Exploring Personal Belongings - Building Ownership and Responsibility

Lesson Plan 1

Lesson Plan: "Mirror Magic - Exploring Self-Identity"

Learning Objectives:

1. The first objective that is emphasized in this Lesson plan is that children would be able to recognize and identify oneself and others in a mirror.
2. Augmenting self-awareness and self-identity also falls under the category of learning objectives in this lesson.
3. This lesson plan is designed to seamlessly foster social connections through peer recognition.
4. This plan is equipped to elevate the language skills of the young learners through naming and labeling.

EYLF Links:

• Outcome 1: Children have a strong sense of identity.
• Outcome 2: Children are connected with and contribute to their world.
• Outcome 5: Children are effective communicators (Davis, 2022).

Age Group:The age group that is concentrated upon is Young Toddlers (1-2 years)

Materials Needed:

• Large mirror(s)
• Photographs of each child
• Labels with children's names
• Picture cards which depicts emotions
• Soft toys or puppets

Lesson Sequence:

1. Introduction (10 minutes):
   • The first course of action that is imperative is to gather children in a circle and introduce the topic of mirrors.
   • Followed by that, children should be given a mirror and duly encourage them to look at their reflections (Skerritt, 2022).
   • After giving some time, children should be engaged in a discussion in order to reflect what they see in the mirror. This would inherently prompt them to ascertain body parts and facial features.
2. Exploration Activity (15 minutes):
   • Children should be substantiated with a photograph of themselves.
   • In this context it is imperative to constantly motivate children for the sake of drawing a comparative analysis regarding their reflection in the mirror with their photograph (Skerritt, 2022).
   • Supporting children in recognizing themselves and their peers in the mirror is quintessential since it would further exacerbate their intrigue.
   • Labels should be inculcated with children's names to reinforce self-identification.
3. Social Interaction (15 minutes):
   • In the context of encouraging social interaction, it is necessary to seamlessly introduce picture cards which depicts different emotions (happy, sad, surprised, etc.).
   • Children should then be motivated to mimic the facial expressions shown on the cards in the mirror.
   • Facilitating a discussion about emotions and asking questions like, "How do you feel when you see yourself smiling?" is extensively crucial in this instance to promote a conversation which would further consolidate their understanding regarding social interactions and its gravity (Rouse & Nicholas, 2022).
4. Storytelling and Puppet Play (15 minutes):
   • Utilizing soft toys or puppets for the sake of ameliorating a story about self-identity and friendship would inherently captivate their attention.
   • Besides inculcating characters who discover themselves in mirrors and celebrate their uniqueness, children should be encouraged to interact with the story characters and express their thoughts and feelings.

Assessment Strategies:

• As far as the assessment strategy is concerned, it is instrumental to meticulously observe children's engagement and participation during the exploration activity.
• Apart from taking note of children's ability to recognize themselves and others in the mirror should be ascertained innately. The reason being that through children's verbalizations and expressions of emotions, a lot can be ascertained regarding their perception (Rouse & Nicholas, 2022).
• Assess children's understanding through informal conversations and interactions.

Learning Environment Arrangement:

• A designated area should be established with a large, child-safe mirror at children's eye level.
• Photographs of each child nearby should be displayed that is labeled with their names.
• A comfortable seating or cushions for facilitating group discussions as well as storytelling should be organized.

Safety Measures:

• In terms of safety, it should be affirmed that mirrors are securely bracketed and child friendly.
• Children, under all circumstances, should be closely monitored during the activity to prevent accidents or rough play around mirrors (Redman et al., 2022).

Inquiry Questions:

• "Who do you see in the mirror?"
• "Can you find your friend's reflection?"
• "How do you feel when you see yourself smiling?"
• "What makes you unique and special?"

If the young learners are engaged in an array of activities that is centered around mirrors, photographs, and storytelling, children will not only augment a deeper cognizance of self-identity but also consolidate their social connections and communication skills in a supportive and enriching ambiance.

