 Cotton balls

 Egg flats

 Eva foam beads

 Jumbo Tweezer.

 Cups

Scaffolding (child’s prior knowledge to build on):

 Pick objects with their fingers.

Plan for carrying out experience (what caregiver will do)

 Let students approach to the table, when students get close to the table ask them for help

to put the cotton ball and Eva foam beads inside the cup. Grab a jumbo tweezer and start

to pick up the objects from egg flats and place them on the cups so children can see how

they can do it.

Outcome (was activity of interest to children – why/why not, Was outcome what was expected,

Did something happen that wasn’t expected, What might be changed/added to make experience

more interesting to children, or other):

 Children approach to the table and started to pick the Eva foam beads and cotton ball and

putting into the cups. They also change them from one place in the egg flat to a place that

was empty. Three children spend 20 minutes putting the Eva foam beads and cotton balls

in the egg flats and cups. It was hard for children to use the jumbo tweezer so they use

their fingers.

Assessment

 A. How do I determine the success of this activity?

 Children spend 20 minutes in the activity, using their finger to pick up objects and place

them into a cup.

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.
  About a week after the experience I saw kids in other acidity that the caregiver

planned, the children were picking crinkle paper and place it on cups and small

containers.

 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):

 Try to introduce the jumbo tweezer with other kind of materials maybe with food or

larger objects so they can learn how to use them.

Area (choose one) Sensory Motor Language Health/Nutrition Social/Emotional

Activity Plan

 Get a book and place it with the other books, in the book station and let children to decide

if they want to read the book. If children do not pick the book, tell them what about

reading this book about baby animals.

Primary Objective:

 Children will learn new words.

Secondary Objective(s)

 Children will learn about baby animals.

Experience description:
  Read the book, as you read the book ask children to touch the area where they can feel

the texture of the animal.

Materials

 Baby animals’ book.

Scaffolding (child’s prior knowledge to build on):

 Children know what a baby is.

Plan for carrying out experience (what caregiver will do)

 Grab the book and invite the children to read the book, read each page and ask the

students to feel skin in the of the animal describe in the page. Ask if they have seen the

animal describe in the page before.

Outcome (was activity of interest to children – why/why not, Was outcome what was expected,

Did something happen that wasn’t expected, What might be changed/added to make experience

more interesting to children, or other):

 Just one child was interesting in the book when I show it to her. But she juts askes to

read the book one time. Then she left and grab another book. The book did not call the

children’s attentions.

Assessment

A. How do I determine the success of this activity?

 The activity was not successful because kids did not get to read the book, the book sis not

called the children’s attention.

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.)

 Not at all

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 book talks about baby animals, maybe having the animals toys and showing pictures

of the animals of the book as you read the book children would be more interesting in the

book.

Area (choose one) Sensory Motor Language Health/Nutrition Social/Emotional

Activity Plan

 Bring a fruit so children can have as a snack, a fruit that children never have before in

school. Bring the fruit to school and give it to the caregiver, so she can prepare it and give

it to the children.

Primary Objective:

 Students will try a new fruit.

Secondary Objective(s)

 Students will learn about healthy food.

Experience description:
  Give the fruit to the children as a snack, give a few pieces so children can try if they want

more give them a little bit more.

Materials

 Plate

 Watermelon

Scaffolding (child’s prior knowledge to build on):

 Child have tried fruits and have an idea what a fruit is.

Plan for carrying out experience (what caregiver will do)

 Give the students the watermelon, and tell students that they will eat watermelon, explain

them that watermelon is a fruit. That is sweet and watery, with a yellow or red pulp. After

students try it ask if they like it.

 Outcome (was activity of interest to children – why/why not, Was outcome what was

expected, Did something happen that wasn’t expected, What might be changed/added to

make experience more interesting to children, or other):

 When I saw the watermelon to the kids were asking to have some watermelon, I give

each child about four little pieces. The four children eat them all, after that two children

asked for more watermelon one of them asked one more time the other kid ask two more

time.

Assessment

A. How do I determine the success of this activity?

  The activity was successful because all children eat the water melon two of them ask for

more.

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.)

 I was not able to see any change of knowledge

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):

 Give children another new fruit to try as snack.

Area (choose one) Sensory Motor Language Health/Nutrition Social/Emotional

Activity Plan

 In color paper draw the silhouette of the face. Put Velcro for the mouth and eyes, in small

pieces of color paper draw the mouth, eyes and eyebrows making different emotions.

Add Velcro on the back of the emotions.

Primary Objective:

 Students will learn about emotions

Secondary Objective(s)

 Students will learn to identify emotions.

Experience description:

 Students will create emotions using the silhouette of a face, color paper and Velcro tap,

they will attach the eyes, eyebrows and mouth to create an emotion. Students will look

different pictures of emotions to help them to create their emotions.

Materials

 Color paper

 Velcro tap

 Pictures of emotions.

Scaffolding (child’s prior knowledge to build on):

 Children can recognize when a person is happy or sad.

Plan for carrying out experience (what caregiver will do)

 Invite the students to help the faces to have their own emotions. Show the pictures of

different emotions, ask students to place the eyes, eyebrows and mouth on the silhouette

of the face to create an emotion. Give a demonstration, when students create and emotion

help them to identify the emotion that they create.

Outcome (was activity of interest to children – why/why not, Was outcome what was expected,

Did something happen that wasn’t expected, What might be changed/added to make experience

more interesting to children, or other):

 Children approach the table but they not got involve in the activity. I invited them and

explain the activity but the activity did not called children attention and they left.
Assessment

A. How do I determine the success of this activity?

 The activity was not successful children did not get involve in 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.)

 Not at all

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):

 Change the activity and instead of giving them the material ti create their own emotions

maybe give them stickers of different emotions that they can play with. And name the

emotions of the stickers.