Planning for Play and Investigation - Early Childhood Education - Assignment Example

Student’s name) (Course code+name) (Professor’s name) (University name) Part 1: Description of the setting and the position The setting of the playground is the toddler play zone within school compound. This is a central location and a designated playground set by the school for the age 3-5 years. This location has been chosen for its neutrality and children will feel their toys are protected. This location also gives them a chance to communicate and make friends as it is spacious. My position in the setting will be in front so as to help children focus on the play and also helping them in the event they encounter problem (s). Part 2: Rationale for selection of the group of children The age has been chosen based on the content and concepts to be learnt. The play involves; mathematics, science and technology thus need certain level of participation. For instance, at the age of 3-5 children understand numbers and can therefore enjoy plays related to mathematics. At this age, the chosen group can be able to accurately count numbers up to 10 or 15. An interesting aspect expected of this age is the principle of abstract that can help children at this age deal with technology related plays. Lastly, the ability to count gives this group the needed comparing and classifications essential for science related plays. Part 3: The children’s interests and understandings Children’s interests and understandings are diverse and multifaceted. A two-week period observation revealed that the group involved themselves in questioning, investigations, trial and error, and decision making that reflects areas of play. These interests were seen especially when moving objects in different ways and trying to stack objects to form different shapes. As a matter of fact, observing this children developing and exhibiting their interests shows that visual, perceptual and kinaesthetic developments are essential and needs to be promoted by teachers and caretakers. Another area of interest and understanding observed was seeing children developing ideas of taking away while others the concept of finding difference in terms of shapes, colour and sizes. These are mathematical concepts that need to be nurtured. Closely related with the two concepts (taking away and finding difference) is the ability to add figures and numbers. Interest in adding was particularly influenced by the availability of toy transport-kind of vehicles---they could count number of wheels on each transport-kind of vehicles. The understandings on finding difference were hastened by the availability of dice and cards where patterns introduced helped them recognise that cards had different shapes and each shape was compared to other objects such as flowers. On science and technology, the group was showing interest in questioning, collaborative problem solving in designated groups, challenging others as well as trying to share ideas towards shared goals. As a matter of fact, they were doing this by trying to apply a strategy they saw being used in another scenario or place. This was applied by trying to model objects such as computer monitors and designing telescope shapes using old newspapers. This interest should be encouraged by creating an environment where ability to solve complex technological problems occur. What was learnt through the observation is that learners’ interests and understandings are pegged on culture and backgrounds. For instance, there are some children who were very much interested in large flocks of birds flying or grazing animals rather than counting figures and shapes that even offered them distinct differences. 1. Experience Information Mathematics, Science and Technology Xxx/10/2013 10 children 3-5 years 2. Learning Focus Based on their interests, strengths or developmental needs; introduction of number games and number operations was to be provided. This was going to help children; particularly those between the age of 3 and 4 learn number skills, concepts and process. The process was also going to provide children; especially the 5 years old with living and non-living objects. This was going to facilitate their strength and interests in categorising animals based on animate and inanimate objects. Based on their developmental until the point of experience, the process was planning to engage the children in personal discovery since what they had developed seemed to have been based on imitation. For instance, there will be provision of learning materials such as car toys which was going to let the children engage in personal process of discovery and exploring some of the facts related with the object(s) given. Another item planned to be done would be helping children in exploring life science. In this area, children will be given opportunity to wander in the field to discover life cycle of plants and animals. Also included will be helping them discover how different insects and animals move and protect themselves. Basing on my general knowledge about development of a child, the process was going to devise two approaches that were going to make the children develop skills in mathematics and science. Firstly, at this age, they learn to identify names and describe a variety of shapes. Based on this knowledge, the process was going to give them more sophisticated shapes such as trapezoids and three dimensional ones so they can compare and contrast. Secondly, knowledge gained was also going to be used to help them with spatial reasoning and model shapes within their environment of play. Importantly, the choice for the learning experience was going to be embedded on the learning interests and strengths of their ages. Secondly, the choice was going to be based on their ability to collaborate and solve problems as well as challenge each other’s reasoning. 