We will have one table (Table 2) set up with the Shaving foam bottles in a bin and small blocks in another bin. There will be some blocks and shavin

Environment:

We will have one table (Table 2) set up with the Shaving foam bottles in a bin and small blocks in another bin. There will be some blocks and shaving foam set up in a tray for provocation. There will be cardboard boxes and big Legos arranged on the carpet for building towers. The Shelf 2 will be having big wooden blocks, small wooden blocks, and more big Legos. Table 1 would be set up with a block of clay, trowels, and some rocks. Red rectangular blocks will be arranged on the table in small sets, so that children can access it easily from both sides. As a provocation, a small wall with 4 blocks will be made and placed on the table. The shelf 1 will be arranged with the books, foam blocks, small Legos, and magnetic blocks. Variety of materials are brought to the center to satisfy the sensory needs of the children. The environment is set up to have openness and the center would be visible from all corners of the room. This draws childrens attention as well as makes it easy for educators to supervise. All shelves and tables are set up at child level for children to access everything by themselves.

Include a detailed diagram or photos to illustrate what the space would look like if you were setting it up. You may hand draw the diagram, use a computer program, or set up the space and take photos.

ECE 2262 Big Idea Curriculum Development Process (no children)

The curriculum development process begins with observing children to determine their interests, existing knowledge, and the possibilities for play-based learning.

Include a minimum of four observations with reflections that lead to the determination of the Big Idea for curriculum development. These observations should justify the choice of the Big Idea.

OBSERVATION 1

Observer: Merin Bony Abraham

Videative Name: A Butterfly landed on me

Videative url: https://streaming-videatives-com.lc.idm.oclc.org/assets/545LOCATION: Outdoor

Statement of Context: (Include age of child(ren))

Child D (4.0) and the educator are sitting in an outdoor tent. Next to them, children A (4.0), B (4.0), and C (4.0) are sitting on a mat. The educator has a butterfly on an orange slice, and she is trying to place it on Child Ds hand.

Observation:

The educator brings the orange slice with the butterfly on it to Child D's hand. The educator says, "Easy," and places the orange slice slowly in Child Ds hand. Child D looks at the butterfly and brings his left hand close to it, and the butterfly flies away. Child D says, "Ooooo futterfly". Then the educator says, "It flew away. "You want more". Then child D says, "Futterfly". The educator raises her hand and gets the butterfly on her finger. Then other children say, "More butterflies. Then child D extends his hands to the educator, and the educator says, "Let's see if he will crawl onto the orange". The butterfly flew away. Child D tries to touch the butterfly, and the educator says, "No, no," and tries to get it on the orange, and the butterfly flies away.

Child A has a butterfly on his right arm and a slice of orange in his left hand. The educator asks, "What is he doing? Child A, what is he doing?". "He is sitting on me", says Child A. The educator says, "He is sitting on you. Child B: What do you think he is doing? Did he bring his tongue in?". The butterfly moves up Child As arm, and the educator says, "He is flapping his wings. Oh, he's going to sit on Child As shoulder. Child A looks at the butterfly and tries to touch it, and the educator asks, "Do you want me to get it? Does it bother you? Child A nods his head up and down.

Child C has a butterfly on her arm, and the educator says, "Hes going all the way up. He might think there is some nectar on your dress". "They are not real", says child C. "No, I know, but he might think they are real. it tingles. "He likes you". Child C smiles.

Reflection:

During the course of this activity, Child D exhibits his vocabulary and his ability to use words. Child D uses the word "futterfly" to refer to a butterfly, and it appears that he is repeating what the educator is saying. Child D makes an exclamation and demonstrates his desire to get closer to the butterfly by attempting to reach it. Child D responds to his educator's comments and exhibits interest in co-beings. The closeness of child D's relationship with his educator can be seen in the way he interacts with her. According to Copple and Bledekamp's research (2009), Children form positive relationships through individualized, culturally competent communication.

During the conversation that he is having with his educator, Child A appears to be displaying signs that he is able to utilize words. This is madeclear when he states, "He is sitting on me." When the butterfly lands on Child A's shoulder, he makes a face of discomfort and shakes his head in an effort to dislodge it. This is communicated both through his expression and his movement.

Child A is aware of the differences between the real and imagined worlds. This is madeclear when she clarifies that her clothing does not, in fact, contain any nectar. She smiles as the educator engages in a game of make-believe with her, during which the educator suggests, "Maybe the butterfly thinks there is nectar," and she plays along. Child A also provides evidence of her proficiency in the use of language when she interacts with the educator.

Link Theory to Practice:

What is the interest? Butterfly

How does this observation demonstrate it is a pervasive interest? It is a pervasive interest since children are excited and talking about the butterfly. They seemed to be enjoying exploring butterflies.

What ECE theory from this course supports this interest? Cite one source from course content. Piagets Constructivist theory states that physical knowledge is gained from acting on the physical world (Feenay et al.,2016). In this activity, we can see that children are observing and exploring the properties of butterflies.

OBSERVATION 2

Observer: Merin Bony Abraham

Videative Name: Dinosaur Hatching

Videative url: https://streaming-videatives-com.lc.idm.oclc.org/assets/1242LOCATION: Dramatic play centre

Statement of Context: (Include age of child(ren))

Child A (3.0), Child B (3.0), Child C (3.0), and Child E (3.0) are on top of a table with some blankets and stuffed animals. Child D (3.0) is standing next to the table.

Observation:

Child A kneels down on the table and holds a blanket in his hand. Child D comes in with a stuffed monkey and asks, "Can my monkey be the dinosaur?". Child A says, "No, it won't fit me". Child A gives the blanket to Child B and asks, "Can you cover me?". Then Child B takes the blanket, and Child A lies on the table. Child B covers him up with the blanket. Child B asks, "Is that good enough for you?" and Child A says, "Yeah." Child C puts a small blanket on top of Child A, and Child B says, "No, it doesn't fit him. He's just sneaking out a little". Child B rubs on Child A's back, and Child A gets up. Then Child D brings a big blanket and says, "Look what I got." Child A says, "Ooh, baby shark". Child D says, "Yeah, it was my favourite blanket when I was little". Child A kneels and places his face on the table. Child D covers him with the blanket and says, "There you go". Child A says, "That's dark enough. It's really dark in here when I close my eyes". Then Child D says, "So don't close your eyes in there". Child B and Child C place more blankets on top of Child A.

Child E says, "I will be right here, so when you wake up, you will see me". Child A says, "I don't wake up. I hatch". Child D says, "Yeah, he is an egg now". Child A says, "Child B, Child B." I only like Child B". Child B climbs on top of Child A and says, "I will sit on you". Then child A says, "Can you get off that? That hurts me". Child C asks, "How about another blanket on?" Child A says, "Put more blankets on me". All children place blankets on him. Child D says, "That's a baby dinosaur; we can't be baby dinosaurs". Child A child slowly arises from the pile of blankets and goes to other children and hugs them.

