SAMPLE CURRICULUM
These are a few examples of field placement curriculum that I have implemented in the past. If you would like to see more, you can get in touch with me on this website!
CARD MAKING WITH SCHOOL AGERS
Exceptional Achievement
Card Making
Materials: Paper of different colours and patterns, stamps, envelopes, funky scissors (that cut different designs), glue dots (they pop up pieces of paper), glue tape runners, pencil crayons (from placement), and markers (from placement).
Preparation: Have everything sectioned out in four different bins (I.e. a couple pairs of funky scissors, glue container, and paper). Set these bins out in front of the four chairs so that the children can grab a bin and begin. Have the other extra materials and envelopes laid out in the middle for them to use.
Process:
Lay out the materials on the table for the children to access.
Invite children to the craft table who seem interested.
"Hi _(child's name)__, come on over if you want to. We have an open seat."
Talk about how I have noticed a few students making cards and how you wanted to bring in some new materials to use.
"Earlier this week, I noticed that [child's name] and a few other friends were making cards and doing other things with the craft supplies. So, I thought it might be fun to bring in some different things you can use. Let me know if you have any questions or you need help with anything."
Encourage children to try new things with their different age appropriate abilities in mind. For example, some of the younger children will most likely experiment with cutting and they might not make something specific. But, some of the older children might have something more specific in mind.
Sit with the children who are at the activity and use different adult child interaction strategies.
Parallel talk could be used to describe the creative process children are taking.
Open-ended questions (such as "what are you making?" Or "how did you make your picture?") can expand upon the children's thinking.
SOUL is another A/C interaction strategy I had in mind as I have only just met these children and this will help me to get a better idea of what they enjoy doing.
Encourage children who are done to clean up their area and then invite another interested child to take the open spot.
Give warning before time at the area is done. Offer to put anything they are working on up on the shelf so that they can revisit it the next day. Bring back or leave the materials there for a few days so that the children get an adequate amount of time to work on their creations.
Reasoning behind this activity: The children in the classroom seem to really enjoy craft time. The centre has regular scissors, glue, and other regular craft materials, but they do not have most of the items I want to introduce. I thought it would be beneficial to introduce new tools to use for crafting and/or making cards because this may spark a new curiosity in crafting which was not there before and new creations. I wanted to make sure that the children knew they were welcome to use the materials how they wanted and to give them free range to create what they want and experiment.
Belonging: This activity fits into belonging as the children who are making something for someone else are contributing to the world.
Expression: For the children who may just want to experiment with the materials, this activity would best fit under expression. This is because the children are able to express themselves through what they are making and explore with minimal-to-no guidelines.
SENSORY BIN WITH PRESCHOOLERS
Truly Unique Experience
Snowy Sensory Bin
Reasoning Behind the Activity: The preschoolers at my placement are very interested in Christmas with all of the decorating going on. [Child's name] and [child's name] have been using the glue as a sensory experience of their own. Bringing in different textured materials can give these two preschoolers along with the class a chance to explore.
Preparation: I will bring in a large bin of either real, clean snow (if it snows) or flour. I will also bring in a tiny Christmas tree. It will most likely be flour. In the bins, I will put foam snowflakes, pom poms, ornaments, tinsel, and different materials to decorate a tree with.
Explanation: The children can explore the sensory bins and play in them. They can also find things to put on the tree. This is open-ended and they may decide not to decorate the tree with the items in the sensory bin. If they do not, that is acceptable as well.
Activity:
1. Invite the children to the activity. Help the children put smocks on by laying them out, encouraging them to push their arms through the sleeves, and help them to do-up the back.
Give them an opportunity to look through the bins and see what is inside.
Show them the tree and keep the tree off to the side at their level.
Invite the children to explore the bins and look for things that could go on the tree
Act as their play partner. Use parallel talk and self talk to enhance their vocabulary.
Allow adequate time to play.
Once all of the decorations are on the tree, turn the tree on and celebrate with the children
Warn children when it is getting close to a transition. Bring back the materials if they are interested in playing in the bin again.
Clean up the area and wash the used smocks.
PLAY DOUGH MAKING WITH PRESCHOOLERS
A Real Success
Make play dough as a group
I will provide all the ingredients necessary. I will borrow a large bowl, aprons, the play dough recipe and a table cloth from the center.
I will introduce the activity. While I am doing this, I will have another ECE in the room boil water to make the play dough.
"Welcome to small group time! I've noticed something strange has happened to our play dough bin... it looks like we might need some new play dough. Let's see if we can make some together!"
I will have the lose ingredients in a container that is closed for the children to mix by shaking. This way, the preschoolers can take turns and it will be similar to shaking a "maraca" which the preschoolers enjoy.
We can have the dry ingredients dumped into the large bowl very carefully. I will add the boiling water and stir it on the counter up high where the children can't reach for safety reasons. I will have preschoolers stay seated, but be able to watch me mix at a safe distance. We can sing the song the wheels on the bus while I stir (they really enjoy this song and it is good for transitions). I will feel the play dough to make sure it is not too warm after mixing it and before giving it back to the children.
Then I will divide up the play dough to each child and bring out to play dough tools to let the children play.
The classroom has play dough tools that I will pull out and let the children choose what to they would individually like to use.
I will give them about twenty minutes to play with the play dough and the tools. I will warn them before we transition and then I will put the play dough in a container that they can access.
ABC DAY NURSERY FINAL EVALUATION
