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NAME OF STUDENT
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DATE OF ACTIVITY
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Indicate the implementation date of the
activity. If the agency would also
like a date of submission, this can be included here as well. Including the date of submission is at the
discretion of the agency
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NAME/FOCUS OF ACTIVITY
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Briefly describe the activity and what you
are planning to do with the children.
This could be a title of the activity as long as the title describes
the materials/activity that is being introduced
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NUMBER OF CHILDREN
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Total number that could be involved
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AGE RANGE OF CHILDREN
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Be specific to the range of who will be
involved
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ORIGINATING IDEA BASED ON
OBSERVATION: When filling this section in, write down an
observation from your experience with the children or the room.
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Write an
anecdotal observation
1)
of children’s
developmental skills observed
Eg. The children have appeared to be interested in creating their own
storybooks. The children have been
using the staplers and various papers to make booklets. Using the art materials and the booklets they
have replicated covers from books that are in the book area
(this
example could be used to:
- add
new and varied books to the book area,
or
-add
new papers and other binding materials,
to the art shelf, or
-add other writing supplies and booklets to
various areas of the room, or
-create
a large group/circle time acting out and storytelling favourite stories)
or
2)
interests/ unused
areas or materials in the classroom/
Eg. You notice that none of the children have only been playing in the
sandbox five times over the past 2 weeks and they only play there for a few
minutes before moving on to play elsewhere.
(this example could be used to:
Add new materials to the sandbox
shelves, or
Create a small group experience
about sand play with new materials)
or
3)
developmental skills
that are areas for growth for the child
Eg. Ethan (age 11 months) has been climbing over the large foam blocks and
has been pulling himself up to standing on various pieces of furniture. Once standing, he has also been cruising
along. He has been attempting to walk
but has been unsuccessful –
(This
example could be used for:
adding equipment to promote Ethan’s ability
to walk independently)
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LEARNING ANTICIPATED
(MUST be completed, according to
program model/approach)
(REFERENCES INCLUDED)
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DEVELOPMENTAL SIGNIFICANCE
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HIGH SCOPE KEY DEVELOPMENTAL
INDICATOR (KDI)
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- Use one of the children development
textbooks/ resources
·
Developmental Profiles by Allen and Marotz,
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Developmentally Appropriate Practice by Gestwicki,
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Life-span Development by
Santrock, Mackenzie-Rivers, Leung and Malcomson,
·
The Kindergarten Program Document,
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ELECT Continuum,.
Write a full citation, DO NOT simply
write “cognitive skills”, “gross motor skills”, “language skills”
Give a SPECIFIC developmental skill
for your rationale for the activity (eg. object permanence, hopping on both
feet, creating patterns with two objects, etc. and support this with
references from the above professional resources.
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For Preschool aged children - Insert one of
the 58 Preschool Curriculum Content KDIs that best fits the intention of your
activity.
For Infant and Toddler aged children –
Insert one of the 42 Infant and Toddler Curriculum Content KDIs that best
fits your activity.
*** Note: For any age groups, make sure to
write out the KDI in full.
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WHERE WILL THE ACTIVITY TAKE PLACE Identify where in the environment you plan to do the
activity.
Use the wording for your specific curriculum model/approach
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Eg. Art area, outdoors, dramatic centre,
practical life area, family area, block area, gym, carpet/ circle area, etc.
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WHEN IN THE DAILY ROUTINE/SCHEDULE
WILL THIS OCCUR Identify
when in the daily routine/schedule that you plan to do the activity.
Use the wording for your specific curriculum model/approach
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Eg. Small Group, Large Group, Worktime
(High Scope Preschool); Choice Time and Group Time (High Scope Infant and
Toddler); Work Time and Music Time (Montessori); Circle time, Table time,
Free Play
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MATERIALS: (Be Specific) Identify ALL of the Developmentally Appropriate
materials that will be needed and identify the number of materials that you
will need.
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Eg. Instead of writing “songs and
instruments”, identify which songs you will be singing. “The
Good morning train, The Ants Go Marching One-by-One, See the Ponies
Galloping, See the Sleeping Bunnies, and Willaby Wallaby. I will also need to have 19 sets of
rhythm sticks (16 for the children, 2 for the teachers, 1 for the student
teacher)”
Eg. If it is a art activity, identify the
least numbers of materials that will be needed to implement the activity and
satisfy the children’s desire to do more than one creation
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BEGINNING
Explain how you plan to introduce
your activity or how you plan to display and set up your activity. What are the specific things that
you will do and say?
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Eg.:
·
For Large Groups, identify what song you will be
using for your warm up song.
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For Small Group, how will you introduce your activity
(what story will you read, what game will you play, what focus or pathway
will you use)
·
For Work-time or Free play, how will you let the
children know what materials are available
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MIDDLE
Write down the specific ways that you
will be supporting the children during this activity.
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DO NOT simply write “I will get down on the children’s level and ask
open ended questions. I will imitate
what the children are doing and will provide adult scaffolding” – This is
very general and can be said for ANY activity.
Imagine how the children are going to interact during this activity with
these specific materials and then identify:
1) Examples
of labelling language you might use for less verbal children
Eg. “Slimy, that goop is really
slimy!” I will also match my facial
expressions while saying this.
2) examples
of comments you might say about what the children are doing
Eg. “I notice you are using your paint
brush to draw lots of swirls on your page and that you have done them all
across the top of the page.”
3) examples
of open-ended questions that you will be asking
Eg. “What do you think will happen when you
stretch the play dough like that?
4) examples of “wonder statements” that you
will make while the children are playing
Eg. “That’s a tall tower. I wonder how many blocks you can stack
before the tower falls over.”
5) examples
of child behaviours that you might want to imitate
Eg. “Jamal is using his beads to make a
pattern in his string. I think I’m
going to do that with my materials. A blue bead, two red beads… and a yellow
bead. And then I do that all over
again Jamal?”
6) How would
you assist/ adult scaffold the children differently based on their level of
individual learning/ stage of development?
7)
Anything else that relates to how you can scaffold
the children’s learning or how you will interact with the children during
your activity.
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END/TRANSITION
Explain how you plan to end your activity.
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Give the children a warning of the upcoming transition
Eg. “Okay everybody, we will be tidying up
soon and then we will be going outside.”
Will the materials be available later on? Where?
Eg. “The popsicle sticks, blocks, and tape
will be available in the Block Area later, if you would like to use them
later on during Work-Time”
How will the children be tidying up their materials? Where will everything go and are they
expected to this on their own?
Eg. “When you are finished with your
paintings, make sure to put your art in the drying racks and then hang up
your smocks.”
Reflect on what the children did during the activity and support the
children’s concluding observations.
For the younger child you might have to provide more verbal cues.
Eg. “Harpreet told me that she used her
play dough to make a bunny and Manuel, you said you enjoyed rolling your play
dough back and forth and back and forth.”
How will the children be transitioning to their next activity?
Eg. After singing See the Sleeping Bunnies
with the children, I will ask them if “Would you like to hop like a bunny to
the washroom or stomp like an elephant when you go to the snack table?”
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