3. EYLF Outcomes The framework’s vision for this group will be basically play-based learning that will be working towards engaging and building success for better understanding of mathematics, science and technology. In as much, the outcomes of EYLF will be embedded on three aspects; being, belonging and becoming. Starting with being, the child will be working towards trying to make meaning of the world around him/her. Being also recognises the children’s lives and significance of being where they are. This is going to be achieved through science and technology related plays. On belonging, the children will be made, through plays and guidance, learn as they create, improvise and imagine. When doing this, children will be creating social groups, testing out ideas and challenging others thus developing the sense of belonging. Lastly, one of the EYLF outcomes is to ensure that children become what they wish to. As a matter of fact, this outcome underpins pledge to achieve universal access to early childhood education. In its simplistic form, the children will be aiming at working towards communication and language; including numeracy and literacy. It will also be acknowledging child’s emotional and social development. As far as becoming is concerned, this experience will also aim to provide playing materials that help them develop their identities as well as skills and relationship change at their ages. Part 4: Learning experience plan 4. Requirements The setting for the experience The setting for this experience will be toddler play zone. Since the play will be multi-dimensional and will be encompassing plays that generate a number of experiences, the setting will be neutral in the sense that children will be free to play with their toys and other materials. Exactly materials to be needed More appropriate materials that are going to be included in the experience are wide range of toys which will be unstructured, diverse in playability and simple in design. Good example of such toys will be the large blocks, transportation toys and climbing toys that enhance gross-motor development. Also included will be cards with sequence of order of events or over time, shapes, ribbons, shells and musical instruments. This will be availed to ensure that the children do not only engage in technology related activities but also enhance cognitive and socio-dramatic developments. Setting up details There will be shelving and drawers whereby toys such as cars will be kept in and will open for children to pick. In another cartoon will be many toys in unorganised manner and make the children to organise them. Children at this age easily get overwhelmed with too many toys and play objects. Therefore different materials will be isolated from each other so as to ensure that they engage in meaningful play. Between ages of 3-4 children are imaginary in their play. Therefore setting up toys of same colours and shapes at one point and doing another set of different colour at another point will help them develop cognitively. Furthermore, such alterations and making children to be engage promote manipulative and coordination abilities of the children. 5. Procedure Getting children’s interest Children’s interests are embedded on ways they engage with their materials and what they like doing most. This process will be assessing how the groups develop their skills in technology science and mathematics. Therefore, what a particular activity or play a given child will be able to perform and challenge others will likely to be his/her area of interest. Strategies to be used As one of the strategies to be used, the process will think about general goals it has with the children. Some of the goals that will be involved in this strategy will be learning qualities exhibited by the group. Secondly, the adult will be supporting the children’s science, technology and mathematics related abilities by providing a strong foundation through guidance. Practical application of the guidance will be involvement of rewards and gifts. On the other hand, exercising age-appropriate limit play like structuring objects will also be involved by the adult. Ending the experience The experience will be terminated in the event that it ceases to be beneficial for the age group or when parents feel participation of their children compromises certain aspects of their life. In case this will be the event then ending the experience will involve guiding children on how they can carry out their plays at home. That is, plays they should and should not involve themselves in. Pack away details This will involve putting every object at their rightful places. In case there are materials that belonged to a particular child then these must be returned. This will be followed by clearing the compound from any material(s). 6. Plan for review Determining if the learning focus for the experience was appropriate will be done by measuring activities that children will be able to engage after the play. For instance, children’s ability to model new items from their learning experience will be a recipe for appropriate learning focus for the experience. Determining whether strategies were effective will be done when children will be able to apply acquired skills and steps as guided. Determining whether development was facilitated will be done when the children acquire skills such as; combining the number name with a counting action in one-to-one correspondence. This is the same case when ascertaining whether the experience was successful and or suitable. Improving the experience with a view to making it successful will encompass brainstorming a range of activities that enhance mathematical, science or technology skills. This goes hand in hand in ascertaining whether the role played was appropriate. However, it will be necessary to also ascertain how the activities provided give opportunities for developing number of concepts, skills and processes. Elements to watch to help in the evaluation of the teaching and learning are twofold. First, ensuring that the environment under which the learning is taking place is sustainable. Sustainable environment concerns linkages of social, economic and cultural dimensions that provide neutrality to the children. Secondly, science and technology related plays will be enhanced by doing prior planning and continuous assessment of the progress. Part 5: Evaluation of the teaching and learning During the play, teacher-initiated learning plays exposed children to more learning opportunities. For instance, selecting and making the children use a range of strategies and tools made them explore and solve mathematics problems such as adding objects and giving responses. Basically, this is what Davis and Keller (2009) describe as ‘mastery criterion’ (p.34). By mastery