Effective Documentation of Planning Cycle in ECE Assignment Sample

Planning Cycle Evidence for Early Childhood Reports

Report 1

Part 1

Q1. For better illustration, children were observed in class performing the following activity that involved folded paper to help roll a small ball to slide. They drew directions on the paper using a pen and also tested on the ball’s movement on the slide. The children’s engagement was clearly observed where the children had to cooperate as they tried to determine the appropriate position of a cup to catch the ball at the end of a slide. The persistent nature of children and the spirit of trying again and again to get what they want was quite evident from the children when they were drawing on the application in order to get a particular shape that they wanted.

Q2. The activity helped me realize that the children acquired certain knowledge about simple physical laws; for example, about gravity, angles, and motion. It was amazing to note that the children were naturally perceiving the action that is likely to be necessary in order to arising and directing in a proper manner the balls regarding the position of the tilting of the paper and the positioning of the cup.

This activity can be continued by incorporating other variables like using other types of balls or having the paper surface different from the usual (Stier & Potter, 2020). The children’s interests in construction and problem-solving interest tie in well with the objectives of the EYLF, specifically Outcome 4 which is on being ‘confident and involved learners’. It also affirms the achievement of Outcome 5 since it fosters communication as well as practising together.

(Source: provided)

Part 2

Q1. Plan

Learning Intentions

• In order to explain the principles of motion and how such things as angles and gravity work to children.
• With which the children can solve a problem by trying out various slide designs and positions of the balls.

Strategies:

Interactions:

1. Modelling: Fold papers in a way that demonstrates how varying slopes will affect the ball – roll the ball over the slopes created by the papers.
2. Scaffolding: Lead trial and error by asking question like “What will happen of the slide is steeper?” Partner children to develop various designs.

Resources:

Offer coupons, and other materials and items that come in different forms such as paper forms, balls, and markers.

Intentional Teaching:

Ask children questions with no set of proper answers like “Can you make the ball fall into the cup?”; Describe actions that can help children explore more.

Learning from Each Other:

Encourage group peer presentations of what has been developed in the design aspect so that the participants can learn from their peers as well as engage in critical thinking.

Environment:

Choose a calm environment and make it uncluttered so your child cannot be distracted.

Q2. Act and Do (Implementation)

This activity went smoothly and children actively and quickly folded the paper for various slides and tried to figure out how different slopes performed on the ball. This was an aspect that allowed them to decide the form of ball and the arrangement of a cup (Boychuk & Kazachiner, 2021). Some changes with the card base as simple as using tape to increase the rigidity as the activity proceeded enabled printing of designs that were otherwise more complex.

Q3. Review and Reflect (Evaluation)

Review:

The activity responded to EYLF learning outcomes 4 and 5 where children are confident and involved learners as well as learners who can communicate and play cooperatively. Students were very interactive, showed great skills in problem-solving as well as good teamwork. Yet, some children could have used more supports and the later introduction of other kinds of materials might promote originality.

Reflect:

What was really brought out from this experience is the need for the child to explore and at the same time be guided. In the future, I will use fewer closure activities and make a greater emphasis on systematic reflection, and documentation when planning and teaching.

Report 2

Part 1

Observation

Children exhibited interest and concern during the context of the leaf collection activity as they went round picking the autumn leaves. They quickly collected many leaves of different forms and different hues and seemed quite interested in what nature had to offer. Some children had a special interest in red and orange falling leaves and some children going for the different ones or those having an interesting shape. This social interaction brought out the observational skills as well as the curiosity of the students.

Q2. The activity of choosing and gathering of leaves shows that the children are gradually attuning themselves and are learns to respect nature. Of more significance was their capacity to distinguish between the colour, shape and texture of leaves, thereby showing evidence of increasing observational skills (Simard, 2021). This activity corresponds both with EYLF outcome 2 that concerns children’s engagement with the world and their understanding of the natural environment as well as with VEYLDF outcome 2 that is connected with children being connected with and contributing to the world.

(Source: provided)

Part 2

Q1. Plan Learning Intentions and Strategies:

• To enable the child to appreciate changes in the environment during the particular season, in this case, the characteristics of autumn.
• To let the children to engage in an imaginative process through which they employed natural elements to develop their artworks.

Strategies:

• Interactions: Make children talk about the changes that take place during the autumn time, for instance, the falling of leaves, the colors they see, etc. Ask questions such as “What do you observe about the leaves?” These type of questions encourages their thinking process.
• Resources: Beside the collected leaves, it is possible to offer many materials such as paper, glue, and scissors.
• Intentional Teaching: Give an example of how to construct the tree by using leaves and, at the same time, show different techniques in it but in general let children infer in their own manner (Judge, 2021).
• Encouraging Peer Learning: Carry out the activity in groups of the students so that they can work together.
• Environment: Perform the activity where there is a quiet, natural setting, or beside a window so that they can be reminded of the need to be close to nature.

Q2. The activity was done in a manner that children collected some leaves and even draw trees with a lot of enthusiasm, After that the children were encouraged to sort the types of the leaves they had collected and compare their color, shape and texture. Some changes required by the learners were more material such as the use of different colored papers and some materials for drawing like markers. An emergent experience was observed when one child decided to make one instead of a single tree and the other children joined hands to make many trees and arranging them as a forest.

Children’s Involvement:

1. Problem Solving: Problems were also observed while arranging the leaves on the paper to create a treelike appearance by the children.
2. Inquiry and Experimentation: Children questioned such things as ‘Can we use different color for the leaves?’ and ‘How can we make a realistic forest?’ such questions paved way for trials and errors.
3. Hypothesising and Investigating: In preparation of glueing the leaves, children made predictions of how the created artwork would appear like.

Q3. Review

The activity fully accomplished the learning intentions as students were able to qualify their prior knowledge about autumn and work their creative muscles when using natural resources. EYLF Outcome 2 and VEYLDF Outcome 2 were observed as children showed they belonged to an environment and were able to work in groups.

Reflect: What I learned in this regard is that it is possible to have structure and freedom within the implementation of creativity. I learned that children benefit when they are encouraged to develop their insights but at the same time are all individuals and may require some direction to make everyone participate without feeling left out. In future, I will ensure that there are both direct and indirect learning activities to ensure that the learning needs of all learners are met.

Report 3

Part 1

Q1. When I witnessed the Environment Day activity, it was seen children were handling the objects such as, the models of aquatic animals, sand and waste things like gloves and rubber bands etc. The children were attentive and looked closely at the items, trying to recognize the matters and sorting them in case of natural or trash. The children were most aware about the reasons the objects such as gloves should not be placed in the ocean.