Reflection:

Child A appears to be developing a sense of self, as evidenced by his expressing how he wants to play throughout the duration of the play. He appeared to be expressing and negotiating his imagination and ideas about this pretentious play. Child A demonstrates emotional control and a willingness to engage in parallel play. This is evident when Child A uses words to express his disagreement and uses a friendly tone throughout the play. He engages with other children and includes them in his idea. Child A demonstrates his knowledge of how eggs hatch by using blankets to substitute eggshells. Preschoolers show their growing sophistication by being flexible and substituting various objects for items needed in the play (Copple & Bredekamp, 2009). Child A is displaying his language skills and demonstrating command of the language. This is evident when he interacts with other children throughout the course of play.

Children are exhibiting playfulness, and this is evident when they are engaged in the play for a long time. They seemed to be understanding the situation of the pretend play, and this was evident when they patiently waited for the egg to hatch in the end. This is evidence for cooperative play and cognitive development. Children are exhibiting social skills throughout the play. This is evident when they discuss ideas and come up with thoughts that everybody agrees on. Child D seemed to be interested in parallel play. This is evident when she comes up with the monkey initially, and when that is rejected, she comes up with a big blanket for the play.

Link Theory to Practice:

What is the interest? Dinosaurs

How does this observation demonstrate it is a pervasive interest? Children spend a long time in pretend to play and they were conversing throughout the play about the dinosaur egg hatching

What ECE theory from this course supports this interest? Cite one source from the course content. Erik Eriksons Psychosocial theory states that in preschool age children express their natural curiosity and creativity through opportunities to act on the environment (Feenay et al.,2016). In this play, we can see that children are involved in pretend play on dinosaur hatching through which they learn about the environment.

OBSERVATION 3

Observer: Merin Bony Abraham

Videative Name: Protecting sluggy the snail

Videative url: https://streaming-videatives-com.lc.idm.oclc.org/assets/1248LOCATION: Outdoor forest

Statement of Context: (Include age of child(ren))

Child A (3.0) and the educator are taking a walk in the forest with some other children.

Observation:

The educator asks child A, "What would you like to name him?". Child A says, "It's a girl". "What name do you want to give the girl slug?", asks the educator. Child A says, "Sluggy". "Shall we go move Sluggy so Sluggy will be safe?", the educator asks. Child A walks back and stops at a space where there are some other children. The educator says, "Where is Sluggy? Where did Sluggy go?". Child A points to the snail on the ground and says, "There she is". The educator says, "Where are we going to lose Sluggy so she will be safe?". Child A tries to pick up the snail using a leaf. She takes the leaf in her right hand and tries to move the snail onto it with her left hand. The snail falls. Child A then picks up the snail and places it on a leaf with her hand. The snail falls again. Then Child A picks up a leaf, uses the ulnar grasp with the leaf, and picks up the snail. Child A says, "Can we put her somewhere safe?". "Where would it be safe for her?" asks the educator. "Can you help me find a safe place?", asks child A. The educator then asks, "What do we know about slugs? What do you think Sluggy would like to eat?". The educator says, "Grass and maybe some leaves" when child A looks around. The educator continues, "So maybe we should find someplace with grass and maybe some leaves".

Child A picks up some leaves with her left hand, holding the snail in her right hand, and says, "I see some grass and leaves". "So where is Sluggys home going to be?", asks the educator. Child A says, "Can you help me find a home?". The educator says, "Well, I think you can pick one". Child A walks a bit and says, "Right there". The educator and child A walk towards a spot where there is a log. Then child A goes near it, moves to another spot, and leaves the snail on some grass. She plucks some grass and places it close to the snail.

Reflection:

Child C is demonstrating gross motor control. This is clear when she walks with the educator in the forest. She also shows signs of pushing her fine motor control limits. Throughout the play, she makes extensive use of her fine-motor skills. This was evident when she was trying to pick up the snail using leaves and her ulnar grasp. Child A is developing her advanced social and emotional skills when she connects with something in nature. She tries to keep the snail safe and names it, which shows her empathy and sympathy for its well-being. This is an important milestone in social and emotional development.

Child A appears to be interested in both parallel play and interaction with the educator. This becomes clear when she approaches the educator for help with the snail. It is evident that child A has built a trustworthy relationship with the educator when she depends on the educator to keep the snail safe. As they move around on their own, children are practising independence while also finding new ways to stay connected to those they love and trust to protect them" (Copple C. & Bredekamp S., 2009). This is evident throughout the observation of Child C during her play. Child A persists in her desire to find the snail a new place, and she succeeds in it. Child A seems to be thinking and deciding about the place where the snail should be placed. She plucks the grass and keeps it close to the snail, which demonstrates her ability to care for others. This explains his social and emotional abilities. She is able to control his emotions and socially participate in the ongoing activity. This is evident when she patiently tries to get the snail on the leaf and participates with the educator in the task. Also, Child A can use words to express her needs and thoughts. This demonstrates her cognitive and linguistic development.

Link Theory to Practice:

What is the interest? Snail

How does this observation demonstrate it is a pervasive interest? Child A is persistently trying to find a safe place for the snail though there are other children doing some other things.

What ECE theory from this course supports this interest? Cite one source from course content. Piagets Constructivist theory states that physical knowledge is gained from acting on the physical world (Feenay et al.,2016). In this activity, we can see child A is caring for the snail and she learns about what snail eats and where it should live.

OBSERVATION 4

Observer: Merin Bony Abraham

Videative Name: Discovering our plans

Videative url:

https://streaming-videatives-com.lc.idm.oclc.org/assets/64LOCATION: Light table (Manipulative center)

Statement of Context:

Child A (3.0), Child B (3.0), and Child C (3.0) are at the light table with the sand on it.

Observation:

Child A says, "We are discovering our plans". The educator asks, "We are discovering our what?". Child A says, "Our plans" and holds a toy butterfly above the light table. Then Child A walks around with the butterfly in his right hand and says, "Look for the butterfly coming around". "Do we need to create something for the butterfly on the light table?", asks the educator. Child A says, "How about we make grass?". The educator says, "The grass. Okay, it's a good idea". Child A, Child B, and Child C doodle with their fingers in the sand, and Child A says, "Growing grass". "What do you think is the best way that we can make grass?" the educator asks.