criterion, they explain that when children are given opportunity to play they tend to emulate their teachers or parents and in so doing, can be able to replicate the same thus enhancing their mastery criterion. On the other hand, in the absence of explicit teacher prompts, it was observed that the children rarely emitted correct responses when challenged by either the teacher or other children. Comparing the two scenarios, it can be concluded that within the setting children were placed, simply exposing children of typical development to target relations in the absence of specific guidelines and or requirements for responding was sufficient for them to learn both mathematical and technology related experiences. Unfortunately, giving the children objects such as transport toys and cards did not elicit cognitive development as was expected (Piaget, 1970). The reason observed was that the children tended to transform their playing objects and actions symbolically. This was furthered by negation and interactive social dialogue. More surprising than the efficacy outcomes were the observations with respect to the children’s preference for playing with objects that were related to nature. Though Harlan and Rivkin (2012) describe reasons as to why playing children might be attracted to nature related materials, the response to such experience was unexpected. That is, the children mixed and involved themselves in collaborative problem-solving by sharing ideas and challenging others’ reasoning. What were observed in this case were cases where children could argue regarding temperatures and whether hot and cold temperature was related with rainfall. This concept has been extensively discussed by Harlan and Rivkin. While researching on Experiencing science and math in early childhood, Stelzer (2005) explains about ‘structure of matter’ (pp. 32-52). Relating his research findings with observations made when children were exposed to objects such as balls and pool of water, the children were grabbing the ball and splashing water in different direction---an indication of visual, perceptual and kinaesthetic development (David and Keller 2009). This observation is actually in line with other learning research that has demonstrated the aversive properties of conditions associated with high levels (Harlan and Rivkin, 2012; Sperry, 2009; Stelzer, 2005). Conclusively, it can be argued that results of the play have significance on science, mathematics and technology. These experiences add value to the normalized approaches to play. However, the group of children were diverse and goals may not have been achieved had the teacher not intervened in some instances. The observation thus supports the assertion that play develop different concepts in a child. Part 6: Reflections and future practice Observing children executing their interest and taking place in a play brings different view when trying to plan for children’s learning and engagement in mathematics, science and technology. To begin with, children should be the source of curriculum development. That is, planning for children’s learning and engagement in the above experiences ought to consider and respect what children have to offer and make them equal partners in the process of curriculum planning. Some of the elements that were observed during the play were that children got involved in questioning, investigation, trial and error, decision making and divergent thinking. These attributes suggest that teachers ought to select and actually incorporate wide range of strategies and tools in teaching so as to explore and solve problems that learners can encounter. This actually means educators need planning with children in mind or by first, establishing what children would wish to see. Once there is a topic that children need to be taught, the approach should be sitting down with the learners and jointly planning the project and the intended outcome. While researching on developing geometric and spatial thinking skills, Seefeldt, Galper and Stevenson-Garcia (2012) bring the aspect of ‘active experiences for active children’ in ensuring that teaching in classroom involved children in planning (pp. 100-117). What has also been learned regarding the experience is the kind of materials that are needed in classroom or when implementing the curriculum. Based on the materials presented for children to play with and how they reacted to those materials, it is necessary to mention that the children are motivated and even encouraged to make a connection between what methods are used to make them understand the topic and what materials should be chosen to accomplish their goals as children. Researches reviewed have connectedness with this observation. For instance, Campbell (2012) argues that teachers should always ask and take into consideration materials that leaners want. In so doing, children will be given opportunity to explore further. Though Campbell focuses on environmental education for sustainability and its place within science, his conclusion assesses the fact that children explore the nature world. Therefore point that can be noted from the two researches is pedagogy and the early childhood educator. That is, educators need to frame learning materials that cater for children’s needs in terms of enhancing environmental understanding and love for nature. References Campbell, C. (2012). Environmental education for sustainability and its place within science. In C. Campbell & W. Jobling (Eds.), Science in early childhood (pp. 113-130). Port Melbourne, Vic.: Cambridge University Press. Davis, G.A., & Keller, J.D. (2009). Exploring science and mathematics in a child’s world. Upper Saddle River, NJ: Pearson Education Inc. Harlan, J.D., & Rivkin, M.S. (2012). Science experiences for the early childhood years: An integrated affective approach. Upper Saddle River, NJ: Pearson Education, Inc. Piaget J. (1970). Science of education and psychology of the child. New York: Oxford University Press. Seefeldt, C., Galper, A., & Stevenson-Garcia, J. (2012). Developing geometric and spatial thinking skills. In Active experiences for active children : mathematics (3rd ed.) (pp. 100-117). Boston : Pearson. Sperry, S. (2009). Developing number sense. In Early childhood mathematics (4th ed.) (pp. 88-109). Boston : Pearson Education Inc. Read More