LEARNING PLAN ON DRAMATIC OR IMAGINATIVE PLAY EXPERIENCE
Title of the activity:PUPPET PLAY
Age group: Pre-school room 3-5 years old
Date: 20/12/2020
Specific goal/s: For children to use imagination and creativity in playing a puppet role for children to explore pretending to be characters for children to enhance their ability of understanding who they are, how they are feeling or what they think of the world through puppet
Link to EYLF/VEYLDF”Learning Outcome 4.4.1 Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 4.4.8: Children explore ideas and theories using imagination, creativity and play
Rational: Playing with puppet is a great way for children to develop their creativity in how they make conversations, how they really blend into the characters that they are playing and how they really understand their feelings for others.For children who are shy, they are able to be confident to talk and play quiet animatedly through puppet.
Resources/ Equipment: Different sizes , colours of puppetsPaper models describing the situations
Time: 9:30 am Setting: Indoor- open and spacious play area
Description of the activity: Children will be gathered in the play area to watch some videos about how to play a puppet characterThe educator will divide the children into some small groupThe educator will give children different puppets that they will be able to take turn to play different roles.
Pedagogy: Play-based approachSmall group activity
Transition Strategies:After the experience: Children will be given 5 mins to get the puppets back to educator and relax
Children will have time to identify what they are interested in playing with puppets
Implementation
Introduction: The educator will gather all children in the play area where they can see the table with full of different sized, colourful puppets as well as paper models put around.The educator will give children a chance to look for their group mates and sit together.The educator will remind children to be quiet and concentrate on the instruction of how to put puppets correctly in their hands.
Main activity: The educator will play a vivid video so children can focus and concentrateThe educator can try an example with a puppet in her own hand to show children how the puppet moves and works in their hands.For the puppet play activity, the educator will go around every group to teach them the true nature of the puppets and the way they behave in nature. Children will then be able to make their own conversation in the situation that they choose to locate at the paper modelsEach group will take turn to change the puppets and paper models to make more role plays The educator can choose the group which is ready to show in front of others and then all the rest of children can observe and develop their ability in other stories.
Conclusion: Children are able to develop their language skill particularly building their vocabulary sourcesChildren are able to learn the art of stories, beginning, middle and end and entertaining and interacting with other people. Children are able to create their own stories through puppets and paper models picked.
Evaluation: Did everyone get involved in the activity?How did the activity enhance their abilities?How did the children behave during the activity?How did they interact with each other?
Student name and signature:
Trainer and assessor name and
signature:
karina pahlawanti
Claire Neilson
Date:
Date:
LEARNING PLAN ON MUSIC EXPERIENCE
Title of activity:RHYTHM STICKS
Age group: Pre-school room 3-5 years old
Date : 20/12/2020
Specific goal/s: For children to explore sounds and enable to create them using stick in the activityEnable children to express their feelings, thoughts, and needs in words.For children to build theirself-confident and self-esteemFor children to nurture their musical development.
Link to EYLF/VEYLDF”Learning Outcome 3.2.11 Show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and well-being of themselves and others Learning Outcome 4.4.1 Children develop disposition such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 4.4.8: Children explore ideas and theories using imagination, creativity and play Learning Outcome 5.1.1
Engage in enjoyable interactions using verbal and non-verbal language
Rational: Rhythm sticks are a great way to help active children slow down and focus. They are also to hold and use. Children can easily tap sticks to make sounds following the beat or word or educators.For children to develop fine motor development, hand-eye coordination, rhythm, beat and tempo, and also early brain development.The activity can bring shy children out of their shells and calm more boisterous personalities.
Resources/ Equipment: Traditional rhythm sticks
Time:10:00 am Setting: Indoor- open and spacious play area
Description of the activity: Children will be gathered in the play area to watch a video named ‘Tap your sticks by Hap Palmer’.The educator will instruct children to stand in a circle.Have the children hold their sticks, but don’t tap yet. The educator will be standing in the middle of the circle and then continue to do activity.
Pedagogy:
Transition Strategies:
Play-based approach
After the experience:
Children will be given 10 mins to relax and cool down, and be able to create their own melodies by sticks.Children will put away rhythm sticks and proceed to free play.
Implementation
Introduction: The educator will gather all children in the play area where educators can give them rhythm sticks.The educator makes sure all children get their own sticks and introduces children what they are.The educator will remind children to be quiet and concentrate on the instruction of how to use the sticks, making sure they understand not to hit another child with them.
Main activity:
The educator will play a video ‘Tap your sticks by Hap Palmer’ so children can focus and concentrate.
