GDECE 104 Professional Teaching Practice 1

Introduction

Early children's education domain is rich in teachers' potential to know the evolution of a particular child, interests as well as learning modes (Schachter et al., 2019). In alignment with this principle, this report embarks on a journey of observation, analysis, and pedagogical planning, centered around a selected video vignette: "Going On Trip with Homies: Toddlers Meet Educators and the World Along the Way." This short story describes a vivid relationship toddlers establish with the educators and the environment around them which serves as an excellent platform for reflection and exploration. In the area of child psychology upon preschooler education, observation not only reveals the personal and specific needs of the children but also serves to craft the teaching-learning process that is both intentional and playful. While moving towards the subtleties of observation-based planning. It helps to discover that one can now appreciate the knowledge of detailed observation skills is integral to caring for learners holistically.

Lesson Plan 1: The Teenage Artist Discovering and Exploring Colors Through Art

Introduction to the Lesson Plan:

This lesson plan is to immerse toddlers in a playful investigation towards colours by using art. Motivated by the taped scene of children colouring with coloured pencils in the lesson's introductory video. This lesson prompts students to create, use their senses, and express their language. This lesson aims to ensure that kids acquire thinking and doing skills, social-emotional aspects of their personality, and move their physical being through real concrete exploration in a friendly educational environment (Arthur et al., 2017).

Learning Objectives Aligned with EYLF:

• To use of thumb and fingers aids doing art making.
• To search for the colours while you are involved in the sensory activity.
• To manifest your artistic facets and creative visualisation through forms of expression.

Description of the Learning Experiences:

Start with a team talk about colours, by posing open-ended questions that can spark interest.

Art Station:Prepare an art corner with a range of artistic resources such as coloured pencils, paper, paints of various hues, and brushes (Dehouche & Dehouche, 2013).

Art Exploration:Set free children to explore art materials at their own pace, have them try to the maximum of mixing colours and invent their artwork.

Guided Activity:In the lotus writing process, present the guidelines and instructions for the kids; ask them to draw the objects which are their favourite ones or animals using particular colours (Dehouche & Dehouche, 2013).

Assessment Strategies:

Observational Assessment: Note how children partake, create, fine motor skills, and other types of artwork during the activities.

Documentation:Take photos of children's drawings and record observations to create an evidence-based file that shows the children's development and accomplishment from the beginning and over time (Rahiem, 2021).

Verbal Feedback:Provide challenging activities for children as they explore and create through positive reinforcement and encouragement. The active words help make the sentence more engaging.

Learning Environment Arrangement:

Step 1:Make sure that all art supplies are properly arranged and well-lit. One can also make the art station as private as possible (Olmos Rueda et al., 2023).

Step 2: Create a seating arrangement for the parents and children that is comfortable and patrons should easily be able to wiggle and get on their toes without hitting other people.

Step 3:Placed next to relevant examples of artwork and colour charts to unleash kids' imagination (Olmos Rueda et al., 2023).

Safety Measures:

• Be careful with kids and avoid situations that can culminate in injuries, for example, unsafe use of art materials.
• Use different art materials that are non-toxic and that can be washed away to make sure that there are no health risks. There are many visual techniques an artist can use to make their work more impactful and engaging (Zahid et al., 2019).
• Emphasise sharing and turn-taking as social skills within the group to make friends or play individually (Learn, 2024).

Inquiry Questions:

Q1: What shade of colour do you think the rainbow's bronze strand would be?

Q2: How can we combine different tides to make more ones new?

Q3: How about you draw or paint today?

Q4: What do you experience when you let your imagination flow through the avenues of creativity?

The rationale for the Lesson Plan, Emphasising Play-Based Learning and Holistic Approaches:

Play-based learning would be assigned a much bigger role because it is a means for children to learn and explore, find answers and express themselves. Art activities with authentic materials involve children being susceptible to open-ended exploration while expressing themselves to accomplish certain tasks, they develop creativity, and problem-solving abilities, as well as social interactions. Additionally, the plan incorporates sensory activities and language options as well, which prospers multisensory methods in children's education and growth that cover in total the learning of cognition, feelings, and bodies (Learn, 2024).

