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A) "How could you make an upside-down structure?"

B) As the goal of the activity is to support the interest of connection, I believe the intentional teaching strategy of "How could you make an upside-down structure?" will prompt children to use critical thinking and be as inventive as possible. While also introducing larger themes of science with physics and gravity as they experiment with securing the connected (velcroed) blocks in an attempt to have them appear in a downwards or upside-down motion. Through this provided strategy, children will gain confidence in their abilities to connect an object to another, ensuring that it is sturdy and will not disconnect without intention. This will also aid in supplying knowledge about the inner workings of objects connecting and disconnecting due to uncontrollable factors such as weight, distribution and overall structural integrity. Children will enhance their interest in the connection schema as they learn to use and implement the right amount of force in connecting and disconnecting the blocks.

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A) "What is one shape you can help a friend find?"

B) As this experience explores the investigation process of recognizing and identifying shapes, I believe educators could increase the collaboration aspect of this experience and ask questions such as, "What is one shape you can help a friend find?" to support their current comprehension and vocabulary of shapes while promoting positive social skills in sharing information and collaboration in vocalizing their thought processes and helping another child identify and learn what a shape looks like or is labelled as. This further aids in enhancing the children's literacy and self-efficacy as they build confidence in peer interactions by solidifying their knowledge regarding shapes in confirming to others what they do know, as well as the sharing of ideas and perspectives.

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A) "What is the longest/tallest tower you can build?"

B) As children are experimenting with the connecting velcro blocks, I believe supporting their learning with an intentional teaching strategy such as "What is the longest/tallest tower you can build?" is a wonderful way to encourage children to be as creative and inquisitive as they possibly can. By building towers, children will need to implement the schema of connecting and disconnecting. This intentional teaching strategy is adaptable based on the materials provided and invites children to test the Velcro's ability and reimagine ways they can construct their tower, as this added material gives grip and support to the structure that children do not normally experience when playing with blocks. This intentional teaching strategy is an open-ended token of guidance for children to be explorers. It encourages them to experiment with the materials to connect blocks in whichever way possible while also supporting their interest in this schema of connecting and disconnecting, as it can be a continuous experience where children can try and try again to create and recreate their towers and expand their thinking and creativity.

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A) "What else could we use to make up our shapes?"

B) To further support the curiosity and investigation process of this activity, educators can provide a teaching strategy such as "What else could we use to make up our shapes?" to encourage children to connect this experience to other materials, promoting a higher level of recognition and identification of shapes seen in our everyday objects. Educators can supply loose parts, such as buttons, fabric, beads, etc. for children to freely explore with to fit within the shape outlines. Further, this intentional strategy allows for children to expand their interest in the enclosing schema as children are invited to think outside of the box and take a material which may not traditionally match the outlined shape, but with imagination and such intentional teaching strategies, children can easily create new meanings to these seemingly "standard" shape types.

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A) "What shapes with the blocks can you make?"

B) In this experience, children are building upon their interest of connection and disconnection. To entice curiosity and interest in the activity, educators providing a question similar to, "What shapes with the blocks can you make?" encourages children to think beyond tower building and test their limits as to what else they can create, connecting the blocks in a different way than just building towers. While also promotes the use of critical thinking as they will need to inquire independently and/or with peers to figure out what shapes they can construct by connecting and rearranging their blocks. This intentional teaching strategy can further be adapted to reflect different patterns and designs made using the blocks to support the child's understanding of connection, arrangement and disconnection.

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A) "What other shapes can we use to make up a rectangle?"

B) In this experience, children are building upon their knowledge of recognizing and identifying shapes. To support their interest and curiosity in the activity, educators can ask questions similar to "What other shapes can we use to make up a rectangle?" to encourage investigation and the process of trail and error in finding what shapes fit one another and which do not, how many other shapes they will need to fill space and overall experimentation with size, number of sides/points, angles and area available to explore. This question can be adapted based on varying shapes and materials available to promote critical thinking within the children as they explore the materials and attempt to fit the shapes together to create the illusion of another shape.

