EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Krystina Telesca Date: October 3rd, 2017 Age Group: JK/SK 3-6

Purpose: Reason for

developing learning
experience. This could be Purpose: The purpose of this experience will be to introduce
in response to an children to creating their own patterns with connector blocks, and
observation, discussion then encouraging the children to remake their patterns on sheets of
with the site supervisor, paper out of marker. This experience will work on cognitive
Ontario Curriculum mathematical, and fine motor skills as children actively think about
Objective, etc. how to create a pattern, and grasp the blocks as well as the markers.
Observation
Observation:
- Document what you
saw and heard
The children were engaging in an experience that I previously
- Document non-verbal implemented where we created name cards out of little cut out
communication (i.e., shapes. The children were gluing shapes onto the outline of their
body language, facial names. Child A said, Look Miss, Im making a pattern out of the
expressions and voice
tone) different coloured shapes. Child B said, I want to make a pattern
- Document in detail: too! Child A said, My pattern is blue, yellow, blue yellow. Child
who, what, where, and B said, My pattern is green, purple, green, purple.
when
- Documentation should
be written in past
tense, objective, and in
anecdotal format
OR

Discussion

Document the discussion

between you and your site
supervisor that led to the
planning

OR

Curriculum Objective

Describe the curriculum

objective youre aiming
to meet/enhance through
this experience

Learning Experience
Making Patterns Out of Blocks
What are you planning in
response to your purpose?I will implement an experience at a small group table, during free
- Label your experience centers time in the morning. This experience will take place indoors,
(e.g. Painting with and will encourage children to work on patterns. The children will
cars). be given connector blocks, and I will encourage them to create two
- What are your 3
coloured patterns out of the blocks. After creating the patterns out
objectives for this
experience? (i.e. What of the blocks, I will then encourage the children to remake their
interests are you patterns on a piece of paper with markers or crayons. If the two
extending? What coloured patterns become too easy, I will challenge the children by
strengths and
asking them to create three coloured patterns. This activity will
opportunities for
growth are you further the exploration of the childrens initial interest toward
enhancing/supporting?) patterns.
Please Note: You
should refer to Materials:
appropriate pedagogy
to support your - Connector blocks
discussion around - Markers and crayons
strengths and - Paper
opportunities for
growth (e.g. ELECT, Implementation:
How Does Learning
1. I will introduce the activity by asking the children what they
Happen, Ontario FDK
think a pattern is.
Curriculum, etc).
2. After we have a discussion, I will show the children how to
make a pattern with my own blocks.
3. I will then explain to the children that we will be creating
Describe the experience:
our own two coloured patterns with the blocks.
- Who will be involved 4. I will tell the children that after we create our patterns with
in the experience? the blocks, we will then colour them with markers onto our
- Where will the sheets of paper.
experience take place?
(e.g. Indoors or 5. If need be, I will challenge the children with encouraging
outdoors? In the them to create three colour patterns.
dramatic centre, the
creative table, etc). Objectives:
- List the materials and
resources you will use 1. The children will (Belonging and Contributing:22.1)
- Describe the communicate their ideas about something through visual
implementation of the
arts, as they create patterns out of blocks, recreate them
 experience, with a step through colouring, and describe them to each other and
by step description myself (The Kindergarten Program, 2016, pg.137).
- List and describe 2
teaching strategies. 2. The children will (Demonstrating Literacy and Mathematics
How will you use Behaviours:18.4) create and translate patterns as they begin
them? Why have you to create their own patterns and understand that they are two
chosen these coloured. For example, a child can describe their pattern as
strategies?
red-blue-red-blue, or yellow-green-yellow-green (The
Kindergarten Program, 2016, pg.239).
3. The children will (Problem Solving and Innovating:1.7) use
specialized vocabulary for a variety of purposes as they
describe which blocks they use to create their different
coloured patterns. The children will describe what patterns
they have created by using terms for the materials they are
using for example: blocks, and colours (The Kindergarten
Program, 2016, pg.263).

Teaching Strategies:

Questions: I will introduce the experience through encouraging the

childrens thought process by asking the children, what do you
think a pattern is? After this discussion, I will tell the children what
a pattern is. As the experience continues, I will ask the children
what patterns they have created, and to name the colours they used.

Modelling: I will model for the children by creating my own pattern

as an add on to my introduction. As I create the pattern, I will name
the colours I have used. After I have used the blocks to create my
pattern, I will show the children how to colour the pattern onto my
paper.