EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Krystina Telesca Date: October 26th, 2017 Age Group: JK/SK 3-6

Purpose: Reason for

developing learning
experience. This could be Purpose:
in response to an
observation, discussion The purpose of this experience will be to show the children a video
with the site supervisor, which will allow them to understand different colours, as well as
Ontario Curriculum being able to self-regulate emotions. This experience will also
Objective, etc. outline how different actions will influence different consequences.

Observation Observation:

- Document what you In a previous experience that I implemented, I showed the children a
saw and heard video as an introduction. The children loved the video, it really
- Document non-verbal
communication (i.e., allowed them to become familiar with the topic we were discussing.
body language, facial Child A said, a habitat is where an animals home is! The video
expressions and voice really seemed to clarify their understanding of the word habitat, and
tone) encouraged the children to start thinking about different types of
- Document in detail:
who, what, where, and habitats, which got them prepared for our experience. Child B said,
when I love this song! It said the beaver lives in a dam, thats his home!
- Documentation should The video really allowed the children to connect and understand the
be written in past topic much better than just explaining it to them.
tense, objective, and in
anecdotal format
OR

Discussion

Document the discussion

between you and your site
supervisor that led to the
planning

OR

Curriculum Objective

Describe the curriculum

objective youre aiming
to meet/enhance through
this experience

Learning Experience

What are you planning in Pete the Cat Coloured Shoes

response to your purpose?
In accordance with the success of showing the children a video at
- Label your experience the beginning of an experience, I will show the children a video
(e.g. Painting with called, Pete the Cat, I Love my White Shoes. This video is based
cars). on how Pete steps in different foods, which turns his shoes different
- What are your 3
objectives for this colours. This will introduce the idea of actions and consequences to
experience? (i.e. What the children. The video also outlines how Pete dealt with his
interests are you emotions after stepping in the food, which will encourage the
extending? What children to think about self-regulating their own emotions. After
strengths and
opportunities for showing the video, we will engage in a matching experience where I
growth are you will put different foods as well as different coloured shoes on the
enhancing/supporting?) white board with tape. This experience will take place indoors, after
Please Note: You circle time on the carpet. We will discuss what happens if Pete steps
should refer to
in certain foods, for example: if he steps in strawberries, what
appropriate pedagogy
colour will it turn his shoes? After matching all of the shoes to their
to support your
discussion around correct colour, we will discuss how Pete reacted after he stepped in
strengths and each. This will introduce the children to being able to handle and
opportunities for self-regulate their own emotions, especially because they will see
growth (e.g. ELECT, concrete examples within the video. For example: Did Pete cry?
How Does Learning Goodness no! He kept walking along and singing his song.
Happen, Ontario FDK
Curriculum, etc). Materials:

- Computer
- Different foods
Describe the experience: - Different coloured shoes
- Who will be involved - Scissor
in the experience? - Tape
- Where will the
experience take place?
(e.g. Indoors or Objectives:
outdoors? In the
dramatic centre, the 1. The children will (Demonstrating Literacy and Math
creative table, etc).
- List the materials and Behaviours: 20.5) investigate and describe how objects can
resources you will use be collected, grouped and organized according to
- Describe the similarities and differences, as they classify the shoes
implementation of the according to the different foods and what they believe will
 experience, with a step
by step description
- List and describe 2
teaching strategies.
How will you use
them? Why have you
chosen these
strategies?
Implementation:
Teaching Strategies:
Telling, explaining, informing: I will explain to the children what
we will be doing after I show them the video. This way the children
turn the shoe that colour if stepped in. For example: they
will be able to match the red strawberries with the red
shoes, and comprehend that the blueberries are a different
colour than the purple shoes (The Kindergarten Program,
2016, pg.178).
2. The children will (Demonstrating Literacy and Math
Behaviours: 11.6) use prior knowledge to make connections
to help them understand a diverse range of materials. They
will do this through watching the video, and using the
knowledge they observe within the video to assist them
during the matching experience. For example: when Pete
stepped in strawberries in the video, what colour did it turn
his shoes? This will help them think about which shoes to
match which the picture of strawberries I will place on the
board (The Kindergarten Program, 2016, pg.209).
3. Children will (Self- Regulation and Well- Being: 3.2)
demonstrate the ability to take turns during activity and
discussions as they engage in the matching experience,
while waiting their turn and listening to their peers
patiently. I will encourage children to sit crisscross apple
sauce while they wait for their turns, and encourage children
to sit quietly so that they can be called to come up to the
board (The Kindergarten Program, 2016, pg.167).
1. I will introduce the experience by showing the video
Pete the Cat to the children.
2. I will then explain to them that we will be matching the
foods to the coloured shoes.
3. We will go through each food, as well as the colour of
each shoe.
4. I will assist the children along the way.
5. I will call up a child one by one to match the correct
shoe to the food that would turn the shoe that colour.
6. We will then talk about how Pete reacted and what
feelings he had after stepping in each food.
understand what they will be engaging in, and will be prepared. For
example: we will be matching the foods to what colour they will
turn the shoes, just like in the video with Pete. I will also explain to
children what it means to be able to control our own emotions.

Modelling: I will model an example for the children right at the

beginning of the experience by showing them a food and saying,
what colour will it turn my shoes if I step in this? Once they have
a chance to think about it, and they have their answers, I will place
the correct coloured shoe beside the food. This will help the
children understand what we will be doing during the experience by
visually seeing it.