# data[].attributes.body
Group members: Brenda Cuevas and Shannakaye Hyde

Course: ECED-1076 -Curriculum & Pedagogy: 0-3 Years

Professor: Sara DiMarco

# data[].attributes.headline
Summer, Sand Creation: A Learning Story 

# data[].attributes.subject
Summer, Sand Creation: A Learning Story 

# data[].attributes.body
Today, Sara was observed digging in the sand with her Early Childhood Educator next to her as other toddlers explored the area. She smiled and looked at her teacher as she beamed with delight as she gently leaned and picked up the sand with the shovel without spilling anything. As the educator filled and dumped a sand mould in front of Sara, she chuckled, and her face lit up. As Sara filled her bucket, her smile broadened as the teacher complimented her efforts by stating, "Good job." After that, while Sara waited patiently, other toddlers wanted to participate in the fun.

Sara waited quietly and kept an eye on her surroundings while other toddlers joined in on the fun.  Sara saw how her instructor filled the buckets and imitated her. Sara then took a mould and repeated the process with sand in her palms. Soon after, a child attempted to remove Sara's toy, to which Sara replied, "Mine." She then chose to compress the sand in her bucket when it had been completely filled, and then she quietly gazed about.

# data[].attributes.body
Image Source: https://novakdjokovicfoundation.org/why-is-it-so-important-to-let-children-play/

Through her play, Sara shows evidence of:

1. SOCIAL

1.1 Social Interest when she is observing and imitating peers ( her educator by placing the sand in the mould).

1.3 Parallel Play when she is playing in the proximity of peers with similar playing without an exchange of ideas or things (with other children).

5. PHYSICAL

5.2 Fine motor (tool use) when she used her small shovel to transport the sand and fill her small container.

5.3 Sensory motor integration (using eye-hand coordination to dump and fill.

# data[].attributes.body
Image Source: https://www.knowatom.com/blog/what-thinking-moves-can-help-students-to-be-successful-learners

In order to continue to promote Sara's growth in social interest 1.1, parallel play 1.3, and fine motor skills, 5.2, 5.3 sensory-motor and maintaining her feeling of belonging by establishing ties with her peers and connections with her instructors. Therefore, new materials such as construction truck toys and dinosaur fossils will be introduced. Children are fascinated by dinosaurs and construction trucks, according to our findings. Including these sorts of items in the sandbox is convenient so children can continue building their talents and interests.

1.- Dainosour's Fossil Dig

Materials to use:

-Dinosaur fossils

-Toy dinosaurs

-Loose pieces related to nature( wooden crackers, rocks, pine cones)

-Magnifying glasses and paintbrushes.

Set-up:

Dinosaur dig provocation will be placed in an outdoor environment, in the sandbox. In one of the box sections, the fossils will be placed a little in the sand so the children can find and dig them up. They will also be set as magnifying glasses and brushes to make it easier for children to explore, extract and clean the fossils. In another section of the box, figures of dinosaurs and some more trees and rocks will be coloured so that children know the environment in which dinosaurs used to live.

• Verbal strategies:

The dinosaur Dig experience will enrich children by acquiring new vocabulary and knowledge about science and history and recognizing dinosaurs' different characteristics. For example, what is the most giant dinosaur of all? Which of them has horns, and which doesn't? Can you find the red dinosaur?

• Justification:

Children and Sara will continue to develop their social interests through observation and having more social interaction with their peers and will be encouraged to work together and help each other. In addition, dinosaur fossils and figures improve the sensory development of fingers and hands when unearthing fossils. Hiding in the sand, fine motor skills when manipulating brushes or small tools to dig.

2.- Construction vehicles

Materials to use:

-Sand and a tray

-Toy construction vehicles

-Pvc pipes

-Funnels and small containers.
- Rocks

Set-up:

The provocation of truck constructions will be carried out indoors (although it can also be done outdoors in the sandbox). The corn will be placed inside a container or tray so that it covers the bottom of it. The pipe and funnel through which the corn will be poured will be placed. The construction trucks will be placed so they can be filled with corn, moved from one side to the other and unloaded.