Child A places the butterfly on a pile of sand that they made and says, "Now he is sitting on the grass". Child B brings on Turtle, and says, "Now a turtle comes by, and the turtle loves butterfly". The educator asks Child A, "Does the butterfly like turtles?" and Child A says, "No". The educator says, "No, the turtles like butterflies. Is that what you think?". Child A says, "Yeah". Child B and Child C take their turtles and move them around in the air. Child A says, "No, you have to stay on the ground, but you can hop". " Turtles cannot fly?", asks the educator, and Child A says, "No". Child B and Child C take their toy turtles and jump them in the air, and say, "Come back here, butterfly". Child A moves the butterfly with his right hand and says, "They fly fast and get caught in some quicksand". He then places the butterfly in a sand pile and puts some sand on it with his right hand. Child B and Child C doodle their hand in the sand and say, "Swirls in the sand and makes a snowstorm".

Reflection:

Children work on their hand-eye coordination as well as their fine and large motor skills during the entirety of this activity. This is visible when they are playing with the sand, moving around the room, holding the toy turtles and butterfly, and moving the butterfly around. Child A further demonstrates that he favors his right hand by picking up and manipulating the butterfly with that hand. Child A seems to be interested in both playing simultaneously and interacting with the educator at the same time. This becomes abundantly obvious as he engages in conversation with the educator as well as children B and child C.

When the educator inquires as to what they ought to be making for Butterfly Child, A replies, "Grass." This demonstrates that he is knowledgeable about butterflies and grasses. The children are preoccupied with make-believe play, and they appear to be bargaining over their concepts at various points in the game. child A turtle understands that it is unable to fly and must always remain on the ground. This is evidence of his cognitive development. Children play cooperatively throughout the day, and this is an important milestone in social and emotional development. Throughout the activity, it is evident that the educator is asking open-ended questions and giving ideas to extend their experience. " Teachers provide many opportunities for children to learn to collaborate with others and work through ideas and solutions, as well as develop social skills such as cooperating, helping, negotiating, and talking with other people to solve problems"(Copple & Bredekamp,2009,p.155).

Link Theory to Practice:

What is the interest? Butterfly and Turtle

How does this observation demonstrate it is a pervasive interest? Children are engaged in the activity, and they are conversing about the animals. They are bringing new ideas and seemed to interested in the play.

What ECE theory from this course supports this interest? Cite one source from course content. Lev Vygotskys Sociocultural theory suggests that childrens social and cognitive development are interactive and language influences learning. In this activity children are interacting with each other and they are giving new ideas to each other. Through group plays children improve their language and social skills.

BIG IDEA

Identification: Animals

Rationale:

Throughout the course of the observations, I am able to detect thechildren's interest in a variety of species, including turtles, snails, butterflies, and dinosaurs. The majority of children who are inpreschool ageenjoy having conversations about their pets at home as well as the insects and other creatures they find outside. Children are always on the lookout for Bugsand insectswhenever we go on a hike in the woods or to a park to play. They have expressed interest in keeping them as pets and have brought up concerns regarding their sustenance and general upkeep. As the children take care of the animals and discuss their feelings regarding them, I can see that they are gaining both social and emotional growth from participating in these activities. Children can strengthen their connection to nature, which is highly important at their age, by learning more about animals and other aspects of the natural world. Children gain knowledge through the various pursuits and experiences they participate in. Therefore, using animals as the subject of the big ideacan provide them with the opportunity to gain knowledge about the subject matter and become connected as fellow living beings. In addition, the wide range of experiences that might be offered based on this overarching concept will assist in the children'sdevelopment across all developmental domains and will allow them to perform to the best of their abilities.

Web (Insert photos of web here)

Initial Web Date: May 21,2023

Quadrant 1

Quadrant 2

Quadrant 3

Quadrant 4

Web after first play area. (Indicate the additions that were made) Date:

Web after second play area. (Indicate the additions that were made) Date:

Web after first activity. (Indicate the additions that were made) Date:

Web after second activity. (Indicate the additions that were made) Date:

PREPARATION

For each play area and activity, be sure to document your set-up.

Display:

Through photos and description, the backdrop display will be developed as visual display and documentation. Consider what you have added/changed in the display, what children have contributed and what colleagues have added. Use one 8 X 4 foam core sheet (available at Rona/Home Depot). The backdrop will be divided into quarters. One quarter will be used for documentation and 3/4 for display. Documentation includes space for your thoughts (pedagogical documentation), the childrens thoughts and questions (documentation), your concept web and documentation of the evolution of ideas related to the Big Idea.

The visual display will give children information about the big idea. Use pictures from your picture resources, which will inform the children and spark curiosity and wonder.

Development of each play area also includes the creation of a display board with photographs of the topic of interest, a place for the web with additions and photos of additions, and space for documentation. You will add photos/diagrams of your set up of eachplayarea andactivity, your documentation panel, and abook display of childrens picture story books about the topic of interest using photos of books (taken from the internet or photos taken of actual books).

Initial Display after first play area planned (Date: ):

Display after first activity planned. Date:

Display after second play area planned. Date:

Web after second activity planned. Date:

s

OBSERVATION to inform Play Area #1

Observer: Merin Bony Abraham

Videative Name: Face Painting

Videative url: https://streaming-videatives-com.lc.idm.oclc.org/assets/179 LOCATION: Indoor Gym

Statement of Context: Child A (5.0), Child B (5.0), Child C (5.0), and Child D (5.0) are at the indoor gym painting their faces.

Observation: The educator comes close to Child A, who is painting on his face, and says," While you guys are painting on your faces, I could ask you guys some questions. Child A, why would you like to pretend like animals?". Child A says, "Because I like to paint my eyebrows". The educator asks, "Why is it important to paint your face? What animal did you choose to be?". Child A says, "Today I chose to be a tiger." "What do you like about the tigers?" asks the educator. Child A says, "Because they have very sharp teeth here and there". The educator then moves to child B and says, "Child B, can you tell me a little bit about what you're creating? I see you have used blue and pink. What is it that you are creating on your face?". Child B says, "Butterfly". Child B dips the paintbrush in paint and then scribbles on her forehead and says, "Wings". The educator says, "Those are wings". The educator then moves to Child C and asks, "What about you?". Child C says, "I am making a penguin on my face". The educator says, "A penguin". Child C nods her head up and down and says, "Mmmhhhhh". The educator says, "I see that you have just started with the orange. Is there any place that orange goes? Then Child C says, "Yes, my chin". Then the educator goes to Child D, and Child D says that she is a mermaid and that she has a mermaid suit on. Then Child A says, "I have to put on a tiger suit". The educator says, "If you want to move like the animals, you can do it on the stage of the theatre or look into the big mirrors".

