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ECED 1076 Curriculum and Pedagogy 0-3 Years

Professor Sara DiMarco

Group 13

Anabelle Austria
Bethany Allawan
Jean Marie Dizon

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Asimow, J. ( 2018, April 21 ), Ramps [Video]. Vimeo
https://vimeo.com/265914140

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

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This provocation activity will be more fun and engaging for Justine. It will enhance and stimulate his problem-solving ability and creativity by trying various materials or toys and figuring out the result of using them. This activity will be more challenging, and he will find difficulties like using the teeter-totter ramps, where he will need patience in using and balancing the toys in the ramps. This play challenges his attitude and behavior, and he will practice controlling his emotions towards these learning activities. This will require a lot of work from him physically and cognitively but will help in scaffolding his abilities and skills. This activity will also impose communication by asking him questions such as:

• “What do you think will happen next if you let go of the ball in the teeter-tooter ramps?”
• “What if the balls did not roll  where you wanted them to go?”
• “Would it be okay if you will have your peers to help you in balancing the ramps?

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Boats and boating--Equipment and supplies

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As an educator, it is essential to get the voice and perspective of every child by:

·       Play and engage in activities with the children. This builds a positive relationship with them and provides a perspective on how they see the world.
·       Encourage interactions between children. When communicating with their peers, they often feel empowered to express themselves.
·       Listening to them actively and paying attention to their interests, questions, and concerns.
·       Ask a question with much room for discussion to encourage children to speak up. Questions that need more than a simple yes or no response and allow a deeper conversation.
·       Respect children and let them make their own choices, but set reasonable limits. This may give children the impression that they are in charge of their learning experience and environment.
·       Note down the children's ideas, questions, and concerns to understand their perspective and reflect on which strategies will best work for them.
·       Celebrate accomplishments and efforts by appreciating and complimenting children in ways that will boost their self-confidence and self-esteem.

As an early childhood educator, it is essential to hear from and understand the perspectives of families in order to establish a collaborative and reliable working relationship.

· Open communication with the families by providing ways to contact them, either by email or phone, during drop off, pick up time, and in-person meetings.
·      To involve families in the curriculum planning, give their inputs about the goals for their children, let them feel that they are part of the team, and work with them collaboratively.
· Respect cultural diversity by giving them equal treatment and making them feel heard and valued.
·      Recognize that parents and caregivers are the experts when it comes to their children. Be grateful for their contributions and insights.
·      Keep the parents up to date on their child's development by sharing examples of their work, pictures, and anecdotes.
·      Create a positive relationship with the families; establishing trust will make it easier for them to share their perspectives.

As an early childhood educator, it is essential to gain the perspectives of your co-educators to create a collaborative and effective teaching team.

·      Collaborate with team members and ensure they are all aligned with the same educational goals and vision for the classroom. Regularly discuss and clarify these objectives.
·      Establish open lines of communication with your co-educators. Encourage regular discussions and sharing of ideas.
·      Have a regular team meeting with the team to discuss curriculum, classroom arrangements, and any problems or challenges. Make sure that everyone has a chance to talk and contribute.
·      Schedule a peer observation where co-educators visit each other's classrooms to gain insights and share feedback. Be willing to adapt your teaching methods and strategies based on feedback and suggestions from your co-educators.
·      Engage in team-building activities and exercises to strengthen positive relationships and team trust.

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By capturing and documenting children's play and learning activities and their daily interactions with peers and others, educators, families, and caregivers can better understand how children are growing physically, emotionally, and intellectually. They will also be able to discover more about children's interests, strengths, and abilities to support them in having the best possible learning experiences.