Lyrics:
Tap your sticks in the air with a 1 2 3 Tap your sticks on the floor with a 1 2 3 Tap your sticks in the air with a 1 2 3 Tap your sticks on the floor with a 1 2 3 Tap your sticks to the right with a 1 2 3 Tap your sticks to the left with a 1 2 3 Tap your sticks to the right with a 1 2 3 Tap your sticks to the left with a 1 2 3 Rub your sticks together
Shake them high above you Rub you sticks together Pass them both behind you
Cross your sticks tap your knees with a 1 2 3 Tap your sticks end to end with a 1 2 3 Cross your sticks tap your knees with a 1 2 3 Tap your sticks end to end with a 1 2 3 Hammer left with the right with a 1 2 3 Hammer right with the left with a 1 2 3 Hammer left with the right with a 1 2 3 Hammer right with the left with a 1 2 3 Repeat third and first verses
The educator can try an example for using rhythm sticks in her own hands to show children how rhythm sticks work. We don’t start using them until the music starts, and we follow along to the beat and words.
For the rhythm sticks activity, the educator will turn herself in place to interact with children to make sure that all of them are able to follow up the beat of the song by using rhythm sticks.Children will then be able to make their own tap without seeing educator’s action.The educator can ask some children who are ready to show their achievement to the rest by standing in the middle of the circle, and then the educator with the rest of the children can give chance to those who wanted to try and play.
Conclusion: Children are able to develop their fine motor skills, hand-eye coordination, language development, listening skills, and rhythm, beat and tempo.Children are able to enrich the imagination and increase their participation.Children are able to create their own knocking beat through rhythm sticks.
Evaluation: Did everyone get involved in the activity?How did the activity enhance their abilities?How did the children behave during the activity?How did they interact with each other?
Student name and signature:
Trainer and assessor name and
signature:
karina pahlawanti
Claire neilson
Date:
Date:
Title of activity:RAINBOW SPONGE ARTINGAge group: 2-3 years old Date : 20/12/2020 Specific goal/s: For children to use imagination and creativity in exploring the colours of rainbowFor children to practice his or her fine motor skills, as well as hand-eye coordination.For children to practice colour theory, colour mixing, and even simply justlearning the names of the colours together. Link to EYLF/VEYLDF” Learning Outcome 4.4.1 Children develop disposition such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity Learning Outcome 4.4.8: Children explore ideas and theories using imagination, creativity and play CHCECE018 NURTURE CREATIVITY IN CHILDREN LEARNING PLAN ON VISUAL ARTS EXPERIENCE
Rational: This rainbow sponge painting is a fun way to give your toddlers some artistic freedom while also creating an educational activity.Children can experience a wide range of colours in nature and they are better to know the colour order of rainbow.
Resources/ Equipment:
Time: 12:00 am
SpongeWashable paint
Setting: Spacious play area
Cardstock paper
Scissors
Paint brush
Description of the activity: Children will be gathered in the play area and be introduced to some tools that need to be used in this activity.The educator will explain how to do for toddlers and go around to help them in need.The educator will give individuals the tools that children will use in the progress of Rainbow Sponge Art.Children will follow educators’ instruction to be able to draw the rainbow
Pedagogy: Play-based approachCooperative Learning
Transition Strategies:After the experience: Children will be given 10 minutes to get all the stuff back to the educator and pack-up.
Children will have time to identify what they are interested in painting rainbow by sponge
Implementation:
Introduction: The educator will give instructions regarding steps of making a product.The educator will remind children to be quiet and concentrate on the instruction of how to use all the stuff given and will not mess everything up.
Main activity: The educator will call upon those children who are interested in drawing the rainbow by sponge to gather around the play area.The educator can explain how to draw the rainbow by sponge step by step, show children the rainbow colour order (red-orange-yellow-green-blue-indigo-violet) and how to swipe the sponges across their paper to create the rainbow.For this activity, the educator will go around to help individuals who need help to be working with sponge, colour as well as paint brush.Children will be observed how to make a rainbow in the paper following steps taking into account their fine motor skills and hand-eye coordination.The educator helps children to dry their picture and allow them to hang on the wall.
Conclusion: Children are able to enhance their fine motor skills, hand-eye coordinationChildren are able to create their own rainbow by practicing to do it a couple of times.The swiping motion can be a bit tricky for the children to understand, but they are not worried about creating perfect rainbows at this point. They will be totally loving being able to paint with all those colours at one time
Evaluation: Did everyone get involved in the activity?How did the activity enhance their abilities?How did the children behave during the activity?How did they interact with each other?