Q2. The observations show that the children were further able to differentiate between objects that are naturally created and ones that are deemed as wastes and they have further shown additional knowledge in the environmental area. Future experiences could also be based on simulation of such scenarios as beach clean up, where children are given an opportunity to remove the ‘waste’ they have grouped, from the ‘beach’, or creating something out of wastes as a project on recycling (Hamilton & Welch, 2022). which is in line with EYLF Outcome 2 which is all about children being socially responsible and respecting the environment. This also VEYLDF Outcome 2 which all aims at developing children’s awareness on these might make them more knowledgeable and interested sustaining the environment for more periods.

(Source: provided)

Part 2

Q1. Plan Learning Intentions and Strategies:

Learning Intentions:

• Many of them are designed to facilitate learning by children of the effects of pollution in the marine environment and to distinguish natural from waste materials.
• To enable children to practice on how they can prevent pollution and help the aquatic animals and plants.

Strategies:

• Interactions: Explain the importance of oceans and talk about pollution using easily understandable words that children will understand. Grouping natural items with wastes and then using questions like “Why should we try to clean the ocean?” to cause children to think about their answers.
• Resources: The following suggestions should be made to lend a realistic feel to the exercise: Utilize live (minor) aquatic animals, sand and waste materials.
• Intentional Teaching: Educate them through scaffold learning by directing the children during the sorting and correcting them when wrong (Praet et al. 2023).
• Environment: Prepare a specific setup that will mimic the feel of a beach so that children will have the context of the activity; and clearly define the areas of sorting.

Q2. Act and Do (Implementation):

The activity was done to perfection, the children showed participation in sorting wastes and natural resources. Changes to the current design for episode 3 were the addition of more waste items for the different categories and the inclusion of a longer discussion regarding recycling. One emergent activity that was witnessed was when a child proposed making a poster on how to take care of the oceans, they all participated in making materials.

The children solved problems: at the end, they discussed how to sort different wastes; and they inquire: they asked me questions about pollution. That means that sorting, their hypotheses regarding the effect of waste on marine life, and their decision to experiment proved that they were learning.

(Source: provided)

Q3. Review

The activity succeeded in its objectives by raising awareness among the children about pollution and environment. By the use of handling and activities coupled with discussions, the children were very much involved. If the activity was to be repeated with some enhancements like a simulation of cleaning up, their learning will be enhanced.

Reflect: I only managed to realized the importance of employing realistic cases in the teaching learning process. This led me understand that extinction of situations like the one where children come up with solutions such as the poster is good for children development. With regard to the elaborated training, I would like to provide more environmental education in my practice, paying much attention to meaningful practice, using the problembased learning strategy.

Report 4

Part 1

Q1. Many children engage in various activities set aside for the Healthy Eating Week and they show a lot of interest in the health aspect. They were preoccupied with separating foods into ‘good’ and ‘bad’ piles and explaining how various foods make them feel and their teeth. When discussing the impact of softsugar containing snacks the children were quick to ask how it causes tooth decay and all were willing to enumerate their favorite healthy choice of foods. Some children used examples, for instance, pictorials of healthy foods and unhealthy foods to support their arguments.

Q2. The observations include the fact that children are quite involved and comprehend the idea of healthy nutrition. The ways in which they sort out foods and talk about their impact on one’s health and teeth are evidence that they are thinking through health literacy (Mahmood et al. 2021). What was rather valuable and engaging was that people ‘faced’ the topics with certain emotions, and were willing to share their experience and preference. As further learning, arrange simple preparing of healthy snacks under children’s guidance or demonstrating the results of the effect of sugar on teeth using boiled eggs or modeling teeth. The children’s desire to discuss food choices and their effects on the body is compliant with EYLF Outcome 3 that is a child to be strong, accountable, and emotionally healthy, as well as with VEYLDF Outcome 3 that deals with the child’s features of being healthy. 

(Source: provided)

Part 2

Q1. Plan Learning Intentions and Strategies:

Learning Intentions:

• To enable the children embrace the particular aspects of a healthy diet and its relation to health and dental health.
• To enable the kids to practice on food choices and also enable them sort foods into different groups (Bédard et al. 2020).

Strategies:

• Interactions: Demonstrate how to categorise foods between healthy and unhealthy ones and explain the various impacts of those foods on the human body and teeth. Some of the structures include; Utilize questions like: “Do you believe that our teeth become worse when we take too much sugar?”
• Resources: Illustrate a concept using food charts and toy models of teeth to enable the child to comprehend what is being taught.
• Intentional Teaching: Facilitate children in the manner in which they could discuss other healthy foods that they like to eat and the reasons why those foods are good for their health.
• Environment: Prepare zones for sorting activity, food posters, and food art making.

Q2. Act and Do (Implementation):

This activity was effectively carried out with slight amendments to cover more area with interaction stations for more of an interactive activity. Involvement by the Children involved food sorting and discussion on child’s preference in food choices as well as healthy picture art making was highly evident with children expressing a lot of interest and participation Children’s accessing and diverse engagement experience included a group discussion with the children and making of a poster of a healthy snack. The processes of problem-solving were seen in categorization of foods, asking questions about their health effects and following the creation of food art.

Q3. Review

The activity to achieve its learning aims involved Children learning about the importance of taking healthy foods to help their health and teeth. The sorting and art activities were good though adding more concepts that involve real-life models such as cooking demonstrations would be better. If they are repeated with added activities such as simple food preparation, it is possible that they will be developed even more.

Reflect: This made me appreciate the use of associated and practical activities in teaching of such concepts. I realized that it is important to let students demonstrate their knowledge of materials in one or another creative manner. In my learning-teaching process, I would adapt many practical and group exercises so that my students could gain more detailed and comprehensive presentations of the topic.

Report 5

Part 1

Q1. In Healthy Eating Week I saw kids playing that they are putting the foods in the ‘good’ and ‘bad’ plates. It was also evidenced by the changes they made to the use of adjective in talking about their decisions and the positive outcomes associated with taking wholesome foods. Children were interested and in their endeavor to sort the foods depicted curiosity and ability to distinguish between the food groups.

Q2. Realization of healthy foods The children was able to sort foods and used words to describe the foods shows their up growing knowledge on food health. What was remarkable was the capacity of the students to explain why some foods are considered healthy or junk; they are undergoing the process of concept attainment (Little et al. 2022). Extend learning, could be generate such activities as children pretending to develop a meal with an impact of an unhealthy meal or to develop a menu for a healthy restaurant. These activities would be based on their current interest and developmental profile and would support EYLF Outcome 4 – children participating confidently as learners and VEYLDF Outcome 3 – personal health and wellbeing.

(Source: provided)

Part 2

Q1. Plan Learning Intention/s and Strategies:

Learning Intentions:

1. In order that children can be in a position to differentiate between healthy and junk food.
2. So that the kids can learn new words associated with classes of food and the nutritional values that go with them.

Strategies:

• Modelling: Teach relationships between categorical schemes and a proper usage of adjective, for instance, to sort food items.
• Scaffolding: Closely related to the above idea, other activities could include, for example, showing the students a plate of cookies and a plate of carrots and asking the students, “Why do you think this food is healthy?”
• Encouraging Collaboration: Group probation where the child will be required to state their preference and reasons as to why.
• Environment: Organize a learning station in which children are to sort snacks into two categories; healthy and junk; include picture cards and the readily available food for sorting (Vélez-Toral et al. 2020).

Q2. This particular idea was possible to enhance and all the children were active and engaged in sorting the food items which was followed by a discussion. Super-ompments made were to increase the number of food samples offered with the view of creating more enthusiasm. Some of the emergent activities involved children working in group to develop a ‘Healthy Snack Menu’ in which they also engaged in problem-solving and questioning. They guessed on which food would be best for a balanced diat and tried to build examples of balanced meals. Inferences made shown the kids applying sorting, analysis, and evaluation in learning about foods.

Q3. Review: it was seen that overall the activity helped in achieving the set learning aims as the children were able to differentiate between healthy and junk foods and also use of new vocabulary. Positive impressions that I had were related to the collaboration, as well as to enthusiasm. Areas of enhancement might be to increase the amount and variety of tuition related material included so that learning can be continued. Further complexity such as in meal planning may be introduced in the repetition of the activity to increase understanding.

Reflect: One thing which I picked in the teaching strategies was the use of fun and social lessons as a means of instilling what was taught in the students. I will use more group and hands-on activities and work on making the use of various learning activities to be more diverse and capturing as many leaning styles as possible.

Report 6

Part 1

Q1. Children were fully involved in constructing of spirals in different forms: as an animal, a rocket or an abstract form. Both their attention and passion could be observed as they interacted with spirals and tried to use them in various directons. The great ideas and the many options they have shown that the children were engaged in this particular activity.

Q2. Spirals were used by the children and this demonstrated how the children were able to apply imagination and creativity in manner that was physical. Surprising, however, was how each child rendered a unique connotation to the spirals: hence the uniqueness of the products (Logan & Pruska-Oldenhof, 2022). These strengths relate to EYLF Outcome 4 and VEYLDF outcome 1 as they both looked at children being confident and involved learners as well as children developing a sense of identity and belonging which is also achieved through creativity.

(Source: provided)

Part 2

Q1. Plan Learning Intentions and Strategies:

Learning Intentions:

• So that the children could engage in the use of spirals in the exploration of new ways of creating something.
• So that the child could grasp how with the help of several shapes and simple basic outline more sophisticated shapes can be obtained.

Strategies:

• Interactions: Demonstrate how to twist the spirals into various forms, to encourage creativity, ask general questions such as, ‘What do you think you can make using this spiral?,’ or ‘How can you make your design stand out?’
• Resources: Offer many spirals, colors and the extra materials (for example glue or markers) in order to let creativity grow (Ireland & Mouthaan, 2020).
• Encouraging Learning from Each Other: Provide students with a designated children’s design and innovation exhibition where they can display their designs and present a five-minute presentation to the other children.
• Environment: Arrange the environment with a specially designed corner with a lot of consumable supplies and walls for constant work.

Q2. The activity was accomplished as planned, and children described and analyzed a number of designs that incorporated spirals. Changes made by these kids were for instance the inclusion of other accessories such as stickers and glitter in their artwork. Some emergent experiences where children completing parts of segments and joining them together for greater projects such as the spiral sculpture. Problem-solving was obvious as children sought for ways to join spirals and inquiry obvious as children tried out different ways to mould the spirals. They were very experimental and innovative as they translated the plans they set into practice adjusting the ideas they applied on the basis of trial and error.

(Source: provided)

Q3. Review: Thus, with children stimulated to explore and design in the activity, all the goals of the activity were achieved. These worked well as regards a wide variety of material provided and a display table to offer the students an opportunity to create and learn from their peers. Challenges that could be experienced include lack of more clear instructions for those children that require more direction on their drawings. Repeating and extending the activity using different material or theme added can also add to the learning achievement.

Reflect: One important lesson that I took time to appreciate was that of providing viable resources mostly in form of the equipments in a way that will allow children to engage and explore and develop their own ideas and solutions. In the future, I will use an even bigger mix of resources and support in children’s creative processes in these activities with an aim at developing their problem-solving skills.

Report 7

Part 1

Q1. Children get fully involved by playing with recycled cardboard and turning it into castles and tunnels and many other things. With the use of music, children were engaged in making rhythm and movement creational play with it. They were happy to build their structures, dance and work together, and articulated a lot of creativity in these processes; they were also very active.

Q2. The creative and motor skills development of the children can be seen in their uses of recycle cardboard to create different items and their ability to incorporate music in their play. They highlighted the knowledge of how learning objects can be transformed into new uses, and peers’ co-operation; the learning outcome assessed was EYLF 4: Confident and involved learners and VEYLDF 1: Identity and wellbeing (Papavasileiou et al. 2021). This could be extended by incorporating more challenging music aspects or other recyclable materials for varied form of play. Lack of interest on the part of the children in rote-like activities and abilities demonstrated in imaginative play and collaboration are obvious.

(Source: provided)

Part 2

Q1. Plan Learning Intention/s:

For children to understand: How it is possible to reform the old materials and have new and creative FUN.

For children to explore: Ideas as to how to employ cardboard in creative terms and how music contributes to their play.

For children to practice: Team work during play, imagination, devised solutions.

Strategies:

• Interactions: Interact with children by asking them questions for instance whatever can you transform these cardboards into?and be keen on supporting the children’s ideas.
• Resources: Offer cardboards, which were used earlier, knives, screws, etc., for cutting pieces of needed sizes and for assembling and music for motivation.
• Intentional Teaching: Teach the children how to use left over items in doing their work, showcase various ways of constructing something and guide the children if necessary.
• Encouraging Peer Learning: Encourage children to discuss in groups and, thus, come up with their individual and collective inputs for the creation of new things.
• Environment: Create a large open space so the child has the freedom to move around and be creative in their play and make sure that the materials used are safe for the child and the child is supervised well.

Q2. The activity was implemented successfully, children were actively occupying themselves with trying to build different things out of recycled cardboards, and listening to music. Adaptations that were made were to change the amount of safety that was put in place concerning cutting tools and also the duration of play depending on their level of interest (Balcare, 2023). Some emergent experiences were children role-playing and undertaking large-scale projects together. About structures they employed problem-solving, tried various configurations of cardboard and questioned how different types of music impacted on them. This showed that they can hypothesize, research and be flexible with in the course of undertaking the activity.

Q3. The learning aims were fulfilled in that the children could play with something different and inventively reused materials, as well as play with others. It was observed that the activity caused imagination to thrive and also the teamwork aspect was also very successful. The repeating of the activity with new tasks could increase the amount of problems solved. In playback, the incorporation of varied input did seem to enhance the play in a positive way. As for the personal professional development, I shall concentrate on improving the activity arrangements to correspond to the child’s interests and learning profile.

Report 8

Part 1

Q1. Pretend play was eagerly participated by children who played house and kitchen utensils were used for preparation of foods and washing dishes. They complied, and made efforts to switch places to eat with the utensils or do half of the work. I saw them imitating their parents actions like placing the cutlery and washing of utensils though they did this meticulously. They discussed their ‘recipes’ and schedules, experiencing pleasure in the dramatization of their activities.

Q2. From the study of the children’s pretend play, the authors noticed that the kids were quite knowledgeable of existing common schedules and social positions. Where there was realism was in the language they used – specific, and the actions they described narrated authentic cooking and cleaning (Møretrø et al. 2020). Throughout this play, the children were being able to exercise the ideas of sequencing, role playing, and collaboration. This is relevant to EYLF Outcome 1: Children have a strong sense of identity, and VEYLDF Outcome 4: Children are confident and involved learners because while playing and using creative language, children will be role modeling as well as developing their creativity and ability to express themselves.

(Source: provided)

Part 2

Q1. Intention: As a way of orientating the children on the work and schedule that is required when it comes to cooking and cleaning. When children need to cooperate and communicate during play activity and especially pretense.

Strategies: Provide toys and tools for learning and playing such as utensensils, food, and cleaning equipments to be used in the kitchen play area. Teach simulations of different cooking and cleaning exercises, and assist children to role play involving turn taking and sharing. Asking questions that are often framed like “What are we cooking today?” or something like “How can we make the kitchen clean?” will help you promote peer learning since you encourage the children to share what they know. The environment should be welcoming as also the setup should be similar to that of a real kitchen.

Q2. The activity was successfully administered to the students and they were enthusiastically pretending to cook and do dishes. I did not have to alter the utensils a great deal; however, I included extra utensils to improve the course. The emergent experiences were for example a child organized ‘restaurant’ where others had roles of customers and clerks (Patry & Horn, 2020). On the process aspect, the children applied problem-solving in organising the play, in role play, as well as in the context of washing and sanitising. From all the activities, they have shown ability in cooperation, task execution sequence as well as role play.

Q3. Review: At the end approach met the learning aims through the creation of an environment that allowed the students to practice role play and social interaction. The children demonstrated general interest and innovation regarding the task or project done, showing how it relates to EYLF Outcome 1 and VEYLDF 4. To do this, I could add even more choices of either more varied scenarios or more themes to help them play even longer. A follow-up could be a conversation on practical cleaning schedules or a schedule for cooking or inviting a guest to share on the schedules.

Reflect: I understood that submissions should not contradict rules that give children big opportunities for in-depth role-playing. I will concentrate on getting in more real-life experiences in play as well as ways of addressing the issue of how to better build on the learning. This approach will improve my practice in the way in which I help children to develop their imaginative and cooperative abilities.

Report 9

Part 1

Q1. The children were keen to trace with wooden letters paying a lot of attention on their shape and the movement they formed. Some of the children were very particular to stick to the lines and others tried to look for other ways to trace the letters. For instance, students were observed to engage in the practice of writing their names mainly with enthusiasm and pride into their writing.

Q2. The observation also shows the child’s fine motor skills, and the letter recognition skills as well. These aspects were evident in the manner in which the children slowly and carefully drew letters on the paper with increasing dexterity (Kelly et al. 2021). This section contributes to the EYLF, in particular, to the effective communication, which is the focus of the fifth outcome, and also to the children’s identification, which outlines by the VEYLDF as the first principle of learning. To this add this, propose different formations of letter tracing such as forming simple words or using different textures for tracing to give the child a chance to explore.

(Source: provided)

Part 2

Q1. 1. Plan Learning Intention/s

Learning Intentions:

• Used to explain the way letters are formed to children.
• To trace their names, children with fine motor skills.

Strategies:

• Interactions: To include children, it is recommendable to make comments that focus on the shapes of letters and their names. Up to this stage, one on one support is employed, clockwise to guide the children through tracing their names.
• Resources: Deliver wooden ‘retro-reflective’ letters and assorted texture’s variety of following up boards for a difference sensory reaction.
• Intentional Teaching: Write parts of the alphabet and demonstrate proper handwriting to the kids; guide them to emulate you. They should engage children in open-ended questions such as, ‘What do you observe about this letter?’ ‘In what way does this texture assist in tracing of the letter?’
• Peer Learning: Let the children exchange their traced letters and ask questions to each other about the way they did it (Hamilton, 2024).
• Environment: Create a tracing area where students can comfortably trace different surfaces and objects; ensure variety of writing materials and objects that support tracing for individual use and group work.

Q2. The activity was done effectively during by the children eagerly doing their tracing with wooden traceable letters. I noticed that incorporating various materials of different textures to trace added on the children’s sense and hand strength. For example, one child manipulated the fingers to write the letters before using pencil; this was the best approach that the child adopted in order to enhance her understanding of letters. It resulted in a good conversation on other approaches of hit tracing and how textures can be useful in it. 

Q3.

Review- The activity achieved its goal, leaving the children to trace the letters more competently as well as enhancing fine motorist and enthusiasm in the use of the sensory items. This was because the employment of different textures turned out to be helpful in enriching their learning environment. For enhancement, the following activities could be included, other tracing aids, and more directed group sessions so as to enhance interactivity in acknowledging the letters being formed and identified.

