Sensory activity

-Tariq is making wheels to his car using a plastic roller

-These are the materials used in my sensory activity. The materials seen here are: smooth/jagged

rolling pins, plaster scene , play-doh, child proof scissors, and rollers.

-Tariq is looking at the way Noah is designing his logo.

-These are the finished work of Tariq and Noah’s logos.

The developmental domains used in this activity are:

Sensory-The children were feeling, squishing and touching the play-doh, plaster scene

Fine Motor Skills- The children were using fingers and hands to grasp materials to make

logos.

Language and Literacy- The children spoke to one another and to me

Cognitive- The children had to think of an answer to the questions i was asking them

Language and Literacy activity

-Tariq reading about fast cars.

-Markkus looking at the bottom of the old car and the top of the new car.

-These are the materials used in the activity. The materials seen here are: 2 books i got from the

public library and 4 very different (old and new) hot wheel cars.

The developmental domains used in this activity are:

Language and Literacy- The children communicated with one another and asked me

questions.

Fine motor skills-The children used their hands and fingers to hold a book, turn pages

Math- The children counted the old fashioned logos in the book

Math activity

The material seen here is what i used for my math activity. The children counted the logos on the

paper to find out how many logos there are for cars.

The developmental domains used in this activity are:

Math- The children counted the logos

Language and Literacy- spoke to one another and helped younger children count, also

about the type of cars their parents drive.

Social Studies activity

Tariq is looking at the pictures about rules of the road in other countries and what cars look like

in other countries.

-Tariq and Markkus looking at pictures from a book about places in London.

-Isabelle is drawing a stop light from another country.

-This is the material used for my activity. This is a book i got from the public library about maps

and famous monuments in London.

The developmental domains used in this activity are:

Social Studies- The children learned about rules of the road in other countries in other

countries, what cars look like in other countries and different places.

Language and Literacy- The children answered and asked me questions.

Art activity

-This is the set up for my activity. These are materials seen here in my art set up are: Tempera

paints, paper straws, boxes, construction paper and glue.

Tariq is telling me that he wants to make a garbage truck.

Julia is putting glue on her wheels.

These are some of what the cars look like done by the children.

The developmental domains used in this activity are:

Art- The children used their imagination to create their very own cars.

Fine motor skills- The children used their palmer grasp to hold materials in their hands.

Language and Literacy- I asked the children questions on what they were making and

engage them in asking them what those community cars do.

Dramatic Play activity

-Markkus and Isabelle going to Wal-Mart.

-Isabelle and Markkus sitting at the bus stop waiting for the bus.

-The bus has arrived and Markkus and Isabelle are boarding the bus. The bus is driven by

Patrick.

-Patrick looking back to say by to Isabelle as she gets off her stop to go home.

-Tariq is driving to the gas station.

This is a picture of sign a sign set up in the playground there are many more signs like this set up

in the playground such as: wal-mart, tim hortons, pizza pizza and a gas station.

The developmental domains used in this activity are:

Dramatic play- The children pretended to take on roles in the community

Gross motor skills- The children used their larger muscles to ride bikes, and walk.

Language and Literacy- The children communicated with one another while shopping

and speaking to me.

On Monday November 5th

2012 during my block week i started my 6 experiences with the

children. My first experience was a sensory activity, for this sensory activity the only materials i

had to supply was play-doh (3 jars with the colors blue, green and red the rest of the materials)

because the childcare center already plaster scene, rolling pins and child proof scissors. I started

this activity off by taking out my activities getting ready to take the materials over to the table

but Noah and Tariq who were the only 2 children there at the time came over and Tariq said

“play-doh i have that at home its so fun”. The 2 children asked if they could pick their favourite

colors of the pay-doh then take it over to the table. As soon as the children got to the table they

asked me to help open the play-doh because they were able to open it by themselves and when it

was open the children started to feel and squish the play-doh in their hands. Tariq said “this play-

doh is easier to make stuff with” “and i said well that will make it easier for you and Noah to

make your logos”. I then took some play-doh and started to make my own logo so that i could be

engaged in the activity as well with the boys. Tariq looked at how Noah was using the jagged

roller to make his logo and then Tariq asked “Noah what are you making” and Noah said “my

spider-man logo”. Tariq then started making his logo by taking the jagged roller and passing it

across the play-doh to make jagged designs. Noah asked “can we open the plaster scene too

please”. I said “ok sure” and so i opened the plaster scene and Noah took some to make his logo