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A) "What would happen if we rolled the Pom Poms instead of throwing them down?"

B) As this activity encourages the exploration of cause and effect, I believe the main component of this play experience is allowing the children to simply explore and investigate, to ask questions, find solutions and reinvent their play. The intentional teaching strategy of "What would happen if we rolled the Pom Poms instead of throwing them down?" invites children to expand on the current idea of the activity at hand and explore with momentum and force of other actions such as rolling, spinning, flipping, etc. to see how this effects the paint splatters, movement of the Pom Poms and how much paint is dispersed depending on the action taken.

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A) "How can we make our paint splatters very tiny and small?"

B) As this experience explores the investigation process of cause and effect, I believe educators could ask questions similar to, "How can we make our paint splatters very tiny and small?" to support their current comprehension of cause and effect while challenging them to test and experiment with the materials. Testing ideas to see how they can adapt and manipulate the splatters with their use of speed, direction and force. This intentional teaching strategy also encourages children to dive into the process of the activity, rather than focusing on an end product, eliminating ideas one by one to expand on how they can lessen or increase the size of the splatters.

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A) "What else could we use to make our paint splat?"

B) In this experience, children are learning to investigate and understand the process of cause and effect by experimenting with speed, direction, force and the mixing of materials and colours. To support this inquisitive thinking, educators can ask questions such as "What else could we use to make our paint splat?" to assist in strengthening and challenging the child's thinking about what other materials would cause an effect as such. Further, this intentional strategy allows for children to inquire more and think deeper and question the texture, weight, sensory aspects of objects in our world and how they will interact and coexist with the integration of other materials.

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Responsive Experience Plan #3 - Velcro Block Tower

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Responsive Experience Plan #3 - Velcro Block Tower

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A) The Velcro Block Tower activity is an investigative, curiosity-sparking experience which supports Child A's interest in connection and disconnection. Children can freely explore with the materials to find new, innovative ways to build a tower, connecting and disconnecting the blocks in any way, shape or form as they please to. The added material velcro to the blocks further invites children to extend their usual block-building abilities and push the limits of physics by building upwards and out as well as downward and in. Children can easily build and take apart to modify and adapt their tower as they play. I chose this responsive experience plan as I believe it to be a wonderful opportunity for children to lead their own play and learning where they have as much control over what is created, if they will interact more socially with peers or chose to explore the materials independently. This activity offers much autonomy for the children in deciding the outcomes of their play and how they will arrange their structure and in turn, disconnect it.

B) This experience is open-ended, as the children have ultimate freedom in their choices and creative expression in building their personal velcro block towers. With this activity, children can be as creative as they wish, pushing the boundaries of physics and defying gravity. While also being given the opportunity to connect as many blocks together as they wish on multiple sides of the blocks. Whereas, regular wooden blocks would restrict such experimentation.

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Responsive Experience Plan #2 - Shape Match

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Responsive Experience Plan #2 - Shape Match

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A) The Shape Match responsive experience plan is an investigative activity which supports and challenges Child A's interest in shapes. This activity allows children to investigate the many varieties of figures and formations of shapes with physical materials such as blocks. While also challenging children to participate in inquisitive thinking and make internal connections in recognizing and identifying these objects. I chose this responsive experience plan as I believe it to be an interactive method to aid shape recognition, colours, and literacy. With this activity, children can strengthen their vocabulary in regard to shapes and extend on their personal dictionaries by learning and identifying new, uncommon shapes and making connections of the colours and varying sizes of the shapes used. Further, this activity imitates the goal of a puzzle and supports the experimentation of sorting, matching and grouping objects.

B) This experience is close-ended, as the primary goal of the activity is for children to correctly correlate the drawn outlined shapes and match them to their physical material counterparts. While this activity focuses on the process of children investigating and identifying the many different forms of shapes in our world, there is one singular outcome to be made from this experience, matching shape to shape.