Child C walks like a penguin with her feet together and pointed sideways. Child A says, "Teacher, I'm going to go on my tummy. I will show you," and he goes down the slide. "Oh, I see. I got it. See, now I am confused, child A. Now you are walking on two legs. Does a tiger walk on two legs?", says the educator. "No, the tiger walks on four legs", says child A, and he gets on four legs and moves. Child B slides on her tummy, and the educator says, "Ooo, and that is how a penguin slides on her body, isnt child C?". Child C nods her head up and down, and she slides more on her body. Then she gets up on her feet, walks like a penguin, and goes to the mirror and looks at it. Then she walks in the opposite direction and slides more on the floor. Then child A says, "Watch me," and he goes down the slide. The educator says, "Does the tiger use words like us". "No," say the children. Then the educator says, "How does the tigers voice sound?". Then children say, "Ahhhhhh".

Reflection:

Throughout this entire activity, children work on their hand-eye coordination as well as their fine and gross motor skills. This is evident when they are painting on their face, moving around the room, balancing their body while strolling like a penguin, and moving like a tiger. Child A appears to be interested in both playing and interacting with the educator simultaneously. This becomes exceedingly clear as he converses with the educator and performs his play for the educator. According to the theorist Lev Vygotsky, play is a vehicle for growth (Feeney et al., 2014). Children appear to be developing in all domains during play. In this performance, they specifically demonstrate their knowledge of animals. This demonstrates their cognitive advancement.

The children are engaged in imaginative play. They appear to use their vocabulary when conversing with the instructor. Children are developing confidence in using language (Makovichuk et al., 2014). Throughout the activity, it is clear that the educator is asking open-ended questions and offering suggestions for extending the students' experience. Teachers provide numerous opportunities for children to learn to collaborate with others and work through ideas and solutions, as well as to develop social skills such as cooperating, assisting, negotiating, and communicating with others to solve problems (Copple & Bredekamp,2009).

Connection to Big Idea and Curriculum Development:

How does this observation inform your curriculum development?

In this play, the children appear intrigued in animal face painting. They extend their conversations by describing the appearance and body segments of the animals. When the educator encouraged them to move like animals, they attempted to do so in a variety of methods. Children engaged in pretend play and appeared to appreciate it as they continued to do so for an extended period. Children strode, slid, and moved in an animal-like manner. They were excited to present it to the educator.

Upon observing their performance, I realized that this is directly related to my main concept 'Animals' and sub-concept 'How animals move'.

PLAY AREA #1:

Topic: (this is a concept or sub-concept of your big idea from your web) ________How animals move______________

Identify the curriculum area of this play area. (Must be music)

Music

Rationale: (Relate back to observation. Use theory from this course to support. Minimum 250 words):

During the observation, children demonstrated an interest in animal impersonation. They painted their faces to resemble animals and moved like animals in the indoor gym. This inspired me to create a music curriculum for children. Throughout the performance, children were conversing with the educator and sharing their happiness with her. The music curriculum provides children with opportunities to practice animal-like movement while having joy. The most important reason to provide children with music is that listening to and making music brings pleasure, that it provides a powerful and direct link to emotions, and that sharing music with others is an essential way to form relationships (Feeney et al., 2014). Children were interested in moving like animals which can be supported by rhymes that mean the same. Children can sing, dance and play instruments with animal action songs and learn more about them as well. Children learn new vocabulary and improve their listening skills and memory through music activities (McLaughlin, D. (2018).

Physical location within the childrens program:

Music and Movement Area

Intended Age Range of Children:

3 4 years old

List the experiences to be included in the play area. (Minimum of 4 experiences. One each of singing, listening, playing instruments and dancing.)

Sing the song Lets go to the zoo by Super simple songs

Listen to the song Animals in action by Jack Hartmann

Play Musical instruments(Drums, xylophone, shaker and guitar) and make the sounds of different animals moving.

Dance in time to the song If animals danced by bounce patrol.

Identify the NEW vocabulary specific to this play area, which you, the educator, will introduce and use with the children (7-10 words).

Gallop

Swing

Paddle

Climb

Waddle

Stomp

Crawl

Slither

Materials Needed: (Attach Booklist Author, Title, ISBN)

Include photos (either ones you have taken or ones from the internet to illustrate any materials that are not self-explanatory)

Materials

Child-sized drums

Xylophone

Shaker

Guitar

Tablet and speaker to play music.

Pictures of the scenes of the song Lets go to the zoo

Poster board

Clear tape

Scissors

Books

Book of Animals by Oliver Jeffers ISBN-13 978-0008470777

Giraffes cant Dance by Giles Andreae ISBN-13 978-0439287197

Peek-a-who by Nina Laden ISBN-13 978-0811826020

Dear Zoo by Rod Campbell ISBN-13 978-1416947370

Pets by Jill Mcdonald ISBN-13 978-0525647591

Stomp, Wiggle, Clap, and Tap by Rachelle Burk ISBN-13 978-1648768385

The Animal Boogie by Debbie Harter ISBN-13 978-1846866203

Dancing Feet by Lindsay Craig ISBN-13 978-0307930811

Environment:

Explain how you would prepare the environment for learning. Be specific in describing your educator intention in preparing this space according to what you have learned in this course thus far about music experiences for young children. This needs to be a thorough and detailed explanation that investigates the how and why of setting up.

As there are four concurrent activities scheduled for the centre, space is crucial; therefore, I would rearrange the furniture and make more room in the music and movement area. Additionally, children will require ample space to play instruments and move about. A wide wooden log will be set on the floor in a corner of this centre, and a plush rug will be placed there so that children can sit and listen to the educator sing the song Animals in Action. The rug will make it comfortable for children to sit, and the log will elevate the educator so that children can see her from any angle. Additionally, it attracts attention when someone is seated on a raised area.

In the space left by this activity, a round table with four chairs will be situated. It will be stacked with books. Children can peruse books while seated at the table. Next to the table on the wall, a poster board with the scenes of the rhyme Lets go to the zoo will be posted. This would work as a provocation for children to sing the rhyme. The educator can begin singing "Let's go to the zoo in intervals. Since children recognize the melody, they may join her in singing it. Because the table is round, children can see each other and encourage one another.

Alongside this activity, leaving a space on the foam mat, musical instruments will be placed on the ground. Next to it will be displayed images of moving animals. On musical instruments, the educator can encourage children to imitate sounds of animals in motion. The presence of pictures ofanimals and the educator's encouragement could motivate children to utilize the musical instrument.

Between the listening activity and the musical instruments activity, play the song "If animals danced" on the tablet and exhibit it on the child-sized shelf. Encourage children to dance to the melody, and participate in the activity with them.

Include a detailed diagram or photos to illustrate what the space would look like if you were setting it up. You may hand draw the diagram, use a computer program, or actually set up the space and take photos.