bigger. I asked both the boys “do you have names for your logos yet?” Tariq said “yes mine is

monster and Noah said “mine is Bobo”. I asked the 2 boys how come you named you logos those

names” and Tariq said “because mine looks scary with this design” and Noah said i like the

name bobo”. After the logos were done i asked the 2 boys “what type of cars did you make your

logos for” and Noah said “ its for spider-man car” and Tariq said “mine is a monster cars”. To

wrap up the activity i said showed the boys my logo and told them i made mine into the shape of

a circle with rough edges and i told them that i named mine “berry” because its a unique name

for a logo and its my very own creation”. Tariq said “Ashley can you take a picture of mine and

Noah’s logos so that when we break them we will still know what they look like”. I said to Tariq

sure and i have Tariq the camera so he could take the picture himself.

During this activity the theorist that was followed in this activity is Albert Bandura because

Tariq was observing the way Noah was using the jagged rolling pin to make designs on his logo

then Tariq used the same jagged rolling pins to make the same designs on his logo.

On Tuesday November 2012 i did my Language and Literacy experience with the children. To

introduce this activity i took out the materials i was going to use which were 2 books about( Hot,

Fast Cars and a book about Old cars), i also had brought hot wheels cars from home with

different shapes based on old and new cars. I didn’t even have to say anything to the children as

soon as they seen me take out the hot wheels cars they came running over and asking me if they

could hold them so i let the children hold the cars and i held the books and we went to sit at the

table. When we sat down i let Tariq and Markkus play with the 2 cars for a bit to explore and

look at the cars and see how each one rolls on the table for example if one goes faster than the

other. After they were done Tariq took the book about old cars and started to look at it in the

book he found lots of new interesting facts he did not know about. Tariq read the sections to

Markkus and me, I asked both the boys “what difference do these old cars have from the new

cars?” Tariq said “the old black cars looks like the one in the book”, “it has no trunk but all the

other cars do. As i and the 2 boys looked at the book we discovered old logos and i said to the

boys “oh tomorrow i am going to bring a sheet filled of different logos to count”, “how many do

you think are on this page” Markkus said i guess “15” and Tariq guessed “20” and i said “ok lets

count and see”. I and the 2 boys counted together and we found 29 old logos Markkus said

“woah that’s a lot”. We continued looking and reading the pictures in the book about old cars

and we came upon a page filled with different wheels that looked like wheels we have now but

some look a bit different. I asked do these wheels look the same as the new cars now” and

Markkus said “no this wheel is fat” and Tariq pointed out at a wheel and said “this one is

bumpy”. I said pointed to a wheel that looked like the wheels that are around now and i said “

this wheel can be customised into what you would like your wheel to look like”. Tariq said “do

you think engines work the same” I said “yes they do they will have the same parts to make the

car go, stop and for the wind shield wipers to work but if it is a very old car like the black one i

brought in then the engine will have different parts to it because you will have to do certain

things manually with your hands like roll up the windows”. Then i found the page that had all

different parts that make up an engine and Tariq read the names of the parts and what they do to

us. Markkus noticed a car that carried the tire at the back and he showed it to me and i said

“where do you think new cars keep their spare tires?” Markkus said in the trunk and Tariq said

under the car” and i explained to the boys tires are usually kept in the trunk but it depends on the

type of car you have because if you had a jeep then the spare tire would be at the back just like

this old car.

During this activity the theorist that was best followed is Lev Vygotsky because he believed that

social factors play a role in cognitive development. He also believed that This was shown in my

activity because there was a lot of communication between myself and the children. Questions

were asked about things the children didn’t understand and i was able to answer them to help the

children understand which was a part of social factor.

On Wednesday November 7th

2012 i did my math experience. To introduce this activity i

reminded Tariq and Markkus of the old book we read yesterday and that we counted the old

logos. As soon as i put the paper with the logos on the table the children started to point out what

types of logos their parents have on their cars. Markkus said “my dad has this one” and the logo

he had pointed to was the Nissan logo and Tariq said “my dad drives that one too. Sherif said

“my mom doesn’t drive and i explained to Sherif that not everyone drives and its ok to walk or

take the bus because i take the bus as well. I asked “who can guess how many logos there are?”.

