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Early Learning Centre Learning Experience: Student Name: Vanessa Uy Date: November 3, 2016 Age Group: Preschool

This learning experience document describes a puffy painting activity with preschool children. The purpose is for the children to experiment with color variations using food coloring and shaving cream. Objectives include extending children's positive attitudes towards learning, enhancing their use of descriptive language, and communicating their findings. Materials include paintbrushes, food coloring, shaving cream, and construction paper. The teacher will scaffold the children's use of the shaving cream bottles and ask questions to extend their learning during the activity.

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92 views

Early Learning Centre Learning Experience: Student Name: Vanessa Uy Date: November 3, 2016 Age Group: Preschool

This learning experience document describes a puffy painting activity with preschool children. The purpose is for the children to experiment with color variations using food coloring and shaving cream. Objectives include extending children's positive attitudes towards learning, enhancing their use of descriptive language, and communicating their findings. Materials include paintbrushes, food coloring, shaving cream, and construction paper. The teacher will scaffold the children's use of the shaving cream bottles and ask questions to extend their learning during the activity.

Uploaded by

api-312661775
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Vanessa Uy
Group: Preschool
Purpose:
Reason for developing
learning experience.
This could be in
response to an
observation, discussion
with the site supervisor,
Ontario Curriculum
Objective, etc.
Observation
- Document what you saw
and heard
- Document non-verbal
communication (i.e.,
body language, facial
expressions and voice
tone)
- Document in detail:
who, what, where,
and when
- Documentation should
be written in past
tense, objective, and
in anecdotal format
Learning Experience
What are you planning
in response to your
purpose?
- Label your experience
(e.g. Painting with
cars).
- What are your 3
objectives for this
experience? (i.e. What
interests are you
extending? What

Date: November 3rd, 2016 Age

Purpose:
Children are sitting at the sensory table discussing
what they are planning on painting.
Child A: I want to use paintbrushes!
Child B: Can we make paint?
Child A: Can we make paint using paintbrushes?
As the children were contemplating on what sensory
activity we should do, I found a bottle of shaving cream
and asked the children whether they would like to try
an experiment.
Child A: OH! Puffy paint! Can we do puffy paint?!
Then, we decided that we would be making puffy paint
for morning sensory.

This experience will allow the children to experiment


with color variations using food coloring and shaving
cream.
Puffy Painting!
Objectives:
1. Children will extend the skill (2.6) positive
attitudes towards learning as they model
curiosity, creative thinking and problem solving
while showing excitement for learning and their
discoveries. (p. 41).

strengths and
opportunities for
growth are you
enhancing/supporting
?)
Please Note: You
should refer to
appropriate
pedagogy to support
your discussion
around strengths
and opportunities for
growth (e.g. ELECT,
How Does Learning
Happen, Ontario FDK
Curriculum, etc).
Describe the
experience:
- Who will be involved in
the experience?
- Where will the
experience take
place? (e.g. Indoors or
outdoors? In the
dramatic centre, the
creative table, etc).
- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a
step by step
description
- List and describe 2
teaching strategies.
How will you use
them? Why have you
chosen these
strategies?

2. Children will enhance the skill (3.5) using


descriptive language to explain, explore and
extend as the children explain their color
findings and explore color variations. (p. 43).
3. Children will enhance the skill (4.8)
communicating findings as they describe what is
happening during their experimentation and
retell what they are doing throughout the
activity. (p. 48).
Materials:
- Paintbrushes
- Food Coloring
- Shaving Cream
- Construction Paper
- Plates
Implementation:
1. Sensory table was not set up in the morning
after snack so children were giving ideas as to
which activities they would like to do for the
morning.
2. I suggested puffy paint and the children were
ecstatic about trying a new activity.
3. They each grabbed a paintbrush and chose their
own color to mix into the shaving cream I put
on a platter.
4. When the child thoroughly mixed the first color,
they were able to choose their second color and
squeeze out their own shaving cream.
5. The children mixed and started to paint their
own pictures.
6. Then, the children began discussing more color
variations.
I will use these two (2) teaching strategies:
Teaching Strategy #1: Scaffolding
I was sitting next to the children while they were
experimenting with their puffy paint and realized as
they were squeezing out the shaving cream that they
were having trouble using the nozzle of the bottle.
Using hand-over-hand, I helped the children squeeze
out the shaving cream and then allowed them to try it
on their own.
Teaching Strategy #2: Questions
I will observe as the children create their own individual
puffy paint and extend their learning by asking various
questions such as:

What color will you put in next?


If you mix those two colors together, what color
will it make?
What color are you making?

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