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Play Area

Holistic goals - To be completed BEFORE implementation

Choose a minimum of 12 descriptors exploring the breadth of all of the holistic goals which will inform intention. Developmental connections To be completed BEFORE implementation

Describe what you may observe the children doing/saying as evidence of the identified facet/descriptor.(Anticipated behaviours must be observable). Also identify the developmental area. Evaluation of Goals and developmental Connections - To be completed AFTER implementation

Reflect on childrens learning moments in relation to the holistic play based goals/descriptors. Use photos to illustrate connections between play and your reflections. Include specific comments and/or behaviours the children engaged in. Educator intention - To be completed BEFORE implementation

What the student-educator will do to support childrens dispositions to learn. Student-educator behaviours. Be specific.

Evaluation of Educator intention - To be completed AFTER implementation

Reflect on your educator learning moments. What did you learn related to your intention in planning?

Descriptor 1 Play Area #1

Goal: Diversity and Social Responsibility

Facet: Inclusiveness and Equity

Descriptor:

Children forming positive, inclusive relationships with all children.

Children standing up for themselves and others in a fair manner.

Facet: Democratic Practices

Descriptor:

Children giving help, comfort, and encouragement, and valuing others contributions.

Children talking to each other, helping each other out, and sharing musical instruments so they can do the activity together. (Cognitive, social, physical, and emotional)

Children talk about taking turns and waiting until it's their turn to get a certain book. (Social, emotional)

Children may make music together with the peers. (Social, emotional, language) N/A Support children by conversing with them to resolve the problems arise while sharing. Encourage them to explain their part and come up with a solution. If they are not getting to a solution, give choices and ask them to choose from it like, you can either read this book or find a different book from our library. Which one do you choose?.

Explain to children how important to taking turns are and waiting for their turn are. Discuss the benefits of sharing by saying If we share toys everybody gets a turn to play with all the toys.

Encourage children to engage in group play. Ask questions like How it would be if child A plays guitar and child B plays drums for the music?.

N/A

Descriptor 2 Play Area #1

Goal: Well-Being

Facet: Physical Health

Descriptor:

Children exhibit increasing bodily awareness, control, strength, agility, and large motor coordination.

Children exhibit Increasing fine motor capacities.

Facet: Belonging

Descriptor:

Children build respective and responsive relationships Children might dance to the music .(Physical)

Children might pull the strings of the guitar with their fingers. (Physical)

Children might dance with peers by holding hands. (Social, Emotional) N/A Dance with children to the song showing different moves. Also add props that they could hold while dancing to support their balancing skills.

Demonstrate how to play guitar. Add sticks to play the drums to support pincer and ulnar grasps in children.

Support group activities by engaging with children in their play. Hold hands of children and form circles so that children will join for group dance. N/A

Descriptor 3 Play Area #1

Goal: Play and Playfulness

Facet: Playful Exploration and Problem Solving

Descriptor:

Children experimenting with action and reaction, cause, and effect.

Children choosing from a range of materials, tools, and languages to investigate, experiment, and make their thinking visible.

Facet: Imagination and creativity

Descriptor:

Children create imaginary scenarios in which they explore new possibilities and take possession of their worlds.

Children might turn around and stop to see how it effects their balance. (Physical)

Children might sing in a different language than English which they use at home to see how others understand it.(Cognitive, social)

Children might play a music band. (Physical, Cognitive and Social) N/A Encourage children to do different moves by demonstrating it and participate with them in the activity. Demonstrate balancing on one foot and encourage children to do it.

Participate in activity by listening to children and asking them the meaning of it. Sing with them in different languages and explain it.

Ask questions like what music they were making?, where have they heard it?, and why do they like it?.

N/A

Descriptor 4 Play Area #1

Goal: Communication and Literacies

Facet: Communicative Practices

Descriptor:

Children growing in their implicit understanding of the conventions of language.

Children using language to ask for help or information, argue, persuade, clarify, celebrate, or instruct.

Facet: Multimodal Literacies

Descriptor:

Children engaging in multiple forms of representation

Children might tell their friends about the book. (Cognitive and social)

The children might ask the teacher to read them the book. (Social, emotional, and Cognitive)

Children might pretend to be playing in a musical band,(Cognitive)

N/A I will listen to children while they are talking. I will extend the conversation by asking questions like, What else did you see in the book?.

When reading the book to them I would sit at their eye level and read it with voice modulation. I might ask questions about the characters in the book that we are reading to keep the attention of children to it.

I will participate in their play as a co-player. I will extend the play by adding ideas to their play like using dishes and utensils from the kitchen center as musical instruments. N/A

Columns 3 and 5 do not have to be completed as you will not be implementing any experiences.

Since you will not be implementing your planned experiences, you will need to complete the following reflective exercises instead:

Go to section 2.4 Responsive Environments: Time, Space, Materials and Participation in Flight: Albertas Early Learning and Care Framework. https://flightframework.ca/downloads/Flight%20Framework%20Document%20F.pdfUsing theory from the above section, reflect on your planned experiences using the following guiding questions. (150-200 words for each question)

Time - How do your planned experiences invite the children to be decision-makers in the organization of their play?

According to Alberta's Early Learning and Care framework, children need playtime to inquire, ponder, and pursue their interests. The intended experiences for children are not time-sensitive. They will be laid up in the centre prior to the childrens arrival and will be accessible throughout the day. Since the activities are designed for children aged 3 to 4, the majority of their daily schedule is determined by them. They can modify their schedule as they see fit to accommodate the time required to implement their ideas and plans with the music and instruments. All intended experiences are directed by the child, and the educator's role is that of observer and co-learner. In light of Copple and Bredekamp's Developmentally Appropriate Practice, experiences are given ample time so that children can engage in an activity thoroughly and bring out its complexity. The majority of activities are available throughout the day, allowing children to choose when to participate while eduactors encourage and support them to maintain their interest. Children have the option of playing alone or in a group. There are no rules for the educator-designed game. At the beginning of the day, the children and educators discuss the rules for the activities.

Space - How do the spaces in your planned experiences inspire imagination and possibilities?

The space designated for music play allows for ample movement and encourages ensemble play. The activities are separated to provide space for children to move around. The table in the centre can accommodate two to three children simultaneously. The display board is positioned at the children's eye level, allowing them to contemplate the images, identify the books, and exchange ideas. According to Feeney et al. (2014), organizing the area is essential when arranging for children's play. The area is designed and organized with the uttermost care to promote safe and active play. The arrangement of space - both familiar and novel play spaces - can provide children with opportunities to make decisions (Makovichuk et al., 2014, p.65). The music center's open layout provides space for mobility and enables educators to create more and more experiences based on observations made during the children's play.

Materials How do the materials in your planned experiences invite children to access them independently and use them in a variety of ways?