The standard tools for documenting children's learning activities are:

1. The iPod and cameras are tools that educators can use to record children's indoor and outdoor activities. Capturing photos and videos of children engaged in learning activities provides visual documentation, which can be shared with parents for a more in-depth understanding of a child's experiences.

https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2267&context=edupapers

https://files.eric.ed.gov/fulltext/ED497542.pdf

2. Observation and Documentation using Anecdotal Notes. Anecdotal notes assist educators in observing and analyzing children's attitudes, skills, and behaviors in various settings. They help create an overall view of the children's development.

https://www.researchgate.net/profile/Laura-Mcfarland-5/publication/316450939_Anecdotal_records_Valuable_tools_for_assessing_young_children's_development/links/58feb9f245851565029e0fd5/Anecdotal-records-Valuable-tools-for-assessing-young-childrens-development.pdf

3. Creating child portfolios for compilations of their accomplishments, work, and artwork, including written notes, evaluations, and feedback. Portfolios offer a holistic view of a child's growth over time.

https://www.careforkids.co.nz/child-care-provider-articles/article/395/portfolios-making-learning-visible-and-accessible

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·      “Have you observed Justine experimenting play at home using balls, cars and building ramps?”

·      “Have you ever witnessed a similar instance in which Justine did the same thing?”

·      "Have you ever seen his creative side when playing with other children or even with adults?"

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Opportunities and possibilities: What we might do next: 

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Opportunities and possibilities: What we might do next: 

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Justine play learning experience focused on physical activity, emotional, communication, social, and cognitive skills such as problem-solving, cause, and effect through play.  The next step is to do outdoor exploration, using ramps intended for outdoor games. Using materials like sand, cars, other types of balls, and twigs to discover more about the flow, power, and cause-and-effect of different materials. We will still keep adding tubes and tunnels to make it more challenging, and other outdoor ramp designs, such as those with sandbags or ramps with a stand to create a learning space and make his play learning experience engaging. To add more balance and challenges, we can advance the play by using teeter-totter ramps as an additional.

Providing appropriate and pertinent experiences will assist Justine to develop his skills.  He will be more engage in this activity as it suit his interest. These play learning experiences serve as a scaffolding for his emotional and cognitive development because of the safe and creative learning environment.  This will help him to overcome obstacles and complete tasks that are beyond his abilities. More importantly, when he is exposed to events that put his abilities to the test, he learns to adapt, regulate, and explore outside of his comfort zone.

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What it means:

Through this play, Justine showed evidence of skills of 4.2 problem-solving. He likes constructive play using blocks, pipes, and bamboo poles. He tried to experiment first by sliding the ball individually, followed up with three balls sliding together, and lastly, a ball and a car at the same time and see the result. This demonstrates how Justine's use of a different object to resolve his challenge helps him develop his problem-solving abilities. The ability to solve problems is crucial for cognitive development. He did not lose his patience and temper and showed the ability to self-regulate, which is cognitive 4.1 self-regulation. His patience was put to the test during his play as he attempted several times to get the outcome he wanted, yet he did not lose control or get frustrated. Physical, 5.1 while Increasing the Levels of Activity, Endurance, and Variation in Types of Activity and Skills by going to the block area and getting all the toys he needed from the storage area and setting up a ramp, this shows that he is an active boy, he plans and decided which play he would choice for that day. He is well-engaging and focused on setting up the ramps.

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I saw Justine today in the block area, busy picking up ramps, plastic pipes, and wooden blocks, and started constructing a ramp and attaching the plastic pipe at the end like a tunnel. He tested it by launching a single ball to ensure it worked properly. Justine placed the ball in the ramp, it continued to roll until it reached the pipes. He was beaming, looked amazed at what he was doing, and sought an extra ball. Justine seemed creative and curious; put three balls in the ramps this time and let them slide down the plastic pipes simultaneously. He was happy to gather the balls and attempted it several times. His inventiveness did not end there; he added another ramp and a ball and lined them together. Justine asked help from me and the other educator, when he said  “Okay do it”, then we let the ball roll at the same time. He is happy to see that it looks like a race with the same speed and directions and wants to know which of the balls will roll down first. He was pretty interested in what he was doing. Aside from the ball, he used a car and tried to put both on the ramps and let it slide at the same time. Initially, he did not get the outcome that he wanted as it did not move the way he expected. Justine never gives up and tries again until he succeeds on his second attempt, he then smiles and shows pride in his work.