Reflect- I will also like to take the above-mentioned elements to the next level of learning by assessing the reaction of children to various modes of tracing. Looking back at my own practice, I came to appreciate the use of multiple sources of learning and the peer to peer interactions. This has made me learn the importance of an informal method of teaching, For my future classes, the use of sensory and collaborative techniques has to be integrated.

Report 10

Part 1

Q1. One activity that I had noticed children were involved in was the activity of matching the cloths with the correct weathers. They looked at pictures of the weather and chose outfits from among many selecting the clothes piece with passion and concentration. Much comprehensible input was observed during their conversations about why some types of clothes are appropriate for some weather and not for others; some of the children responded in detail.

Q2. According to the children’s selections and the justifications for these choices, I was able to notice that the children understood the connection between weather and the choice of clothing to wear. It was amusing to notice that some kids supported themselves with their own relatives’ experiences and analogies, for instance, using their own winter jackets (Sammy, 2023). The learning demonstrated entails the aspect of knowledge in terms of categorization and or reasoning. Interests and strengths noted include but are not limited to the following; problem solving, and verbal communication. This connects with EYLF/VEYLDF learning by giving understanding on the environment and communication, which correlate with environment connections, and expressing ideas.

(Source: provided)

Part 2

Q1. Learning Intentions:

To enable children differentiate various kinds of weathers and the kind of clothing required during each of the weathers experienced.

To enable children to sort the articles of clothes in relation with the weather conditions.

Strategies:

1. Make a matching activity with the help of the weather scenario cards and different clothes.
2. Make it concrete and actual by providing an example of how to select the right attire for instance on a hot day.
3. Prime by posing questions that beget questions of child such as “What kind of clothes do we require for putting on during a sunny day?”
4. Promote children’s interaction to enable them to discuss and explain the thought processes and decisions made by their peers.

Q2. The activity was put to practice as had been planned and the children matched the clothes to the conditions of the weather. This can be catered from the environment that was set by the weather scenario cards and additional garments (Feerick, 2021). There were not too many changes as such that I felt were necessary: some of the children took the initiative by making up their own weather and group discussions about clothes. Of the learning processes that I observed, conditional knowledge was shown as children solved which type of clothing to wear for which occasion, vocational learning as they asked peers why they selected certain clothes and veiled learning as they tried on specific outfits. 

Q3.

Review: The outlined learning objectives were achieved and met in the activity since children were able to understand the correct choice of clothes based on the weather. The used format of slides with voice over and the ability to interact with the expertise was good; however, further sessions could use more variation in weather, clothes. These generalizations are going to be elaborated in the following way: I will add seasonal variations as to the weather and the inclusion of more intricate situations.

Reflect: This I realized was important when designing learning activities to interest the learners. I came to realise that the use of real-life examples and students’ interaction helps a lot to grasp the material. In future, I will aim at being more particular with activities to cover a range of learning situations and make sure each of the children is occupied.

Report 11

Part 1

Q1. Students happily gathered and grouped the autumn leaves trying to show more shades of the same color. With broad interest they did impression using different colors and amazed by the result that different shape of the leaves give out different impression. They fully interacted with the colors and the texture and for the entire period of the activity, they appeared curious and focused.

Q2. It was possible to observe kids sorting and imprinting and it is clear that they have certain interest in colors and patterns. The thing that was very outstanding throughout the entire performance was the exclusive detailed focus on the differences of the imprint of leaves and their color frequencies. This activity was in a way that showed how much they understood concerning color differentiation and pattern recognition (Wang, 2021). To take this even further, the child could be encouraged to have more such experiences such as making of a collage using leaves or trying new types of paints. The interests in detailed observation and color sorting that the child has are evidences of good visual discrimination and fine motor control. This corresponds to the EYLF/VEYLDF outcome that focus on exploration of creativity,understanding and appreciation of the environment; and development of early learning cognition.

(Source: provided)

Part 2

Q1.

1. Plan

Learning Intention/s: To explain color differentiation and patterns of the leaves for the children and to work on the creative ideas with the help of leaves by imprinting them.

Strategies: To encourage participation: have many colored leaves and paint, show a poster on how to make the imprint of the leaves. The questions like, “What do you see?” or “What do you think about these colors?” must be used as they allow children come up with responses on their own Instances like, “Can someone tell me how every leaf makes a different print?” petitions children to learn from their peers. The environment will afford learning by providing sufficient floors space for sorting and painting as well as materials such as large sheets of paper to imprint.

Q2. Implementation: The activity was prescribed into practice without much amendment being needed to make the outcome successful. Kids gathered leaves and grouped them according to their color; the kids used different paint colors to make the imprints (Remmele et al. 2024). They problem-solved to understand the manner in which to obtain various colors and motifs. For instance, one child tried to layer the leaves on top of each other so as to produce multiple prints.

(Source: provided)

Q3. Review: The activity succeeded in the learning intentions that were set for the activity. The children showed good color discrimination and also got a lot of fun in the part where they had to make imprints. To build on, I might add, more variety in the leaves and paint colour choices to increase their range of trying out.

Reflect: In continuation of the lesson, I propose to continue the activity by making an Art using a leaf as the main symbol. From the placement, I was able to identify that in order to support children, there must be a provision of diversified items, as well as better provision of guidelines that could foster invention. Learnt in this unit will be modified in the future by adding more problem-based tasks, as well as more peer-to-peer tasks that allow the learners to explore on their own.

(Source: provided)

Report 12

Part 1

Q1. Children were actively involved with an educator who read a book on how various emotions look like. They responded with facials that corresponded to the feelings expressed and tried to write the corresponding words. While some of the children were obvious and knew how to spell the emotions such as ‘happy’ and ‘sad,’ others needed guidance. The activity provided physically engaged and emotional meaningful participation via interactive reading.

Q2. Children were able to identify and spelt out different feeling and their corresponding spellings. What was especially engaging was their capacity to link feelings to particular case and spell out words related to certain emotion (Liew et al. 2020). It is also relevant to the following EYLF/VEYLDF learning outcomes focusing on personal, social and emotional development, emotions and language – children’s emotional development – intentions and thoughts – ability to use and understand language (EYLF Outcome 3: Children have a strong sense of well-being, VEYLDF Learning Outcome 5: Children interact verbally and non-verbally with others).