Student name and signature:
Trainer and assessor name and
signature:
Karina pahlawanti
Claire Neilson
Date:
Date:
LEARNING PLAN ON MOVEMENT
Title of the activityPuddle Jumping alphabet activity
Age group: Kinder Room – 4 to 5 years
Date: 30 Dec 2020
Specific goal/s: To improve children’s gross motor skills including locomotion, balance,coordination, agility and projective skills through the activityFor children to apply their comprehension skills and to follow instructions
Link to EYLF/VEYLDF:Learning Outcome 4: Children are confident with and involved learners4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and flexibility 4.1.2 – are curious and enthusiastic participants in their learning 4.1.4 – follow and extend their own interests with enthusiasm, energy and concentration
Rationale: This physical activity is designed as a game which encourages children to make movements and enhance their gross motor skills including locomotion, balance, coordination, agility and projective skills. Children will also be encouraged to play in groups and apply the rules of the game on their own. Other skills they can improve in this activity/game are comprehension, listening, and following of instructions both in words and illustrations. This also lets the children have fun while they are learning.
Resources/ Equipment: Blue paperScissorsBlack markerPainter’s tapeMusic
Time: 10:00 am
Setting: Outdoor Play Area – a clear area without any equipment
Description of the activity: The educator will demonstrate how to make a puddle jumping letter alphabet, and guide them stick on the floor. The educator says the rules of the games. Then turn on the music and let children practice playing one time before they are ready to play.
Pedagogical Approach: Play based learning approach Pedagogies: Supervisiondemonstration/giving of instructions
Transition Strategies:Before the experience: The educator will invite the children to sit on the table to prepare a puddle jumping letter alphabet. During the experience: The materials shall be provided first. Then, after the children finish making the puddle jumping letter alphabet, the educator guide children stick on the floor and the educator prepares music for children to play. After the experience: Children will help to pack up the materials used and to tidy up the play area.
Implementation
Introduction: The educator will ask the children to sit on the table with all the materials set up presentable and introduce the game: “Today, I will demonstrate a simple game which you can play in groups. It is called the ‘puddle jumping letter alphabet’! Who knows how to play this game?” Those children who know how to play the game will be asked to help the educator explain the rules of the game.
Main Activity:
The main activity is consisted of 3 parts:
Part 1: The educator will give the instruction step by step how to make a puddle jumping letter alphabet: cut the blue paper into buddle-like shapes. Divide each child and write one letter on each puddle. Then make tape loops and place one on the back of each buddle and stick it to the ground in a circle. After the children are done with their design/colouring, the educator may proceed in part two.
Part2: the educator tells the rule of the game and being the role model first. She will turn on the music and start to jump from puddle to puddle until the music stops. So the music will stop randomly and the educator will speak the letter she is stepping on, then find the words that start with that letter.
Part3: the educator shall allow the children to play on their own and supervise them while playing the music. The educator will observe the children follow the game rules or may intervene if children need help whenever concerns arise.
Conclusion:
At the end of the activity, the educator shall place the game materials in a container which has a label “puddle jumping letter alphabet activity”. The children will be informed that they can borrow the game materials during their free play.
The educator shall ask feedback/comments/suggestions from the children regarding the game. They can also be encouraged to decorate the puddle by themselves.
Evaluation: SWOT Analysis: What are the strengths, weaknesses, opportunities, threats/hazards after implementing this plan?What is the response of each child in this activity? (Including attitude, behaviour, difficulties, etc.) How did you handle it?What is the evidence that the children learned/gained something from this activity?Are the pedagogies used effective or not? Support your answer. Are children able to apply their learning in different settings (e.g. at home, different area of the centre)? If yes, give examples. Rating from 1 (as the lowest) and 10 (as the highest), how successful is the implementation of the activity? Support your answer.
Student name and signature: karina pahlawanti Date:
Trainer and assessor name ansignature: Claire Neilson Date:
Specific goal/s: For children to use imagination and creativity in making a constructionTo encourage children to sharethoughts and ideas with the groupFor children to practice fine motor skills
Link to EYLF/VEYLDF:Learning Outcome 3: Children have a strong sense of wellbeing 3.2.3 children engage in increasingly complex sensory-motor skills and movement patterns 3.2.7 children manipulate equipment and manage tools with increasing competence and skills Learning Outcome 4: children are confident and involved learners 4.2.5 manipulate objects and experiment with cause and effect,,, trial and error, and motion 4.4.8 Children explore ideas and theories using imagination, creativity and play.
Pedagogical Approach: Play based learning approach Pedagogies: SupervisionImplementation of the constructive activityProvide open-ended materials for children to useSet-up the activityModelling of how to use materials Use of simple words – intentionally teach new vocabulary words; scaffolding
Transition Strategies:Before the experience: Invite the children to sit down near the constructive corner for the educator to explain the activity. During the experience: Explain how the activity will be done. After the experience: Children will help to pack up the materials used and to tidy up the constructive Corner area.
Introduction:
The children sit down on the carpet near the constructive corner area. The educator starts the conversation by asking the children some questions:
Who knows what the mountain looks like?
Who knows what materials the mountain made from?
The educator will introduce the activity by saying: This morning, we will have an activity in building the mountain with sand playdough.