• Verbal strategies:

The construction vehicle experience will enrich children by acquiring new vocabulary related to the different types of construction equipment and their uses. For example, what is the vehicle we use to excavate? What is the car we use to mix? Which vehicle can transport things?

• Justification:

During the construction vehicle game, children exercise fine and gross motor skills (5.2 and 5.3) as they physically push and guide them in the right direction. Also, we can create strategies to help Sara support the practice and extension of sensory development, using hand-eye coordination and hand dominance and encouraging teamwork skills.

# data[].attributes.body
Image Source: https://www.socialwork.pitt.edu/academics/masters-degree-social-work-msw/certificates/dp-children-youth-families-certificate

Has Sara previously expressed an interest in this sort of activity?

Has Sara experienced similar experiences at home?

If so, could you tell us about any previous experiences?

# data[].attributes.body
Image Source: https://www.cultofmac.com/425633/7-amazing-ipad-apps-to-make-your-photos-pop/

We could use the following tools to continue developing this learning story and shape it into pedagogical documentation.

Tool 1:  iPad/ Tablet
Tool 2:  Digital Platforms

iPad and a digital platform like the app Himama/ Procare will be helpful because we can share photographs and videos of the learning activities with parents and colleagues and explain the scenarios and objectives developed during the learning process.

For additional reading click on the link below.
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/seitz.pdf

# data[].attributes.body
Image Source: https://www.yourdictionary.com/articles/voice-descriptions

To help capture the voice of the child, we could

Listen carefully to children when they express their ideas, tastes and interests.

Dedicate a part of the day to chat with each of the children and ask questions about their daily lives.

Have an exclusive place in the room to expose photographs and display their creations so the children can visualise their completed projects and receive constant feedback about their favourite works.

To help capture the voice of the family, we could

Schedule some visits and invite families to observe their children in the classroom.

Have family-teacher conferences according to availability to maintain close communication with families.

Have a dedicated section in the app for comments and suggestions that families would like to make or concerns they would like to share about their children.

To help capture the voice of colleagues, we could

hold weekly or biweekly meetings with our co-workers to provide constant feedback and share information and strategies with which we can constantly strengthen our curriculum.

# data[].attributes.attachment_link.title
Untitled video - Made with Clipchamp (3)

# data[].attributes.body
Alinso. (2017, July 29). Toddler Kid Playing with a toy dinosaurs outdoors stock image - image of plastic, ancient: 118424627. Dreamstime. https://www.dreamstime.com/toddler-kid-playing-toy-dinosaurs-outdoors-little-girl-having-fun-plastic-image118424627

LeFebvre, R. (2016, April 29). 7 amazing iPad apps to make your photos pop. Cult of Mac. https://www.cultofmac.com/425633/7-amazing-ipad-apps-to-make-your-photos-pop/

Ministry of Education. (2014). Excerpts from “ELECT”: Foundational knowledge from the 2007 publication of Early learning for every child today: A framework for Ontario early childhood settings. Government of Ontario. http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf

Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years.Government of Ontario.http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Novak Djokovic Foundation. (2015, March 16). Why is it so important to let children play? https://novakdjokovicfoundation.org/why-is-it-so-important-to-let-children-play/

RedleafPress. (2013, March 27). Focused observations chapter 2 video 3. [video]. YouTube. https://www.youtube.com/watch?v=4Sl0Srx7P5s&t=1s

University of Pittsburgh. (n.d.). DP children, Youth & Families Certificate. DP Children, Youth & Families Certificate | School of Social Work | University of Pittsburgh. https://www.socialwork.pitt.edu/academics/masters-degree-social-work-msw/certificates/dp-children-youth-families-certificate