Materials either expand or limit possibilities for young children's care, play, and learning(Makovichuk et al.,2014). Therefore, I have emphasized bringing a diversity of materials and ensuring that all of them are accessible and usable by the children themselves. All the materials are organized at the children's eye level and are primarily located on the floor, allowing them to choose freely. In light of Feeney et al.'s Who am I in the lives of the children's concept regarding furniture in the room, the table and tablet in the centre are of children's height and level so that everything is readily accessible and attracts their attention. The provided materials will be neutral and soft in colorso as not to be too overwhelming for children. The experiences are scheduled to last at least three days. So, I will have more materials in storage, allowing me to rotate materials instead of having them all out at once. The photographs of the children engaged in the activities will be displayed on the upper shelf, in order for children to feel valued and to inspire other children to engage in musical play. A thoughtfully organized environment assists children in understanding and maintaining order and makes their environment a delightful place to spend time and work. (Feeney et al.,2016, p.291)

Participation How do your planned experiences contribute to you building relationship with the children and being a co-imaginer of possibilities for learning?

Every single one of the activities is organized in such a manner that the educator is able to join in on the children's play and have a conversation with them at the same time. A positive relationship with the children can be formed more easily when the instructor maintains a lighthearted attitude. According to Copple & Bredekamp(2009), it is essential for educators to routinely involve children in planning and in reflecting on their experiences, discussing a previous experience, and attempting to depict it. As a result of my doing so, I am able to discover what the children think and what they are capable of, which will assist me in the process of preparing experiences for the children in the future. The educators in the room can improve the quality of the learning that is taking place in the room by developing the children's social and language skills as well as building a strong relationship with the children through activities such as asking questions, engaging in negotiations, and having discussions with the children while they are playing. The foundation of effective child guiding and development is the relationship that exists between the children and the educators who work with them.

OBSERVATION to inform Activity #1

Observer: Merin Bony Abraham

Videative Name: Animal Train

Videative url: https://streaming-videatives-com.lc.idm.oclc.org/assets/3 LOCATION: (description of where the video takes place)

Block center

Statement of Context: Child A (2.8) and the educator are in the block center. Child A has arranged the blocks in certain way and she has toy animals with her.

Observation:

We build a tower, says Child A and places the animals in her hand on the blocks. Then she goes walking to the bin and takes a dinosaur toy from the bin and says, This is a dinosaur. Then she goes to the aligned blocks and places it on top of a block. The educator picks up a horse from the bin and says, I got this big horse. Could that go just anywhere or does this have a special place?. Child A walks to the educator holding an animal in her left hand and she takes the horse from the educator with her right hand. Then she moves close to a block and places it on it and says, This goes with this is a special place for this. Then the educator says, Thats a special place?. Then child A says, Yeah and nods her head up and down. Then the educator gets up from where he is sitting and he moves close to the block where child A placed the horse kneeling and picks up the horse. Then the educator asks, You mean, you dont think I should put it here? and he places it on another block. Child A picks up the horse and says, No put it right here. Then the educator picks up the horse and places it were he placed it earlier and says, So you dont want me to put it here. No put it right here. This horse eats hay and picks up the horse and places it where she placed it earlier. The educator says, The horse eats hay. So there is no hay here. This goes this giraffe goes here, says child A. Then she says, Oohh there is the mama giraffe and she picks up the giraffe and runs around the block with it and place s it close to a bigger giraffe and says, This goes close to this one .this goes the baby one. They are riding the train. This goes to the office, says Child A. child A continues to place animals on the blocks. Child A then goes to the animals and says, This is a tiger. This is a tiger. This is a camel.

The educator touches a dog on the block and says, I dont know. This little dog looks all by himself. I dont think hes very happy. Then child A from the other side of the block who goes to and from a bin of people says, Hes not very happy yet. Well, then whats gonna make him happy?. A dog, says child A. Then the educator says, Another Dog?. Child A says, Yeah.

Reflection:

Throughout the play it is visible that the educator is engaging with child A and trying to extend her play. Your participation with children to co-imagine possibilities holds the potential for expanding and deepening learning experiences and appreciation for family, social, and cultural practices and traditions (Makovichuk et al.,2014). Child A demonstrates her ability to coordinate her hands and eyes since she can pick up and drop the animals in desired places. She moves around, runs, and carries toys in her hand which displays her gross motor skills. Child A is demonstrating her preference for the right hand when she picks up toys with the same. Throughout the activity child A displays various gross motor skills. At the preschool age due to physical growth the center of gravity of the child lowers and thereby makes more steady and surefooted movements possible (Copple & Bredekamp, 2009). Child A is exhibiting her interest in parallel play since she is constantly engaging in conversation with the educator. Preschoolers often have close relationships with their teachers, developing attachments that are similar but identical to those they have with their parents (Copple & Bredekamp, 2009).

Connection to Big Idea and Curriculum Development:

How does this observation inform your curriculum development?

Throughout the observation child A is constantly talking about animals. She cares for the animals by keeping the baby animals close to their mother and keeping the horse close to the hay. She is moving around and identifies animals as she is playing. This is directly connected to my big idea Animals.

Child A seems to be using her gross motor throughout her play. She walks, runs, carries toys, and moves around the blocks that she has arranged. So, this provoked me to do an activity in the gross motor curriculum.

ACTIVITY #1

Name of activity: Horse Run

Description of activity (Enough description that any reader can know what you intend the children to do):

Children gallop like a horse and form a train with their peers doing the same. Then they move around the play equipment outdoors galloping as horses. On their path small planks and hoops will be placed to jump over it when they run.

Identify the curriculum area of this activity. (Must be gross motor)

Gross Motor

Rationale: (Relate back to observation. Use theory from this course to support. Minimum 250 words):

It is clear from the observations that child A is constructing towers and arranging animals in a row to prepare for a zoo trip. She is identifying each animal and placing the same animals together. She recognizes giraffes, horses, and a few other species of animals. Her performance is being encouraged by the educator who is asking her questions and restating what she is saying. When I thought about providing children with a gross motor activity, the interest of animals came to my mind. There is numerous gross motor opportunities on the idea of animals. Galloping is something children would be interested to perform since horses are something they often see in Alberta.The gross motor development in the preschool age includes increasing functional use of limbs for the activities such as leaping, running, and climbing (Copple & Bredekamp, 2009). The preschoolers will benefit from the age-appropriate activity of galloping, which will help the development of their gross motor skills. In order to complete this task, children will utilize their locomotor skills. Preschoolers can learn galloping as a gross motor skill after jumping. Children that acquire movement techniques like galloping, skipping, and hopping learn about the muscles required to move themselves and start doing so consistently. Gaining strength and self-assurance via practicing gross motor skills also encourages children to engage in physical activity, which is crucial for leading a healthy lifestyle.

Physical location within the childrens program:

Outdoor park

Intended age range of children:

3-4 years old

Identify the NEW vocabulary specific to this play area which you, the educator, will introduce and use with the children. (3-5 words).