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Responsive Experience Plan #1 - Splat Pom Pom Art

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Responsive Experience Plan #1 - Splat Pom Pom Art

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A) The Splat Pom Pom Art activity is a curiosity-sparking, investigative learning experience which supports and extends Child A's interest in cause and effect. This activity allows children to experiment with speed and trajectory as well as how we manipulate materials affect how they are used and or appear. The Splat Pom Pom Art play experience allows children to explore cause and effect as the speed and velocity they choose to implement in throwing the painted Pom Poms will outline a larger or smaller splat. This activity further supports cause and effect as the Pom Poms could potentially land in the same or close area to another, allowing children to see colours and pigments mix firsthand while they extend their understanding of what causes and ultimately alters or changes the materials during play as they are effected. I chose this responsive experience plan as I believe it to be a fun and investigative way to experiment with cause and effect, inviting children to be creative while being leaders in their own learning.

B) This activity is open-ended as the children can freely explore with the Pom Poms in choosing how fast or slow and where the paint is targeted. With this activity, the children can also lead their own play experience as they can independently choose which colour Pom Poms and paint they would like to use. Also, this activity is process orientated with no real end product in mind. Children can simply mark the paper using the splat Pom Poms, while others can choose to extend the activity by attempting to create designs and/or pictures using the materials with different experiments in force, speed and direction in applying the painted Pom Poms.

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Interpretation #3 - Connecting & Disconnecting

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Interpretation #3 - Connecting & Disconnecting

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Based on my observation, Child A seems to be interested in the schema of connecting. Throughout her play experience, Child A focused much of her time in exploring the shapes and how they connect and in turn, disconnect. Child A manipulated the materials by turning, rotating and pushing down on the puzzle pieces to connect them, and later disconnecting and rearranging the puzzle pieces to continue her exploration and use of the materials at hand. Child A repeatedly connected and disconnected the puzzle pieces.

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Based on my observation, Child A seems to be interested in learning about shapes. This is highlighted in Child A's play as she vocalizes her recognition of circles, identifying this shape as she completed the puzzle. Further, Child A took great interest in exploring the uncommon shapes of the puzzle pieces, turning, rotating and manipulating the materials to complete the final product.

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Based on my observation, Child A seems to be interested in cause and effect. This is evident as Child A explores the materials at hand with concentration, engaging in parallel play. While continuously, Child A connects and disconnects the puzzle pieces, gaining an understanding that our actions and how we manipulate materials take effect with application.

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Time Stamp: 23:25 - 24:35

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Child A sits at an open table, exploring the puzzle provided alongside two peers, Child B and Child C. Child A turns towards her Educators, showcasing the yellow and green puzzle pieces interlocking. Child A fidgets with the puzzle pieces as she begins to take them apart, turning back towards the table. Child A takes a red puzzle piece in front of her and attempts to connect the yellow puzzle piece. Child A fits the yellow puzzle piece in place and firmly pushes her palm down. Then she takes the green puzzle piece and rotates it as she pushes it down for it to interlock. The green puzzle piece is stuck for a moment before it smoothly connects to the yellow puzzle piece. Child A takes the completed circular puzzle and begins to laugh loudly as she turns to her right, showing off her creation to her Educators. "It's a big circle!" Child A exclaims as she smiles, covering her mouth in awe. Child A turns back around to face the table and finds a partially complete circle puzzle. Child A swiftly grabs the connected pieces and quickly retrieves a single yellow piece to connect. Child A turns the yellow piece two times before it locks into the puzzle. Child A then takes the partially complete puzzle and breaks the yellow piece away. Turning to her completed puzzle, she stands it up and begins to break it apart piece by piece. Child A tightly grips the puzzle, but as she pulls on it, it gets stuck and pops out of place, hitting Child A on the nose. "Ow!" Child A mutters as she holds her face, rubbing it. Child A's attention returns to the puzzle, and she begins to put together and take apart pieces one by one. Child A fidgets with a yellow puzzle piece as she attempts to complete it. She rotates and turns the yellow piece until it fits perfectly. Child A gleefully exclaims "Yay!" clapping her hands together in excitement.