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Lesson Plan 2

Lesson Plan: "Exploring Personal Belongings - Building Ownership and Responsibility"

Learning Objectives:

• The first learning objective in this context revolves around recognizing and naming personal belongings.
• Apart from that, ameliorating a sense of ownership and responsibility towards personal items is also sought after in this lesson.
• Language skills through labeling and naming objects should be alleviated for the sake of fostering independence and organization skills (Kilderry & Raban, 2021).

EYLF Links:

Outcome 1: Children have a strong sense of identity.

Outcome 2: Children are connected with and contribute to their world.

Outcome 4: Children are confident and involved learners.

Age Group: Young Toddlers especially who is between 1-2 years are primarily concentrated upon as perfect demographic for this lesson plan.

Materials Needed:

• Large mirror(s)
• Photographs of each child
• Labels with children's names
• Picture cards which depicts emotions
• Soft toys or puppets

Lesson Sequence:

Introduction (10 minutes):

• After gathering children in a circle, rudimentary concepts regarding personal belonging and its gravity should be introduced to them.
• Based upon which, the personalized bags or backpacks should be showcased and elaborated, so that they understand the significance of taking care of their own respective bags.
• Children needs to be motivated to observe and touch the bags, all while pointing out the labels with their names (Kilderry & Raban, 2021).

Exploration Activity (15 minutes):

• Respective bags should be distributed to each child and invite them to explore the contents inside the bags.
• In the next step, children should be encouraged to take items out of their bags and name them aloud.
• Model language by naming items in the bag and asking questions like, "What's in your bag, Ethan?"

Ownership Discussion (15 minutes):

• In the context of promoting ownership discussion, it is imperative to facilitate a group discussion about personal belongings and ownership, by inculcating questions that are open-ended in nature (Davis, 2022).
• This would inherently prompt children to share their thoughts and experiences, such as, "Why is it important to have your own bag?"
• The idea should be emphasized that each child's belongings are special and belong to them.

Sorting and Organizing (15 minutes):

• For the sake of sorting out, bins or baskets should be provided to children so that they can organize their items respectively into their personal bags.
• Children in this context should be encouraged to respectively categorize different items on the grounds of similarities (e.g., toys, books, snacks).
• Children should be supported in placing items back into their bags neatly. The reason being that it would inherently reinforce the concept of organization skills amidst them from tender ages.

Creative [removed]10 minutes):

• Besides motivating children to personalize their bags with stickers, markers, or drawings, they should also be offered materials for decorating, such as stickers, ribbons, or fabric scraps.
• Each child's unique creativity and self-expression Should be celebrated simultaneously.

Assessment Strategies:

• Individual children's participation and engagement during the course of organization and exploration activities should be innately scrutinized.
• The ability of individual children should be ascertained on the basis of their capability to name and identify items in their bags (Campbell, 2021).
• The interactions initiated by children should be observed scrupulously to determine signs of responsibility and ownership throughout the course of their discussion.

Learning Environment Arrangement:

• Set up a designated area with bins or baskets for sorting and organizing items.
• Display personalized bags or backpacks in an accessible area, labeled with children's names.
• Provide a variety of decorating materials in a creative station for personalizing bags.

Safety Measures:

• Ensure that decorating materials are age-appropriate and non-toxic.
• Supervise children closely during the activity to prevent choking hazards or misuse of materials.

Inquiry Questions:

• "What do you have in your bag?"
• "Why is it important to take care of our belongings?"
• "How do you feel when you see your name on your bag?"
• "What can we do to keep our bags organized?"

With the help of hands-on exploration, discussions, and creative expression, children will inherently be able to ameliorate a strong sense of responsibility and ownership when it comes to their personal belongings (rlemalm-Hagsr et al., 2021). In this manner independence as well as confidence can be bolstered an ingrained in their abilities from young age.

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