Wendy Garcia

ECE 232

Professor Brecheisen

Sunday, May 1, 2016

Experiences

This form is to be used for the 5 assignment areas to be turned in. Be

sure that all portions of form are addressed!

Class average age (in months): 11-18 months

Area (choose one) Sensory Motor Language Health/Nutrition

Social/Emotional

Activity Plan
Peel tape

Primary Objective:
Children will strengthen the hand motor skills by removing tape from
table.

Secondary Objective(s)
Children will increase language by describing texture of tape or the
feeling it has.

Experience description:
Caregiver describe she was placing tape on table. A child came to the
table and began to peel o the tape. Another child came and rubbed his
hand over the tape. Children begin to removed tape until it came out
completely. Once it was removed, child place tape on chair and removed
it again.

Materials
Tape

Scaolding (childs prior knowledge to build on):

Children should be able to use fingers to pinch or grave things.

Plan for carrying out experience (what caregiver will do):

Caregiver sticks long strips of tape on the table. Caregiver invites children
to remove the tape. Caregiver will demonstrate how to begin pilling o the
tape. Caregiver should do self talk throughout the activity. Caregiver will
describe the tape when it sticks to hands or 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):

Children were interested in removing the tape. The sound that the tape
made when it was removed, the caregiver repeated and the children
imitated as well. Dierent colors of tape can be used instead of just one.

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

Once children begin noticing other children peeling o the tape, the rest
came by themselves. They observe the tape stuck on their fingers.
Children would place tape on table and removed it constantly.

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.)

Children who had not develop the motor skill of using fingers would use
the entire hand to peel o the tape. Some manage to switch from using
two fingers to using the whole hand. Children will develop their hand
muscles and eventually learn how to pick things with fingers instead of
using their whole hand.

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 believe children see caregivers using tape to put things on wall and other
places. Children learn to develop their motor skills than the purpose the
tape has. Maybe using dierent types of tape will make it more interesting
to the children. Also, maybe adding criss cross layers of tape can be a
challenge for some of the older toddlers.

Area (choose one) Sensory Motor Language Health/Nutrition

Social/Emotional

Activity Plan: water with ice cubes

Primary Objective: Children will the texture of ice and water.

Secondary Objective(s) Children will increase vocabulary with words like

melting, cold, ice, wet.

Experience description: Children were given individual bins with water

and three ice cubes.

Materials
Ice cubes, bins, water

Scaolding (childs prior knowledge to build on):

Children have experience something cold. Children have experience
getting wet or water.

Plan for carrying out experience (what caregiver will do):

Caregiver will provide individual bins to children with water and three ice
cubes. Caregiver will describe the action of the ice while children play with
the water.

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):

Children were interested in playing with water. Some children put ice on
mouth. Some children begin splashing the water. Food coloring to water.
Maybe doing ice cube with dierent colors will be more interesting to
children as they witness the color fusing with the water.

Assessment
A. How do I determine the success of this activity?
Children experiment with the water in various ways. Children

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.)
Children can learn to use objects to squeeze water with the tools
provided and learn how it drops.

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):
Activity can be repeated with other tools to increase exploring. Maybe
adding figures to water or cups that hold water can be used to help
children learn about pouring water.

Area (choose one) Sensory Motor Language Health/Nutrition

Social/Emotional

Activity Plan:
Encourage language with dierent objects
Primary Objective:
Children will begin categorizing toys with words big or small and inside
and out.

Secondary Objective(s)
Children will increase motor skills by putting balls inside a toy with holes.

Experience description:
Caregiver will provide toys with wholes and balls with dierent sizes.
Some balls will fit and some wont.

Materials
Toys with wholes.

Balls of dierent sizes (some should fit inside the toy)

Scaolding (childs prior knowledge to build on):

Child should be able to grave toys. Children should have cognitive
knowledge that they are able to place ball inside the toy.