(Source: provided)

Part 2

Q1.

1. Plan

Learning Intention: To enable children to differentiate between and name different feelings, and to be able to spell related words.

Strategies: One strategy to incorporate into the teaching process is to use both interactivity and reading protocols as well as create engaging activities such as games among children. In connection with the book, model how to identify various emotions and encourage their expression; help them spell the emotion words (Snefjella et al. 2020). Ask questions such as, ‘How does this emotion feel?’ and ‘Can you write the word ‘happy’?’ Explain to kids some of the episodes connected to the emotions depicted. Encourage students to voice their feelings, keep relieving their stress through such items as the emotion chart, and make learning a group activity through friendly discussions and tasks.

Q2. Implementation: The activity went on with children involved and engaged in book reading and as well identifying the different emotions. Some children immediately knew the emotions and started spelling ‘happy’ and ‘sad’, while others took some time for the same. Some changes were extra practice for children who are not very sure about the answers and include more pictures. Some of the emergent experiences were as follows: Children relating emotions to self experiences. Some of the learning processes evident were problem solving, where the children had to find out the spellings and inquiry whereby the children were asking questions on the different emotions.

Q3. Review: Finally, the activity successfully fulfilled these learning objectives of the activity: sorting and spelling of emotions. The ICT based reading and spelling practice was found useful and viable but the activity could be enhanced, by including use of more emotions and offered more practice in spelling. To expand the plan, it is possible to include such activities on the plan as roleplays or feeling games.

Reflect: I understood that it is not effective to use only one method or resource even if it is useful to all students, but I must have several approaches to help every learner. In order to enhance the development of children with learning difference, I will transform my practice and provide more appropriate range of activities that are more interactive and can be of interest to every single child.

Report 13

Part 1

Q1.

Children engaged in the gathering of sticks and rocks and showed enthusiasm and desire to learn. They immersed themselves there, touching the mud and using the wet mud and sticks to ‘paint’. The touching was also fulfilling and their-centeredness on making artwork in Aboriginal colors was innovative and cultural. It was also proved through their interactions with different activities integrated in the process which showed their interest and eagerness in the constructive and artistic experiences.

Q2. The involvement of the children during natural material collection and the making of mud paint revealed the child’s imaginative interest in hand manipulation or touch and art. The exotic component was their obsession with eradicating traditional colors and materials; some of them appeared to be interested in cultural art works (Behrendt, 2021). This made them learn how to try out inventive ways of handling various textures and media works, thus honing their sense and fine motor impact. Interests were found to be manual activities, imagination, which corresponds with the outlined EYLF/VEYLDF learning areas such as arts and sensory exploration.

(Source: provided)

Part 2

Q1.

Plan

To teach children the elastic and pliable nature of natural materials for the children to understand and work with such things as mud, sticks and rocks. That children will be able to learn about cultural art practices through painting, and particularly through the use of aboriginal paints and methods of mud painting (MEMMOTT, 2022). While engaging in such activities, teaching strategies include offering different items of nature, demonstrating the different ways of using mud such as mixing and painting with it, prodding the learners by asking questions such as ‘what colour of paint are we using?’

Promoting students to discuss their work and the culture with their peers can help the students learn on their own. The outside environment will provide opportunities for touch, taste, smell and additional opportunities for artistic expression.

Q2. The experience was done as discussed and children were very responsive in collecting materials as well as making of mud. No changes were made; some children however, needed a little assistance in the mixing of the mud. Some emergent experiences are ad hoc conversations that the participants may have concerning the nature of the mud as well as its applications in creation of art. Students applied problem solving as they tried out different textures as well as color combinations and painted in a manner that cannot be taught.

(Source: provided)

Q3. The learning aims and EYLF/VEYLDF outcomes were achieved to a reasonable degree and children were interested in sensory learning and cultural focus. The best thing done was probably the incorporation of natural elements and the incorporation of traditional colors that would enthuse the children to create. The follow-up could consist in talking about other stories and interpretations of traditional colours.

For that, from my practice I found that I needed to be more specific on what I am teaching and offer more information related to the lesson so as to enhance children’s experiences which will enhance cultural activities in the forthcoming activities.

(Source: provided)

Report 14

Part 1

Q1.

This was evident by the entourage created by the kids with the number sheets and the way the children followed the movement instructions such as jumping on different numbers and using other terms such as swap, jump, move and shift. They appeared to focus on how those even their movements to some extent corresponded to the numbers and the words.

Q2.

The executing of instructions and producing accurate meaning of the curse related to the movement for identifying numbers among the children reflects their learning and developmental domain of numerical and action words. The activity was interesting as it made the learners be active and using their brains to solve assignments they were given (Belch, 2022). These children’s desire for play at the active level and as a means of learning through physical activities was manifested conclusively where they were able to perform different motor tasks with ease and from verbal commands. This activity achieves EYLF/VEYLDF outcomes as samples physical development, language and communication, and learning number and operations.

Part 2

Q1.

Plan

• Learning Intentions: To make the children familiar with the relation between numbers and movement words; and to enable the children to engage in activities that require them to follow instructions that include physical actions that are on count numbers.
• Strategies: Number sheets should be considered as teaching aids and show how to complete the instructions containing such terms as “swap,” “jump,” “move,” and “shift.” These instructions should be offered in a simple child-friendly language and with an explanation of how to perform certain movements. Encourage the children to ponder on how they can use the body differently and how they can use the words flexibly (Mavilidi et al. 2023). Promote peer learning by encouraging the children to justify the things that they did. Play is supported by environment that enable free space movement and number sheets visible in the space.

Q2. Implementing the number sheets and instructions, children were very interested and active. Adjustments to the tasks proposed were made as follows: as for younger children, the instructions were explained in a less formal manner; children who had difficulty with the proper coordination of movements were given more guidance. For instance, one child wanted to ‘jump’ on each number, the other wanted to ‘exchange or swap’ numbers with his counterpart. Teaching-learning strategies witnessed were inquiry and investigations while the children manipulated various means and roles of learning numbers and words through movements.

Q3. Review: The intended activity of the lesson effectively and meaningfully used the children in numbers and movement vocabulary through bodily exercise. What went well was that the steps were clear simple and that movement made the children complete the task without losing interest. As for repeating and extending of the plan, it could be continued with further introduction of new movement words or integrating them with the practising of basic mathematical operations.