Sherif put his hand up in the air and jumped and said “me” and i said “ ok Sherif how many

logos do you think is on this paper?” Sherif said “10” and Tariq said “no i think “50” and

Markkus said “ 30”. I said “ok well i guess 40”, “lets count together and see how man there

really are”. We counted the logos together and found that there are 35 logos and Markkus said

“oh i was closer”. Patrick and Isabelle who were younger preschoolers came over and wanted to

count as well so the older preschoolers helped the younger preschoolers count. Isabelle said

“which one do you drive Ashley” I told Isabelle that i take the bus or my daddy drops me off and

Markkus said “you have a daddy” and i explained to the children that i have parents, brothers,

aunts, uncles, cousins just like them. The Isabelle asked me how old i was so i told the children

that i was 19 years old and Markkus said “you’re old and Tariq said “no that’s not old. To wrap

up the activity I said asked the children which logo is your favourite logo Tariq pointed to the

jaguar logo and said “this one if my favourite because its so fast. Isabelle pointed to the bmw

logo and said “this one”, Markkus said “ i like the “Nissan logo because my daddy drives that

one”. To end off the activity Tariq asked me what my favourite logo was so i told him my

favourite logo is a BMW because i like the way the logo is designed.

During this activity the theorist that was best followed is Lev Vygotsky because the older

preschoolers were helping the younger preschoolers scaffold while counting together to find out

how many logos there were on the paper. Also there was a great deal of social interaction on the

children communicating and showing each other the type of cars their parents drive.

On Thursday November 8th

2012 i did my social studies experience with the children. To

introduce this activity Tariq came up to me while i was sitting on the couch reading a book and

asked me what activity i had planned for today. I explained to Tariq that we will be looking at

pictures from different countries about the rules of the road and a book about London on

different famous places in London. Tariq then said “can i see now” so i went and got my

materials and Tariq sat down with Markkus at the couch and started looking at the pictures i had

of different countries such as China, India, Egypt, London and Australia, also i had pictures of

different states in the Bahamas, and in France. Isabelle came over and seen the big stop lights

they had in London and she said “i like this one im going to draw it” Isabelle took a sheet of

construction paper and put the picture of the London stop lights beside her and started to draw

the lights”. Tariq looked at the London lights and liked it as well and said “that’s cool”. Tariq

looked at India’s traffic on the roads and said “wow that’s crowded”. I said “yes it is because

India doesn’t have stop lights or much space to drive because their roads are narrow”. I asked

Tariq and Markkus “do you think the cars look the same compared to cars in Canada?” Tariq

said “No because those taxis dont look like the ones here”. Markkus was more into looking at the

book about Londons maps and places. Markkus said “London has a lot of places to go too”,

Markkus noticed the Buckingham Palace and asked “is that where the Queen lives and i said

“yes it is” and Tariq said “oh i have seen that place on tv”. I told the boys that i want to visit the

Buckingham Palace some day because i would like to meet the Queen. Then i asked the boys if

they would like to meet the Queen some day too and Markkus said “yes”, and Tariq said “of

course”. Tariq asked me “what do cars look like in London?” I said “here look i have a picture

of what buses look like”. We looked at the pictures of the buses and both Markkus and Tariq

though the buses were very different from the ones in Canada. After looking at all the pictures i

told Tariq and Markkus that not all countries drive on the same side of the road as Canada i told

them about countries to drive on the other side such as China, Egypt and many more.

During this activity the theorist that was best followed is Jean Piaget because schemas took place

in this activity. The children used their cognitive skills to learn about rules of the road in

different countries and different names of states and on maps. Also put their exisiting knowledge

of some places into affect an example of that would be when both Markkus and Tariq recognized

the Buckingham Palace.

On Friday November 9th

2012 i did my Art Activity with the children. To introduce this activity

it took a lot of work when the children were out of the room and in the other room that is being

transformed into a toddler room i set up the activity on the table. I had to set out all of the

materials i would use and the boxes i brought into the center for the children to use for their cars,

i also had to take garbage bags on the floor around the table and on top the table so that paint

wouldn’t get on the floor. When the children came back into the room they ran to the table and

sat down and read the sign that was on the table that said make your own community cars then

then the children asked me if they could start. First before we started i asked the children “what

type of community cars are you going to make?” Tariq said “im going to make a garbage truck,

Markkus said “im going to make lightening Mc Queen, Julia said “im making a taxi”. I asked

Julia “what does a Taxi do” and she said they pick up people”. I asked the children why they are

making these community cars and Tariq and Markkus said its their favourite community cars”.

