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Pedagogical Documentation Assignment

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27 views

Pedagogical Documentation Assignment

Uploaded by

api-738319083
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PEDAGOGICAL

DOCUMENTATION
Maiah Spencer, Jessica Persaud, Stephanie Anderson, Zainab Ayoub

Student Number: N00030285, N01578959, N01049785, N01411805

1
LEARNING ON THE LAND: THE LIFE
OF TREES
https://vimeo.com/395417061

2
WHAT
INTERESTED/ENGAGED
CHILDREN?
Upon seeing the trees outdoors, it appears the children were interested in trees. Child A spoke

about trees having a memory to continue growing and how the trees remember to continue

growing leaves after seasonal changes. Child A also mentioned that the trees have friendships

with the sun, moon, and clouds. When child B saw the trees, they said that the trees are warm and

alive inside and continued to say that everything is alive along with the leaves. Child B

mentioned that the leaves make a sound when we step on them, and when it is windy, the leaves

blow around really fast. Child A then said that the trees give Earth the gift of life and beauty.

Child A also said that the tree grows and wants to find out if it’ll grow into an apple, pear, lemon,

orange, pomegranate, or prune tree. Then, along the walk, we came across some tall trees, and the

children all guessed how tall they were; we had answers like “a kilometer,” “one thousand and

forty meters,” and “two meters sixty.” Child C touched a tree and said that the bark resembled a

cheese grater and began to talk about the roots of the trees. Child D replied to Child C and said

“to make a habitat you need food, water, and air. If you don’t feel happy there, you have to go

and live in another place”. The children appeared to be interested in the overall process of life,

living matter, growth, the land and its connection to human life, and lastly, trees.
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REFLECTING PEDAGOGICALLY • During their outdoor exploration and interaction with
ON THE MEANING OF nature, the children connected with the environment
THE ENCOUNTER? WHAT KIND and human evolution. They discussed the essential
OF RELATIONSHIPS ARE elements for life like air, water, and food, indicating a
strong bond with their surroundings. Additionally, the
BEING BUILT? children developed positive relationships with
educators and adults, enabling them to engage in
detailed discussions about trees, animals and survival.
They linked their existing knowledge to in-depth
conversations based on their own observations.
• As the children delved deeper into their outdoor
exploration, their curiosity sparked a newfound
appreciation for the intricacies of nature. They eagerly
absorbed information about the interconnectedness of
ecosystems, marveling at the delicate balance that
sustained life on Earth. Their discussions evolved
beyond the basics, as they shared insightful
observations about the adaptations of plants and
animals to their environment.
4
What Else Do You Wonder About?

In the video, one of the children can be heard mentioning an


intriguing idea that leaves only change colour at nighttime
while we are sleeping. As a group, we are curious to delve
deeper into the reasons behind leaf colour change during the
fall season. Exploring why leaves change color provides an
opportunity to understand the intricate biological processes of
plants and the influence of seasonal changes. By investigating
this topic, we aim to uncover the scientific explanations behind
autumn foliage and examine the factors that dictate the colors
leaves transition to. we hope to broaden our understanding of
nature's wonders and dispel misconceptions, fostering a deeper
appreciation for the complexities of the land.

5
What Learning Processes
Do You Notice?
The learning processes that were noticed during our
Arboretum walk were Learning through Exploration, Play
and Inquiry, and Environment as Third Teacher.

As the children walked through the Arboretum they were


questioning while exploring their surroundings. Using their
senses and coming up with questions about that happens
when the leaves fall, how fast they blow in the wind, the
sounds they make when stepping on them and how they
notice the changes in the colour of the leaves.

Through play and exploration, child are developing their


symbolic and imaginative thinking and building
relationship with classmates and educators. As they walk
through the Arboretum, they are making sense of their
world and are developing their gross and fine motor skills.

The nature walk allows the opportunity for self-directed


play and learning as the environment reflects children
interests, where the educator is seen as co-learner where
inquire can happen together.

6
What Would Be Your
Next Action?
• Our next action would be to further explore the other
living relatives that live in and around the tree, like the
birds that build homes on the tree and feed from within.
The squirrels that harvest their food, find a place to rest
and enjoy their meals. Learning about how the tree
provides food, a home and safety to the creatures in the
Arboretum and in our own backyards.
• Another action would be to take seeds from a fruit or
plant and allow it to grow in the classroom or garden
(depending on the season), and watch how the plant
grows in the sun vs. no sunlight, and eventually bearing
the fruit. This action would extend their interests by
allowing them to see real time growth, necessities for
growth, and the ongoing cycle of life.
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