Reflect: I realized that the physical activity displays should supplement the mental work in a way in order to further boost the learning and attention of the children. I have to be more consistent in changing instructions to suit the children’s abilities and keep on using more and more physical approaches to teaching. This experience brought me to realise that learning has to be active and fun.

(Source: provided)

Report 15

Part 1

Q1. While teaching children growth of chickens, many of them attentively viewed and discussed the video presented. They painted and made pictures that depicted what was required in the video. Children then arranged their paintings in the way the sequence depicted above. As for the activities with the students, I saw that the pupils were keen, which made them show that they can memorize and use the content the way they see it.

Q2. The children also understood the process of growth cycle of the chicken through painting and correctly sequencing the paintings to the video. What impressed me most was their power to read such material, as well as to draw it on paper successfully. This activity was design to demonstrate their understandings of the life cycle concept and creativity output (Rabinowitch et al. 2022). Recall was one of the abilities called out as a strength while sequencing was another. This relates to EYLF/VEYLDF learning outcomes as art offers the children insight of the world and provides them with a way to express what they have learned.

(Source: provided)

Part 2

Q1. Learning Intention: To teach the sequence of growth of a chicken a child and sequencing through drawings.

Strategies: The teacher can use the video to help him/her inerduce the topic of whole and life cycles. Children should be taken through a lesson on chickens and later be guided to paint the different stages of growth of the chickens before they be encouraged to arrange their works on different frames. Engage the children by asking generative questions such as ‘What does first in the video?’ and ‘Can you demonstrate how the chicken transform?’ Guide the children by demonstrating the whole process and having a discussion on the sequence involved. Organize numerous completed sequences and make it possible to discuss them with other groups and reflect on them.

Q2. The activity was accomplished by the playing of the video and making painting materials available for children. Some modifications were made in order to allow all children comfortably follow the video sequence (Vilà‐Giménez & Prieto, 2020). As an illustration, a number of the children required further practice on this component once again in the current setting. In the last activity, pupils applied problem-solving when arranging their paintings in order, and during their painting, the inquiry skills were realized when children asked questions regarding the maturity of the chicken.

Q3.

Review: It can be said that the activity succeeded to teach children about the stages of growth of a chicken though the utilization of paintings. The visual and interactive parts were quite effective. To enhance the activity, the use of another visual aid and verbal cues shall be done in the next Learning.

Reflect: One of the things that I was able to realize is the significance of offering the right direction in what was expected of me and assistance as well. I will modify my practice to help all children more and find out other means that can be employed in helping children to learn.

Report 16

Part 1

Q1. The NAIDOC Week activity was enthusiastically responded by children, who used Aboriginal colors to paint snake Cut outs. They selected certain colours and painted with purpose to achieve what they wanted and showed concern and craftsmanship. A few children created their own combinations of basic colors and one of them singled out the patterns of the traditional Aboriginal paintings. Their participation to cutting the shapes demonstrated how they were developing on their fine motor skills and proud to have accomplished the task.

Q2. One can notice, that indeed children chose the colors and painted them very carefully and while doing this, they display their interest in the cultural art as well as the knowledge of the concepts learnt and their ability to apply them in the creative ways (Croft, 2021). The activity proves that they learned traditional forms of Aboriginal art and some of the ways the art pieces address cultural values. Their creativity and fine motor skills showcased that of children in line with the EYLF/VEYLDF learning outcomes; “The child is an effective communicator,” “The child is a confident and involved learner.”

(Source: provided)

Part 2

Q1. Learning Intention: So that the child is able to meaningfully learn and value the Aboriginal art as well as get an appreciation of the cultural symbols from Aboriginal artist through practical art making. To allow a child to engage in exploration of color patterns and to be able to exercise small muscles.

Strategies: To attain the items objective you are able to utilize resource for example traditional Aboriginal art images so that notation can be made and explanation given towards techniques used and cultural importance. Make children discuss the colors they have chosen and the way they cut their papers, create group learning. Use warm-ups and ‘how-to’ instructions regarding their painting and cutting alongside open-ended questions such as, “What other forms do you think you can make with these colors?” Appropriately space the children and provide enough tools for artistic creativity.

Q2. This activity went on well and children eagerly participating in painting as well as cutting out snake shapes. Other slight changes were offering further instructions concerning the colour coordinates to improve comprehension of the patterns of Aboriginal art (Craven, 2020). In order to achieve the final picture, children had to apply certain kind of problem solving strategies regarding colours and how to cut them. For instance, some of the children engaged in mixing of the colors, and other had explored on the different ways of cutting.

Q3. Review: The activity was good in promoting learning about Aboriginal art and culture, as well as the fine motor and creativity of children. They were able to learn from the use of the modeling and the type of questions used most of the times. The activity could be extended with a storytelling connection to the topic of Aboriginal art if it hasn’t already been done so.

Reflect: This made me come to appreciate the fact that issues to do with culture should be taught alongside art. This I discovered, strongly supports the idea of developing meaningful backgrounds for art-related practise as a means to building up the children’s perceptive level for art. In the next stages, I will follow the described cultural activities by brief background information that will enrich children’s comprehension during more introduced structured discussions.

Report 17

Part 1

Q1. Children are occupied with modeling faces with different sizes of noses and showing different feelings with the help of everyday creates. They appear interested as they random around on the different options, explaining and analyzing their work with friends. Some children question the differences and their emotional contents and others are very much engrossed in their artwork.

Q2. The kindergartners were enthusiastic about the activity which means they are learning to appreciate the difference in the physical traits of individuals and even emotions. They also use different sizes of noses and different expressions on the face to show that they respect people’s differences (Neal, 2023). The activity works for empathy and acceptance; children display interest in their work and that of others. This can be extended by including and coding the discussions about how the features and emotions are described in the culture and via the stories. This activity correlates with EYLF/VEYLDF outcomes; identity and diversity understanding (Outcome 1) and development of the sense of belonging and respect for others (Outcome 2).

(Source: provided)

Part 2

Q1.

1. Plan

Learning Intention/s:

• So children can receive knowledge about variations in the appearance and feelings of people.
• To enable children to understand and respect diversity in the society and embrace people’s differences.

Strategies: For face making ensure that you encourage the children to use many other items such as; cutter papers, colored markers, and glue. Illustrate how various attributes of faces can be created and how each of the attributes can be used to express codified feelings. Engage children in role modelling, where they are to share their faces, the emotions they depict and the features on their face. Ask such questions as “In what way does this nose size alter the feel of the face?” Encourage the learner’s creativity by putting up the drawings and encouraging other students to talk about them.

Q2. Children were very active during the activity and produced a number of faces involving different sizes of the nose and the emotions that come along with them. Others required directions on how to use some of the materials; but most of them adopted them rapidly. For instance, one of the children started developing nose on faces of different sizes to see how it affected the facial behavior while another group mapped why such a feature can portray such a feeling (Heikka, 2021). The activity prompted problem solving as children tried to manage to get the most out of various items in term s of using them to model aspects of emotions and physical characters. It entailed asking questions, making assumption, and testing out what occurs in relation to the ability to convey feelings through aspects of design.

(Source: provided)

Q3. Review: The activity successfully promoted understanding and Acceptance of Diversity since children fully engaged and even provided their views vehemently. What was helpful was the children’s interaction with what was taught as well as their limited ability to convey feelings.

To enhance, one can include more resources for example, a set of story books or videos about diversity to complement the learning session. When the same activity has been done using such themes or such additional features, the comprehension should be deeper.

Reflect: I was able to identify that when making flash cards, it is better to use pictures since this makes children respect diversity. In further activities I also plan to include more opportunities for open questions and discussions among the students.

(Source: provided)

Report 18

Part 1

Q1. Students joyfully interacted with the emotion cards, selected and previewed topics like ‘frustration’ and ‘excitement’. The children read out the words and said sentences containing those terms, and they seemed curious about oppression. The students’ interactions referred to asking questions to the others and making links to their own experience. The emotions which were on the cards engaged the children in good debates because of the differences in the feelings portrayed.

Q2. The children showed desire in explaining feelings and this showed curiosity and ability to associate language with feelings. I was able to observe their progress regarding their self- awareness and skills on using emotions’ names (Strauss & Bipath, 2020). To build on this, the use of role play or storytelling could enhance the students’ appreciation if not knowledge. Tied with References to the EYLF/VEYLDF outcomes, such an activity helped to contribute to the development of the children’s emotional, communicative, and social competence by promoting awareness of various feelings, as well as compassion and expression of the same.

(Source: provided)

Part 2

Q1. Learning Intention: For the child to be able to express him/herself with ease and address issues to do with distinguished feelings and emotions effectively, as well as hone pronunciation and usage of intercourse correlated to emotions.

Strategies: For creating interest and learning, use many emotion cards and they should have bright pictures and words. Pronunciation and use of each emotion and instances where the particular emotion is used appropriately. Promote scaffold learning by getting children to come up with proper usage of the words in sentences and relationships to their own experience. Open-ended questions have to be asked in order to bring more focus on emotions. Establish a positive social setting with occasions for discourse and mimetic activities in which a kid can profit from inquisitive interaction with others.

Q2. During the activity the children were very keen to engage with the emotion cards and differentiate and explain different emotions. A few needed more practice in pronunciation and this was corrected by modelling and practice thereafter.

For example, children switched voices when using emotion words in a phrase; There is problem-solving, as children are finding a way to demonstrate their feelings. Emergent experiences that occurred in the lessons were initiated role-play using the emotions (Dell'Angela et al. 2020). Such learning processes as inquiry and experiment were observed during exploration and training of children in new vocabulary. Finally, the true stories made the children understand how the emotions relate to their own experience.

Q3. Review: It can be observed that the activity was useful in improving children’s range of emotions and their ability to express themselves. The use of the interactive cards and role play favoured the mode of active learning. Nonetheless, to progress, the directions should be less ambiguous and more situations should be included. Think about doing the same activity with different emotions or using multimedia for the activity for a wider participation.

Reflect: From the materials I came to understand that introducing linear organization into materials and such details as interactive components can contribute to the improved learning of children on complicated feeling. To ensure that all students are accorded equal opportunity in subsequent similar activities, I will ensure that vary a number of resources and situations in order to meet individual needs and promote higher level of emotional intelligence. This way will enhance my practice as learning will be more inclusive and appealing to students.

(Source: provided)

Report 19

Part 1

Q1. Interaction highlighted in the reading session was a great success within children and more so when they were imitating the emotions of characters within books. Excellent work of learners; demonstrated curiosity by asking questions about the feelings and how they relate them. A child was able to discern a character’s reaction in one scene to another, showing awareness of the part’s emotion.

Q2. The children were able to recognize the various emotions during the book reading process and describe them as well, something that was incredibly impressive. The above shows a sign of growing emotional intelligence in the children (Chen, 2021). This kind of learning can be observed in the way they are gradually improving their capacity to identify and express feelings. To extend this, think of such things as role play or drawing feelings. These experiences relate to EYLF Outcome 1 where children ‘develop identity through understanding and managing of feelings’.

(Source: provided)

Part 2

Q1.

Plan Learning Intention's

• To enable children portray and distinguish distinct feelings.
• To perform and verbalize form of play and interaction for children to develop their emotional intelligence.

Strategies:

Ontologically, employ storytelling, self’s emotional style cards, and socio-dramatic play in an attempt to enhance self’s exemplary understanding of emotions. Promote group discussions among children and let them express on their ideas on the portrayal of emotions. Teach questions that are phrased with ‘I wonder’ such as, ‘How do you think the character feels?’ and show the students how different facial expressions look like. In terms of learning and interaction, it is necessary to reorganise the space of the environment and provide comfortable areas for reading, as well as areas that are based on the main theme of emotions for the children to play and learn. Promote acting in group settings for children to share feelings as a way of going about encouraging peer learning.

Q2. While implementing the activity, children were pointed out toward the parts of the stories or the contents of the emotional expression cards that give an indication of emotions. The student were very keen to engage in role play to show different emotions, which automatically triggered debate on their feeling (Gkonou & Miller, 2021). An emergent experience consists in a child dictating a group discussion on what makes him or her happy or sad. The children accrued problem solving and inquiry while relating the feelings on the characters to their own, guessing possible reasons for the feelings and trying them out on self through role play.

Q3. Review:

The learning aims were achieved in the sense that children were able to express and even explain emotions. It was effective to tell a story and use role-play methodology on children. But if the examples are different, it could broaden their vision and thus they would perceive those scenarios deeper. It is also highly likely that the plan may expand the previous themes to incorporate other disparate emotions in subsequent sessions.

Reflect:

This only made me realize that children must be encouraged to have a secure place of expressing feelings. One thing I got to discover is that giving the children the autonomy to be conductors really helps in engagement with content. In the future, I will make a conscious effort to include even more child led Learning Centers and a variety of different emotional scripts.