Then Markkus asked me what my favourite community car was and i told the children that my

favourite community car is a fire truck because they have a long hose on it that out fires. As

Tariq was making his garbage truck i asked him “how does a garbage truck collect garbage” and

he said people put their garbage outside. I then said “well how do people that live in building get

their garbage collected and he said they put it out too, the he stopped and said “no I dont know”

and i explained to Tariq that people throw their garbage down the garbage shoot and it goes into

a huge blue or green bin then the superintendent will put it outside for the garbage truck to

collect it. I went over to Patrick who is a younger preschooler and i asked him if he wanted some

help and he said “yes” so i helped him with putting glue on his box for his to glue his

construction paper on. I asked Patrick “what are you making Patrick?” He said “race car vroom”

and showed the actions with his arms. When the children were done they asked me to help them

write their names on the boxes and then they put their boxes on the window sill to dry.

During this activity the theorist that was best followed is Lev Vygotsky because there was

scaffolding between myself and Patrick who I have helped with gluing construction paper on his

box.

On Monday November 12th

2012 i did my dramatic play activity with the children. This

experience took place outside during outdoor play. To introduce this activity the playground was

set up with signs going around with different store names such as pizza pizza, wal-mart, gas

station, metro and many more, also there was chair set up as a bus stop and bikes the children

could use to drive, shopping carts and dolls and strollers for children pretending to be a mommy

or daddy taking their babies shopping. I took turns being a bus driver and a passenger with the

children. As i was waiting on the bus Isabelle was sitting beside me waiting for the bus as well so

i leaned over and asked “excuse me miss but do you know when they next bus is

coming?”Isabelle looked at her hand and said “1 minute..look there it is”. Patrick who was the

bus driver came and we go on the bus and ask Patrick rode around i rung the bell and got off at

Wal-mart and Isabelle got off at Pizza Pizza . After i was done shopping i got ready to go back

home and i waited on the bus again. Isabelle and Markkus continued to be shopping and waiting

on the bus to go places. I and Sherif pretended to be at the gas station waiting to serve people

who came to get their gas tank filled back up. I had tied a skipping roped to the side of the gate

and we used the ends to fill up cars. Tariq was our first customer i cleaned his windshields and

Sherif filled his gas tank up, then Tariq asked “how much should i pay Sherif for the gas and

Sherif said “$50” so Tariq paid Sherif and off he went. Markkus and Isabelle who were done

shopping i asked them “what did you guys get” Markkus said “i got food and Isabelle said “i got

clothes for my baby”. To end the activity off the children and i ended up playing until it was time

to back in for lunch so i let the children know 5 more minutes until we tidy up to back inside.

During this activity the theorist that was best used is Lev Vygotsky because he believed strongly

that community plays a central role in the process of "making meaning. In my activity this

theory was clearly shown because the children understood how the bus service worked, gas

station and stores because i didn’t have to explain to the children what we are going to do they

already knew. Also Isabelle showed the process of making meaning when she went to buy

clothes for her baby she understood that it was cold outside and her baby would be cold without

any clothes on, she knew which store to go to in order to get clothes for her baby.

Since i was not able to leave placement and i wasn’t able to get a guest speaker i think i could’ve

done way more on this topic. If i had a chance to bring in a guess speaker i would’ve gotten

someone that is a mechanic to talk about cars and the way cars work. Also if i was able to leave

the school with the children then i would’ve take the children to an actual real car and have the

guest speaker show the different parts of the engine, tell the children the names and what each

part does for the car, the talk about how things are sold at a dealership and get the mechanics

insight on what type of car they think is the best. If i could i would’ve also gotten someone that

works in a store that i had set up in the playground to come and talk to the children about the

services the stores offer, rules of the store and what is sold at the stores. I think that if i could’ve

found people to come in that it would’ve helped from a professionals point of view to teach the

children about their area of expertise because the little that i know about care i tried my best to

give the children as much information an educate them on the topic as much as possible. Even

though the book that i brought in about old fashioned cars and new cars have engines and how

they work in them i think it would be alot better if the children could actually experience looking

at a real car engine.

The reason i came up with a hypothesis is because i took cues and interests i took from the

children. At the beginning of my placement i noticed that my ECE was encouraging the children

to learn about cars, she would do a lot of actvitiies based around cars and i seen that all of the

children participate in these activities. When the children are on their own they will play with toy

cars and read books about cars and even start up an spontaneous activity around cars without the

ECE’s help. The brainstorming web was where i got all of my ideas on the children gave me all

sorts of ideas such as:

Know:

-The children know that there is no dealerships around St.Boniface.