Lesson Plan 2: Experimenting with How a Variety of Homemade Instruments Sound:

Introduction to the Lesson Plan:

This particular lesson is targeted at creating interest, stimulating and teaching sounds to preschoolers through the making and use of homemade gadgets. The idea for the session is born out of the sensation of children fulfilling their musical passion as seen in the video vignette. This lesson fosters the spirit of discovery, imagination and teamwork (?eremet et al., 2021). Here, children not only learn to understand and participate in the language process but also develop their auditory discrimination, fine motor skills, and social interaction skills through excellent hands-on experiences. The atmosphere is playful, and the children learn effectively (Arthur et al., 2017).

Learning Objectives Aligned with EYLF:

• To work with the sense of hearing by the practice of distinguishing diverse sounds and beats.
• To bring life to the creativity and imagination part by creating some homemade musical instruments.
• To encourage collaborative games and conversations between peers when carrying on musical activities.

Description of the Learning Experiences:

Introduction:Initially, introduce different kinds of noises and how they give rise to rhythms.

Instrument Making:Children can make simple instruments at home from recycled materials, such as shakers, drums and tambourines with the help of the teachers (Neubauer et al., 2019).

Music Circle:Huddle children in a circle and ask them to discover and mingle their instruments rather than each of them playing a different instrument.

Musical Games: Provide some easy music games, for example, "Who will pass the rhythm" or "Who will free dance for one minute," for children to learn how to move and to coordinate.

Musical Storytime:Round up the session with a musical story of a song, an opportunity for children to showcase their skills via music (Neubauer et al., 2019).

Assessment Strategies:

Observational Assessment:Observe the way children express themselves and create in the music fields that you generate for them.

Documentation:Take photos or videos of the kids as they interact with the sound from the anti-cards or Playdough musical element (Rahiem, 2021).

Verbal Feedback:Kids drama queue those talents and explain to the others how they do this themselves.

Learning Environment Arrangement:

Step 1: Make a place where you got to put the instruments and the props that you made.

Step 2: Pave the path for enough space that will allow children to play and roam easily.

Step 3:Establishing a lounge area with lovely lighting and charming sofas shall be a priority.

Safety Measures:

• Make certain that all self-made instruments are safe and developmentally appropriate for young toddlers. Additionally, its important to ensure that they are safe and at the correct age appropriate for your toddler (Bia?ek-Dratwa et al., 2022).
• Be there with supervision and guidance to avoid the occurrence of accidents and show good manners in playing the musical instruments.
• Tell the children to use instruments with care and to take turns in musical activities (Learn, 2024).

Inquiry Questions:

Q1:What quality sounds can your homemade instrument make?

Q2: What does the rhythm seem like when playing slow or fast?

Q3: Can you put together a musical beat by singing along with the choir?

Q4: What are the sentiments of singing words and melodies?

The rationale for the Lesson Plan, Emphasising Play-Based Learning and Holistic Approaches:

This lesson plan adopts a fun with musical instruments approach which serves both as a tool to fuel children`s creativity and improve their social skills. Through the activity of kids dealing with the process of making their instruments and playing them, the learning is made branching while the sense of self-ownership is felt (Learn, 2024). In this way, this lesson plan is planned to work in collaboration with musical activities; it will therefore enhance holistic well-being which includes the emotional, cognitive and physical domains of the children (Fuji, 2019). The music learning objective of this lesson plan is the cultivation of children's undisguised interest in sounds and rhythms.

Conclusion:

To sum up, the report on the observation gave it can be stated that useful knowledge on how the learning process of the children is, building a basis for the lesson plans which made the children learn and absorb the information easily. Using shades tones and sounds, these lesson plans engage play-based learning which entails whole-child integrative toddlers. Observation-based planning being of paramount significance in early-year education provides educators with the opportunity to design learning experiences. Through practising observation as a primary principle, teachers will have a play with those inquisitive and exploratory environments that spark curiosity, further learning and finally long- life knowledge pursuit.

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