Gallop

Hoof

Neigh

Pony

Environment:

Explain how you would prepare the environment for learning. Be specific in describing your educator intention in preparing this space according to what you have learned in this course thus far about gross motor experiences for young children. This needs to be a thorough and detailed explanation that investigates the how and why of setting up.

For this activity, I will utilize the outdoor space. In the outdoor park, we have different play equipment and space in between them. I would use a long red carpet in between the play equipment and lay it in a way there are turns in between to resemble a train track. This is to give children an idea to gallop in a line on an identifiable track. This would help children in following the track and keep them from missing the train pattern. On the red carpet in intervals planks and hoops will be placed over and into which they can jump to go through. Children will be encouraged to gallop and form a train of horses and move around the play equipment. Educators will join them in the play to do the same.

Include a detailed diagram or photos to illustrate what the space would look like if you were setting it up. You may hand draw the diagram, use a computer program, or actually set up the space and take photos.

Activity #1

Holistic goals - To be completed BEFORE implementation

Choose a minimum of 12 descriptors exploring the breadth of all of the holistic goals which will inform intention. Developmental connections To be completed BEFORE implementation

Describe what you may observe the children doing/saying as evidence of the identified facet/descriptor.(Anticipated behaviours must be observable). Also identify the developmental area. Evaluation of Goals and developmental Connections - To be completed AFTER implementation

Reflect on childrens learning moments in relation to the holistic play based goals/descriptors. Use photos to illustrate connections between play and your reflections. Include specific comments and/or behaviours the children engaged in. Educator intention - To be completed BEFORE implementation

What the student-educator will do to support childrens dispositions to learn. Student-educator behaviours. Be specific.

Evaluation of Educator intention - To be completed AFTER implementation

Reflect on your educator learning moments. What did you learn related to your intention in planning?

Descriptor 5 Activity #1

Goal: Communication and Literacies

Facet: Communicative practices

Descriptor:

Children might practice and play with sounds.

Children growing in the implicit understanding of the conventions of language.

Children using language to express thoughts, feelings, and ideas. Children might make the sound of the horse Neigh while galloping.(Cognitive)

Children might talk to peers about the horses they saw at different places.(Cognitive, Social)

Children might tell their peers how they wanted to move in the outdoor space. (Cognitive, Social) N/A I might show them how the horse parade in a tablet and encourage them to listen to the horses sound on it to give them more details. I might join them in their play make the sound of the horse.

I will join the conversation and ask questions like what else did the horse do, what did they sound like and how do you feel about the horse.

I would encourage them to have group plays. I would ask questions like why do you want to do that?. N/A

Descriptor 6 Activity #1

Goal: Well-Being

Facet: Physical Health

Descriptor:

Children exhibit increasing bodily awareness, control, strength, agility, and large motor coordination.

Children knowing and stretching physical limits Children might follow the red carpet without going out of it. (Physical)

Children might try to space their legs more when galloping to test their limits.(Physical) N/A I will encourage children to gallop in the red carpet. I would also encourage children to gallop high to use their large motor muscles.

I would encourage children to move in different ways the horse moves like trot and canter. I will also ask children how we can do this differently to get their ideas. N/A

Columns 3 and 5 do not have to be completed as you will not be implementing any experiences.

Since you will not be implementing your planned experiences, you will need to complete the following reflective exercises instead:

Go to section 2.4 Responsive Environments: Time, Space, Materials and Participation in Flight: Albertas Early Learning and Care Framework. https://flightframework.ca/downloads/Flight%20Framework%20Document%20F.pdf

Using theory from the above section, reflect on your planned experiences using the following guiding questions. (150-200 words for each question)

Time - How do your panned experiences invite the children to be decision-makers in the organization of their play?

This is the kind of exercise that, if necessary, could easily be adapted to take place inside as well. Therefore, children who are interested in continuing the activity can do so in the room as well if they like to do so. Keeping up with this activity outside can be difficult because there is a time limit on how long you can be there owing to the varying conditions of the weather and the license requirements. According to Makovikchuk et al. (2014), when an instructor plans an activity in such a way that it can be carried on for a number of hours or even days, children are able to develop their thoughts in greater depth. I have this exercise set out in such a way that it can be carried on for several days. Children are allowed to choose what they do and when they do it based on their own whims and preferences.

Space - How do the spaces in your planned experiences inspire imagination and possibilities?

Because this is an activity that requires a large amount of area, I've opted to organize it outside, where there are more opportunities for participants to take different routes. According to Makovikuchuk et al. (2014), when educators organize space, they consider both familiar and unusual play space that can ignite opportunities for children's exploration, imagination, creativity, and decision-making. Children get a greater sense of freedom when they are outside, which in turn motivates them to roam about more than they would if they were indoors. Therefore, I think that by designing this activity to take place outside, it will encourage kids to use their gross motor skills more. Children are more likely to maintain their interest in a circuitous route that includes play equipment since it does not consist of one continuous path.

Materials How do the materials in your planned experiences invite children to access them independently and use them in a variety of ways?

I have gathered items that can be used for more than one thing. A variety of additional types of gross motor tasks can be performed using the planks and hoops as well. Children are able to stack the planks, carry them around, and hula hoop with the hoops. According to Makovikchuk et al. (2014), it is very crucial to provide children with resources that are both intriguing and open-ended, and to do it in a way that makes them easily accessible. A room that is well-organized not only makes it simpler for children to learn and practice order, but it also makes it more enjoyable for them to spend time there and get things done. Playing with real-world objects can help children develop emergent thinking processes, which in turn can pave the way for developing innovative understandings and investigating of innovative understandings and the investigation of new perspectives on the world.

Participation How do your planned experiences contribute to you building relationship with the children and being a co-imaginer of possibilities for learning?

According to Makovikuchuk et al. (2014), it is our duty as educators to attentively listen to the perspectives of children and families and to critically reflect on their personal encounters with inclusion and exclusion as we make decisions on the curriculum. The most effective method for developing relationships with children is to participate in their play with them. I have every intention of taking part in their activity and interacting with them during the entirety of the activity. By doing so, I was able to broaden the scope of the concepts and increase the amount of time people spent participating in the game. I am also able to be a good active listener with children while I am playing with them, which is a skill that is essential for effective communication. The ability to communicate effectively helps children gain self-respect and self-confidence while also validating their play.

Insert photo pf documentation panel (see documentation section on last page)

OBSERVATION to inform Play Area #2

Observer:

Videative Name:

Videative url: LOCATION: (description of area where video takes place)

Statement of Context: (Include age of child(ren))

Observation:

Reflection:

Connection to Big Idea and Curriculum Development:

How does this observation inform your curriculum development?

PLAY AREA #2:

Topic: (this is a concept or sub-concept of your big idea from your web) ______________________

Identify the curriculum area of this play area. (Must be creative movement)

Rationale: (Relate back to observation. Use theory from this course to support. Minimum 250 words):

Physical location within the childrens program:

Intended Age Range of Children:

List the experiences to be included in the play area. (Minimum of 4 experiences. Minimum of one each from literature-based, music-based, drama-based).