-Know that the cars are different colors

-Texture of wheels, shape, size, colors

-Come from dealerships

-Can name certain amount of logos

What the children want to learn:

-How fast can cars go?

-How many logos are there?

-Variety of different kinds of logos?

-Where do cars come from before they go to dealerships?

-How do car engines work properly?

-How are wheels made?

After the process of 6 activities the children learned:

-The most favourite type of wheel is Dunloe Cord

-Old fashioned cars are very different from new cars; trim of cars are different, old fashioned

cars have spare tires located at the back.

-Different parts of old fashion cars

-Wheels and parts of engines look different

-There are 34 different logos; learned new ones as well

-Learned new places in London

-Different rules of the road in other countries

-Discovered favourite community stores

-Least favourite type of wheel is spinning a disc.

By doing these activities i also learned:

-Children’s favourite community cars

-Favourite logos

-Cars their parents drive

-I have learned that my favourite logo is a BMW

-Lots of old fashioned logos that aren’t around anymore.

Centennial College Early Childhood Education

Student Name: Tanuja Singh Agency: St.Boniface Jr.YMCA

Age range of children: 3-4 1/2

Centre Focus: Emergent Curriculum

ANECDOTAL OBSERVATION

In September during my first week of

placement I noticed that my ECE did a lot

of spontaneous activities about cars. The

Children were reading books about cars,

and were learning about dealerships. The

children did a lot of dramatic play- for

indoor play they would use their chairs to

travel around to pretend that they were at a

drive-thru ordering food, and for outdoor

play the children would use bikes as cars.

POSSIBLE CUES

Developmental Cues:

-Signs of evidence that the children are

able to identify certain brands of vehicles,

and know the rules of the road based on

pretending to drive during outdoor play.

(The children would stop at yield signs).

On a big piece of paper I helped draw

roads with the children, some of the

children were able to tell me where they

lived and what stores or shops were

around their houses.

-During outdoor play the children were able

to identify certain vehicles that passed by

the school.

-Can identify different color cars, sizes

-Uses imagination to create drive-thru,

restaurants, or cars to drive to many

places around their communities (they

pretend to go to stores during outdoor

play).

Interest Cues:

-Reads books about cars, and brings their

own cars from home.

Possible Interests Web: -Brainstorming ideas based on cars as the topic

-When I am finished brainstorming ideas with the children I will put the brainstorming ideas under developmental domains such as Literacy and Language, Math, Science, Social Studies, Music, Art, Sensory, Drama.

Small group experience (circle) to confirm interest in the topic: (describe all

parts of your circle)

-I will bring in some small toy cars based on different shapes, sizes and colors, so that the

children could hold and look at the cars physically to help generate ideas. The children can feel

and explore the different types of cars and then I will ask the children open-ended questions

based on the children’s developmental cues “What can you tell me about cars”? “What do you

know about cars”?

Procedure: -6 cars

-Floor space to explore the variety of cars.

-Markers

-Chart paper

Consider the following and fully describe how you INTEND to explore your

chosen experience with preschoolers

How will you introduce the experience? -I will bring out the small cars along with the chart paper and markers and then set the

materials on the ground.

What lures might you use to attract the children? -I will use the cars, chart paper and different color markers to entice the children. Then I

will ask the children if they would like to help pick the color of markers they would like me

to use for their ideas.

Preschoolers require support and guidance to fully explore an experience. How will you guide and support their interactions with the materials and each other and with you? COLLABORATION

-I will give the children choices of markers they would like me to use for their ideas. I will

ask questions based on the cars the children have in front of them to be able to guide

them I will ask “what do you know about cars?” and what would you like to learn about

cars? With asking those 2 questions it will make it easier on the children to generate

ideas rather than confusing them.

Closure is important in any planned experience. How will you end the experience with the children? What guidance strategies would be helpful to use? -To end the experience I will ask the children what they thought of this activity and then I

will ask “what activity would you like to start with”? I will tell the children that they can

help pick the activity off the chart for everyday during block week starting from

November 5th.

BEFORE YOU BEGIN YOUR 6 EXPERIENCES IN THE PROJECT,

COMPLETE THIS GROUP (CIRCLE) TO BE SURE OF THE CHILDREN’S

INTEREST IN THE TOPIC

Arrange a date, and time to implement your chosen experience using

the elements you defined in your procedure.