Main Activity:
The educator will give instructions on how the children mix the materials and build the mountain step by step
As the children are mixing, the educator will observe how they behave. Children will have a lot of fun feeling the textures in the bowl as we add more ingredients. After the materials mix well, let children move it out and put it on the tray so they can start to build the mountain, and show them that they can pour a bit of red colour in the middle of the mountain to make lava and let them decorate the mountain by themselves. We can ask children some open-ended questions, Here are some examples:
How do you build the mountain?
How do you want to decorate the mountain?
The educator will encourage children interacting and communicating with their peer when they are doing activity together
Conclusion: Children will be asked about the new words they have learned and new knowledge about the building mountain activity.At the end of the activity, the children have the choice whether to continue with the role-play activity on their own.
Evaluation: SWOT Analysis: What are the strengths, weaknesses, opportunities, threats/hazards after implementing this plan?What is the response of each child in this activity? (Including attitude, behaviour, difficulties, etc.) How did you handle it?What is the evidence that the children learned/gained something from this activity?Are the pedagogies used effective or not? Support your answer.Are children able to apply their learning in different settings (e.g. at home, different area of the centre)? If yes, give examples.Rating from 1 (as the lowest) and 10 (as the highest), how successful is the implementation of the activity? Support your answer.
Student name and signature: karina pahlawanti Date:
Specific goal/s: To improve children’s fine motor skills including palmer, pincer, and tripod grips, hand-eye coordination, and manipulation skills through the activityFor children to participate in art and craft experience, practice imagination and creativity to make the art
Link to EYLF/VEYLDF:Learning Outcome 4: Children are confident with and involved learners 4.1 – Children develop dispositions for learning such as curiosity, cooperation,confidence, creativity, commitment, enthusiasm, persistence, imagination and flexibility 4.1.2 – are curious and enthusiastic participants in their learning 4.1.4 – follow and extend their own interests with enthusiasm, energy and concentration
Rationale: This activity is designed to encourage children to make movements and enhance their fine motor skills including palmer grip, pincer grip, and tripod grips. Other skills they can improve in this activity are creativity, imaginary skills. This also lets the children have fun while they are learning.
Resources/ Equipment: RiceVinegar
Time: 10:00 am
Zip bagFood colouringTrayCardboardGlue
Setting: Art and craft area
Description of the activity: The educator will provide the rice, vinegar, zip bag and give children different food coloring for children to choose from.The educator will demonstrate how to dye rice and let it dry overnightAfter the children finish dye rice in different colour, the educator will provide them the cereal box and guide them cut out some cardboard to use as paperThe educator give children glue and show them how to use glue on the cardboard and dye colourful rice to make art
Pedagogical Approach: Play based learning approach Pedagogies: SupervisionDemonstration/giving of instructions
Transition Strategies:Before the experience: The educator will invite the children to sit on the arts and crafts table. During the experience: The rice and the food colouring shall be provided first. Then, after the children finished dying rice, the educator provides a cardboard box to cut out the paper and make colouring art with glue and rice on the paper. The educator can ask children to create whatever they want After the experience: Children will help to pack up the materials used and to tidy up the art and crafts play area.
Implementation
Introduction: The children will be asked to sit down on the chairs in the art and crafts corner. Once settled down, the educator will ask the following questions: Who knows what colour we have today?Who knows how we can use rice? The educator will show one by one the materials which will be used
Main Activity:
The main activity is consisted of 2 parts:
Part 1: The educator will give the instruction step by step how to dye rice. Take one cup of rice and put it into a Zip bag, then add 3 tablespoons of vinegar, then add about 5 drops of food colouring and seal the bag tightly, smash the bag all around getting the colour to transfer to the rice evenly. Once the rice and colour were thoroughly mixed, then pour each colour into a different tray to dry and let it sit outside to dry overnight. This will encourage the children to improve their fine motor skills including palmer, pincer, and tripod grips, hand-eye coordination, and manipulation skills.
Part2: The next day, the rice will be ready to go. The educator provides children cereal boxes and guides them how to cut the cardboard out, then use it as a paper. The educator will demonstrate how to put the glue on shape then pour the rice on top. The rice will stick on the cardboard, follow the shape they create, then dump the excess into the tray between colours. Children can choose any colour they want. Educators may supervise, interact, and/or give prompts to children especially those who are having a difficult time. This will be practice for 2 days.
Conclusion:
At the end of the activity, the educator shall display the artwork on the wall.
The educator shall ask feedback/comments/suggestions from the children regarding the activity.
Evaluation: SWOT Analysis: What are the strengths, weaknesses, opportunities, threats/hazards after implementing this plan?What is the response of each child in this activity? (Including attitude, behaviour, difficulties, etc.) How did you handle it?What is the evidence that the children learned/gained something from this activity?Are the pedagogies used effective or not? Support your answer.
Student name and signature: karina pahlawanti Date:
