EARLY LEARNING CENTRE LEARNING
EXPERIENCE
Student Name: Vanessa Uy
Purpose:
Reason for developing
learning experience. This
could be in response to an
observation, discussion with
the site supervisor, Ontario
Curriculum Objective, etc.
Observation
- Document what you saw
and heard
- Document non-verbal
communication (i.e.,
body language, facial
expressions and voice
tone)
- Document in detail: who,
what, where, and when
- Documentation should be
written in past tense,
objective, and in
anecdotal format
Learning Experience
What are you planning in
response to your purpose?
- Label your experience (e.g.
Painting with cars).
- What are your 3 objectives
for this experience? (i.e.
What interests are you
extending? What
strengths and
opportunities for growth
are you
enhancing/supporting?)
Date: March 17, 2017 Age Group: Senior Preschool
Purpose:
The children have been into the concept of rockets and space
lately within the classroom, so the educator and I have been
creating activities around the room to enhance and extend their
experience with space. Since the children have not yet done a
painting activity this week, I thought it was perfect to make a
simple painting activity for the children.
Observation:
Laila: OH! Painting!
Jerrold: Look its a rocket ship! Its going to fly to space!
Laila: This part is going to be red, and then this is yellow!
Jerrold: Im going to paint alllllllllll of this side by myself!
Laila: Youre painting outside of the lines!
Jerrold: No, the spaceship is getting lost in the space so its
disappearing!
Learning Experience: Rocket Painting
This activity will be an extension of the space/rocket theme the
children have been enjoying this week within the classroom.
Objectives:
1. Children will extend the skill (3.5) using descriptive
language to explain, explore and extend their learning
and development as they articulate sentences to express
their learning throughout the activity (ELECT, p.43)
2. Children will enhance the skill (4.3) Representation by
using art media and tools to express their ideas, feelings
and experiences. They also talk about the meaning

Describe the experience:
- Who will be involved in the
experience?
- Where will the experience
take place? (e.g. Indoors
or outdoors? In the
dramatic centre, the
creative table, etc). Materials:
- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a step by
step description
- List and describe 2 teaching Implementation:
strategies. How will you
use them? Why have you
chosen these strategies?
2 Teaching Strategies:
behind their art and use descriptive language to exhibit
their representation (ELECT, p. 46)
3. Children will begin to extend the skill (4.9) Reasoning
Logically Casuality as the children identify actions and
outcomes when they discuss why the rocketship was no
longer visible because it disappeared into space
(ELECT, p. 48)
- Large White Paper
- Black Permanent Marker
- Paint (Orange, Red, Yellow, Purple)
- Paintbrushes
- Paint Platters
- Tape
1. I cut a large piece of white paper to cover the creative
table and taped the paper on all four corners to stabilize
the paper for the children to paint on.
2. Using the black permanent marker, I drew a rocket ship
big enough for the children to add more parts to the
rocket and have the open space to paint freely.
3. I chose colors that usually correspond with colors of a
rocket ship and put them on a plate platter with open
parts for the children to explore color change.
4. I made two platters so four children would be able to
share the platters amongst themselves.
5. I also scattered various sized paintbrushes for the
children to choose from if they wanted to just paint
freely or use more precision in their painting.
6. I let the children take charge of their painting, not
limiting them to stay within the lines but creating what
they wanted.
1. Paraphrase Reflections: By restating what the children
are discussing and reflecting upon, I can extend and
prompt children to expand on what they are saying. It
allows me to help children broaden their vocabulary and
expand my active listening without any non-evaluative
commentary.
2. Environmental Cues: Using the table as a signal that
only four children are able to use the activity at a time,
allows children to pick up the non-verbal cues and
 promote cooperation regulation and independence.

This activity is one of the simpler ones in comparison to the

ones Ive implemented throughout the week. The children love
activities that allow them to explore their senses, and especially
love the idea of painting. It allows free expression on their part
and allows them to mix colors to create new ones
independently. During this experience, what worked is:
1. Children were able to effectively use the environmental
cues to make adjustments and find other activities if
Reflection: there were already four children at the table and also
- What went well? Provide talked amongst themselves to reassure the children that
examples for how you they were waiting to paint after they were finished.
know it went well. 2. Children were able to use descriptive language to
- What didnt go well? express their creative arts and what they are doing
Provide examples for throughout the activity.
how you know it didnt 3. I took a more passive role in this activity/experience
go well.
because I wanted to let the children take control of their
- What did you learn?
- What might you do own painting. Rather than stand around the children and
differently next time you distract them, I allowed them to make their own
implement this same decisions and problem solve on their own.
experience and why? In terms of what did not work throughout this activity, I believe
- Did you have to make any that the children over painted and covered the rocket ship to the
adaptations or
point where it wasnt visible anymore. I may have probably
modifications? If so,
what were they? wanted to retrace where the rocket ship was after it dried,
- What type of experience however, the children expressed that the reason I couldnt see
might you plan to extend the rocket ship was because it disappeared into space.
on this one? I learned that there is always an intention to a childs decisions.
Whether it is painting over the rocket ship or mixing colors to
paint on a specific part of the paper, their actions are always
intentional.
There isnt really anything that I would do differently if I were
to implement this activity again, however, I would like to add
more to the paper or allow the children to trace and draw on the
paper first before painting!
This activity was an extension of the Rocket Ship Construction
Theme we have been implementing within the classroom.
Field Supervisor Feedback:
Signature:_________________
Date:________________