-Starting from November 5th through block week

Evaluation and Reflection:

NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE

(CIRCLE):

How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?

-After enticing the children with bringing out toy cars, a few of the children asked to hold the

cars. So I allowed the children to carry the cars to the circle area. I asked one of the boys that

had been standing beside me if he could carry the markers to the circle area. I then asked “what

colors would you like me to use for your ideas on the web”? The children took out the colors

they wanted and then I asked “what do you know about cars” and then one of the child started

listing what they knew and wanted me to specifically write it down in blue. Then I asked “What

would you like to learn about cars and the child started telling me what he wanted to learn by

looking at the cars that was laid out on the ground. After I was done I discussed my ideas with

the children and wrote it down. I let the children play with the cars while we were brainstorming

because I wanted to see what they would say and one child said “these cars look different one

doesn’t have a hood but the other one does how come”? I told the child because that’s an old

fashion car from 1970’s and the children had gotten really interested in what I was telling them

which brought about more ideas on the history of cars, logos and differences in shapes, sizes.

We moved on to listing our ideas on the developmental domain webs and the children told me

what activities they wanted to do under certain domains. After the activity was done one of the

boys said “I can’t wait to do these activities”. “When are we going to do them”? I explained to the

boy when and the date and he sad “okay”. I asked is there anything else you would like to add

to the web and he said “no that’s it”

WILL THE INQUIRY PROCESS WORK WITH THIS TOPIC? WHY OR

WHY NOT?

-The inquiry process will work for many different reasons:

The children have displayed a great deal of interest in cars for a while by talking about cars with each other and having spontaneous play every day since I have started placement.

The children generated a lot of ideas around cars on the brainstorming web and they gave a lot of ideas on activities on what they wanted to do under the developmental domains.

Planning around the topic of cars will broaden the children’s knowledge on cars and add to what children know about cars and what they want to learn.

Dear Parents/Guardians:

The reason I have chosen this topic to do my project on is because since I have started my

placement here at St.Bonifce which was in early September I notice that your children read

books about cars, during indoor and outdoor play the children will pretend to have drive-thru,

using bikes or chairs as cars and pretend to drive to stores around their community. One day I

helped the children draw roads and together we labelled dealerships that vehicles came from.

Since October 2nd based on the cues and interest that your children show for cars, I have been

working with them on brainstorming ideas on cars. After brainstorming ideas and collaborating

with your children we will put our ideas into activities under developmental domains which will

help your children broaden their knowledge on cars and experience new learning opportunities.

The week of November 5th I will be here all week where I will be doing activities with your

children based on cars. This will help to expand your children’s knowledge on cars and

hopefully have them learn some new and fun facts about cars.

During this time the children will:

-Share ideas on what they know about cars, and what they would like to learn

-They will be learning interesting facts about cars (how a car works or where do cars come

from).

-Compare differences on the looks of cars-colours, shapes, sizes, and texture of wheels

The brainstorming and developmental domain web will be posted October 23rd, 2012.

Sincerely,

Tanuja

Self-Reflection

My interactions with the children, ECE and parents during the project process contributed to creating

respectful relationships because during the week of block week when I did my activities with the children

I learned more about the children’s home life. For example I know the cars that their parents drive and if

they have any materials that I have provided in my activity at home. Before I started block week I

finalized my activities with my ECE to make sure it’s appropriate in following the daycares philosophies

and if the activities needed to be altered a bit my ECE and I would talk it out and make suggestions to one

another. Each day I would let some of the parents know what the activities are about and what their

children took did during the activities..

2. Beliefs on how children learned influenced my interactions with the children because during some of

my activities there were children from ages 2 ½ to 5 taking part in the activities. The younger

preschoolers needed more help in understanding some of the materials provided in certain activities. So

once I was done the activity with all of the children in general I would then direct my attention to the

younger children. I would try to simplify the activity as much as possible for example my language and

Literacy activity I had provided books about old fashioned cars and new cars and the younger

preschoolers understood the pictures but they kept on asking what certain pictures are. They would ask

about parts of engines so I explained in my own way what the engines do for the car and the names of the

engines.

3. A Way that I and the children learned about different places in the world is because I did my Social

Studies activity on cars and rules of the roads in other countries. When I was researching countries about

cars that drive on the other side of the road I found countries that I never knew drove on the other side of

the road and the children learned the same as well also what traffic lights and cars look like in other

countries.