Identify the NEW vocabulary specific to this play area, which you, the educator, will introduce and use with the children (7-10 words).

Materials Needed: (Attach Booklist Author, Title, ISBN)

Include photos (either ones you have taken or ones from the internet to illustrate any materials that are not self-explanatory)

Environment:

Explain how you would prepare the environment for learning. Be specific in describing your educator intention in preparing this space according to what you have learned in this course thus far about creative movement experiences for young children. This needs to be a thorough and detailed explanation that investigates the how and why of setting up.

Include a detailed diagram or photos to illustrate what the space would look like if you were setting it up. You may hand draw the diagram, use a computer program, or actually set up the space and take photos.

Play Area

Holistic goals - To be completed BEFORE implementation

Choose a minimum of 12 descriptors exploring the breadth of all of the holistic goals which will inform intention. Developmental connections To be completed BEFORE implementation

Describe what you may observe the children doing/saying as evidence of the identified facet/descriptor.(Anticipated behaviours must be observable). Also identify the developmental area. Evaluation of Goals and developmental Connections - To be completed AFTER implementation

Reflect on childrens learning moments in relation to the holistic play based goals/descriptors. Use photos to illustrate connections between play and your reflections. Include specific comments and/or behaviours the children engaged in. Educator intention - To be completed BEFORE implementation

What the student-educator will do to support childrens dispositions to learn. Student-educator behaviours. Be specific.

Evaluation of Educator intention - To be completed AFTER implementation

Reflect on your educator learning moments. What did you learn related to your intention in planning?

Descriptor 7 Play Area #2 N/A N/A

Descriptor 8 Play Area #2

N/A N/A

Descriptor 9 Play Area #2

N/A N/A

Descriptor 10 Play Area #2

N/A N/A

Columns 3 and 5 do not have to be completed as you will not be implementing any experiences.

Since you will not be implementing your planned experiences, you will need to complete the following reflective exercises instead:

Go to section 2.4 Responsive Environments: Time, Space, Materials and Participation in Flight: Albertas Early Learning and Care Framework. https://flightframework.ca/downloads/Flight%20Framework%20Document%20F.pdfUsing theory from the above section, reflect on your planned experiences using the following guiding questions. (150-200 words for each question)

Time - How do your panned experiences invite the children to be decision-makers in the organization of their play?

Space - How do the spaces in your planned experiences inspire imagination and possibilities?

Materials How do the materials in your planned experiences invite children to access them independently and use them in a variety of ways?

Participation How do your planned experiences contribute to you building relationship with the children and being a co-imaginer of possibilities for learning?

OBSERVATION to inform Activity #2

Observer:

Videative Name:

Videative url: LOCATION: (description of where the video takes place)

Statement of Context: (Include age of child(ren))

Observation:

Reflection:

Connection to Big Idea and Curriculum Development:

How does this observation inform your curriculum development?

ACTIVITY #2

Name of activity:

Description of activity (Enough description that any reader can know what you intend the children to do):

Identify the curriculum area of this activity. (Must be gross motor)

Rationale: (Relate back to observation. Use theory from this course to support. Minimum of 250 words):

Physical location within the childrens program:

Intended age range of children:

Identify the NEW vocabulary specific to this play area which you, the educator, will introduce and use with the children. (3-5 words).

Materials needed:

Include photos (either ones you have taken or ones from the internet to illustrate any materials that are not self-explanatory)

Environment:

Explain how you would prepare the environment for learning. Be specific in describing your educator intention in preparing this space according to what you have learned in this course thus far about gross motor experiences for young children. This needs to be a thorough and detailed explanation that investigates the how and why of setting up.

Include a detailed diagram or photos to illustrate what the space would look like if you were setting it up. You may hand draw the diagram, use a computer program, or actually set up the space and take photos.

Activity #2

Holistic goals - To be completed BEFORE implementation

Choose a minimum of 12 descriptors exploring the breadth of all of the holistic goals which will inform intention. Developmental connections To be completed BEFORE implementation

Describe what you may observe the children doing/saying as evidence of the identified facet/descriptor.(Anticipated behaviours must be observable). Also identify the developmental area. Evaluation of Goals and developmental Connections - To be completed AFTER implementation

Reflect on childrens learning moments in relation to the holistic play based goals/descriptors. Use photos to illustrate connections between play and your reflections. Include specific comments and/or behaviours the children engaged in. Educator intention - To be completed BEFORE implementation

What the student-educator will do to support childrens dispositions to learn. Student-educator behaviours. Be specific.

Evaluation of Educator intention - To be completed AFTER implementation

Reflect on your educator learning moments. What did you learn related to your intention in planning?

Descriptor 11 Activity #2

N/A N/A

Descriptor 12 Activity #2 N/A N/A

Columns 3 and 5 do not have to be completed as you will not be implementing any experiences.

Since you will not be implementing your planned experiences, you will need to complete the following reflective exercises instead:

Go to section 2.4 Responsive Environments: Time, Space, Materials and Participation in Flight: Albertas Early Learning and Care Framework. https://flightframework.ca/downloads/Flight%20Framework%20Document%20F.pdfUsing theory from the above section, reflect on your planned experiences using the following guiding questions. (150-200 words for each question)

Time - How do your panned experiences invite the children to be decision-makers in the organization of their play?

Space - How do the spaces in your planned experiences inspire imagination and possibilities?

Materials How do the materials in your planned experiences invite children to access them independently and use them in a variety of ways?

Participation How do your planned experiences contribute to you building relationship with the children and being a co-imaginer of possibilities for learning?

Insert photo pf documentation panel (see documentation section on last page)

DOCUMENTATION

Out of your Big Idea, you will develop 2 pedagogical documentation panels:

For Part B1, choose one of the curriculum areas, either music or gross motor.

For Part B2, choose the curriculum area creative movement.

Use photographs of children from your Big Idea Curriculum Development Process that demonstrate the benefits of providing experiences from that curriculum area to young children. Include script that explains the developmental benefits observed in each photograph.

Your documentation panel should

Explain the curriculum area chosen, and provide examples of experiences that may occur within that curriculum area

Consider how the experiences in the chosen curriculum area benefit the child in each of the developmental domains

Address which types of learningcan occur while engaging in those experiences, considering specific concepts, skills, or behaviours.

This documentation panel will demonstrate a consolidation of the theory behind the curriculum area you have chosen. Through the use of photographs from the internet, or still frames taken from the Videatives you used to inform your planning, you will create a documentation panel that illustrates how the chosen curriculum area can promote learning and development through play.

Insert photo here: (Ensure the photo is clear enough to be easily read)