Plan for carrying out experience (what caregiver will do):

Caregiver will sit with child or children and demonstrate how a small ball is
able to go inside the toy. Also, caregiver can demonstrate how to take out
the ball from the toy.

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):
Children attempted to put the plastic balls inside or anything that was
round. One child knew which balls went inside the toy and he looked
specifically for those balls without trying new ones. Maybe dierent
objects with dierent hole sizes can be provided. For example, we could
use roll of paper and pon pons to go inside the tube and have them come
out through the other side.

Assessment
A. How do I determine the success of this activity?
Caregiver can provide balls with dierent sizes and allowed the child to
choose which ever he or she wants to try to put inside the toy. Also, the
caregiver can observe the trial and error the child does when trying to put
the ball inside.

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.)
Children will be able to pair vocabulary words such as big or small and
inside and out. Children might be able to take out something when its
stuck inside. Children will be able to empty buckets of toys and put them
back in.

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):
Children activity can be repeated using dierent objects. Also, description
words can be used to describe objects. Dierent tools can be used on this
activity, for example for older toddlers, shapes can be discussed as well.
Comparing can be done and even prediction and question.

Area (choose one) Sensory Motor Language Health/Nutrition

Social/Emotional

Activity Plan
Children will be able to learn how to use the spoon for self feed.

Primary Objective:
Children will learn the purpose of a spoon.

Secondary Objective(s)
Children will be able to use two fingers to be self fed.

Experience description:
Children are provided with small plastic spoons during snack time.
Caregiver should demonstrate how to use a spoon with self talk.

Materials
Spoon

food

bowl

Scaolding (childs prior knowledge to build on):

Children should isolate their finger and thumb when attempting to grave
food. When eating, children should have been given a spoon before that
way they associate spoon with eating. Children should know where their
mouth is.

Plan for carrying out experience (what caregiver will do):

Caregiver can help the child use the spoon by graving his or her hand
and dipping it together to grave food. Caregiver should provide small
amounts of food into bowl.

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):
Some children still are working on using their thumb and finger to grave
food. There are some children who use their whole hand. The type of food
was challenging. Food like yogurt was easier to grave with the spoon. One
child attempted to feed a caregiver. One thing that can be provided is a
spoon on the toy section.

Assessment
A. How do I determine the success of this activity?
Children begin graving the spoon and moving their food around. When
caregiver mention I like how is using the spoon other children graved it
and stop using their fingers

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, children are constantly given a spoon during snack time; therefore it
helps them been consistent and patience.

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):
Children also can be introduce to a fork. A fork can be used for small
squares of fruit or pieces of food that can be easier to eat with a fork.

Area (choose one) Sensory Motor LanguageHealth/Nutrition Social/

Emotional

Activity Plan
Children can learn about their bodies through a mirror.

Primary Objective:
Children with do self-discovery with a mirror.

Secondary Objective(s)
Children will learn to label their body parts.

Experience description:
Place a mirror anywhere where the children can see themselves. Caregiver
can start doing facial expressions or even clapping hands.

Materials
Mirrors

Scaolding (childs prior knowledge to build on):

Children begin to connect vocabulary and learn about what they are
capable of doing.

Plan for carrying out experience (what caregiver will do):

Caregiver begins clapping hands and baby will imitate. Also, labeling
expressions with vocabulary words can do facial recognition.

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):
Children stood by themselves in front of the mirror observing themselves.
One child saw his friend behind them and he said her name. One thing
that can be changed is maybe sing a song along with hand gestures.
Playing peek a boo might interest the child more too.

Assessment
A. How do I determine the success of this activity?
Children imitated some of the things the cargiver said. When caregiver
mention body part child would place hand on 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.)
Some of the older children begin connecting the word happy and sad with
facial expressions. Caregiver connected those emotions with images on
books that relate to that.

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):
Many children stood infront of the mirror and begin sticking out their
tongue. Also, many of them stood up and place their hands in their
reflection. As toddlers get older maybe while playing dress up a mirror can
allow them to view themselves with dierent outfits.