CHDV 210 Curriculum Activities Self Evaluation Form

Activity # 1 Red Rover, Red Rover (outside play)

Why did I choose this activity? (DRDP, conversation with child, etc.)
I choose this activity to engage all children to play a game as a team. So they can learn
social skills such as working together with their friends and then understand that we need to call
each other one at a time, so they can break the chain of the other team holding hands, so they are
able to stay on the team if they break the other team chain. This activity provides opportunities
for practice repeating the same procedure or steps but different peers participate. As in any
domain of learning, repetition and practices are vital to mastering appropriate social behavior
(Epstein, 2007.pg70). This was a great example of demonstrating what the book says.
What were the strongest points of this activity?
The excitement of the children calling their friends name to have them be on their team.
The physical activity that this activity incorporates and team work. The children come to see the
recipient of their assistance as an individual and feel good about their ability to bring change
(Epstein, 2007.pg.73). This what the red rover game contributes.

What were the weak areas?

When the whole class participated because some did not want to participate so the next
day we tried it with smaller groups and it work better, its better to give the children choices.

What specific changes did you try out when presented this activity a second time?
When we did it in a smaller groups of children they were excited and were interested in
the game longer. In incorporating the children ideas of whom should be on their team and who
they wanted on their team. I welcome their contributions and encourage them to share ideas
with their peers (Epstein, 2007.pg 74).
Evaluate the success of these revision. How might you improve the next time? (Focus on your
teaching skills)
I would have smaller groups when playing red rover and also allow the children who
dont want to participate to go play something else, but can participate anytime during outside
playtime. Provide just a general context but let children determine exactly how the activities
unfolds (Epstein, 2007.pg74).

Did your curriculum activity meet your stated objective? Support your answer with specific
examples from your observation of the childrens involvement in their activity.

Yes, because I wanted them to participate in a physical activity, but also use their social
skills by communicating with each other. They work together as a team and were allowed to
make changes or have a choice to participate in the game.

Based upon your informal assessment of the children during this activity, how would you build
upon this activity? What would be the next curriculum activity would you plan in this area to
enhance the childrens learning and why would you choose this next activity?
I would incorporate duck, duck goose. I would have a small and large group so they are
able to add as many friends as they choose to play with. I would incorporate red rover in
different ways such as adding color or shapes the children would have tags and call each other by
item that match them. Its like a matching game but in a duck, duck goose or red rover
techniques.

Activity # 2
Book: A Friend Is? Charley Brown (Circle Time)
Domain: language/literacy
Why did you choose this activity?
I choose this activity because my mentor Mrs. Donna was talking about safety during the
week. I choose this book what is a Friend? the book talked about Charley Brown having a
variety of different kinds of friends and what different activities they all did together or by
themselves. In which I thought that it would be a great idea to ask them what kinds of friends
they have because they always talk about what they did with their love ones over the weekend.
The children are able to relate with whom they spend time with by reading a book about doing
different activities with their family member who are friends. I talks about stranger danger, I also
stated that friends are people we know in which it started conversation with the children. I can
model active listening as well as talking with the children (Epstein, 2007.pg27). When reading
this book during circle time.
What were the strongest point of this activity?
The strongest point were that all the children are able to relate because everyone has a
friend such as a love one, friend, or relatives. I incorporated language skills. Which
comprehension is intentional thinking during which meaning is constructed (NRP.2000.pg.25)
What were the weak areas?
The weak areas were bringing the children closer. There were some children on the side
in which I should have brought all the children closer in front of me.
What specific changes did you try out when you presented activity a second time?

I had the children come closer in front of me. Then the children who did not participate
the first time, who were their friends?
Evaluate the success of these revisions. How might have improve next time?
I would add print awareness with pictures of family members to incorporate in circle time
to explain to children the variety of different families or friends. I would also have the children
bring in their own families and friend pictures. In which children learn that speech and written
language carry message and that words convert idea (Epstein, 2007.pg25).
Did your curriculum activity meet your stated objective? Support your answer with specific
examples from your observation of the childrens involvement in this activity.
Yes, there able to comprehend what a friend is. In explaining to them that friends are only
people we know. The children talked about their family members and also close friends who they
consider are friends.
Based upon your informal assessment of the children during this activity how would you build
upon this activity? What would be the next curriculum activity you would plan in this area to
enhance the childrens learning and why would you choose this activity?
I would add family, friends, and community members to this activity such as book
pictures, toys such as wooden blocks figures of different community members and ethnicities to
demonstrate to the children what family, community members, and friends are. I will engage
children in decontextualized talk. I will converse about objects, people, and events that are not
immediately present or occurring (Epstein, 2007.pg27). So children know what different
families include culture diversity. In which every child is included in this topic of what friends
are.

Activity # 3
Healthy Pizza Small group activity Math

Why did you choose this particular activity?

During circle time the children talked about what they did on the weekend. They mention
having pizza with all different types of topping with their family members. So I thought making
a pizza out of paper plates and adding toppings because the children are able to relate to them.
The goal early mathematical power, in young children (Baroody 2000) in which this activity
would incorporate math.
What were the strong points of this activity?
I like this activity because all the children who participate ask me what kind of pizza they
liked. Then how many slices did they have and what were their favorite toppings. They also
talked about having pizza with their family members for family time or movie night. In which it
offered materials that are the same in some ways but different in others (Epstein, pg. 5) an

example would be pizza slices and toping they can all used on the pizza but have different
purposes. The strong points were number quantity of toppings.
What were the weak area?
Weak areas were that I did not provide a pizza with slices but as a whole. The children
ask if they can make a slice but did not have the cutouts or separation lines.
What specific changes did you try out when you presented the activity a second time?
The second time around I displayed materials around the classroom with numbers
(Epstein, 2007), like the book states so the children can identify with quantity and recognition of
numbers.

Evaluate the success of these revisions. How might you improve next time?
In adding additional toppings and slices the children like to try various ways of how a
pizza should look like. Some children made a whole pizza but then came back to slices the
second time around. In which the children demonstrated number sense and quantity because
even before they learn how to count young children come to an informal understanding of
quantity and equivalence (Epstein, 2007)
Did your curriculum activity meet your objective? Support your answer with specific examples
from your observation of the children involvement in this activity.
Yes it did. We talked about numbers and quantity when making the pizza which was my
goal to introduce math in a pizza because they are able to relate to it. In which the children added
the numbers toppings demonstrating that this is how many slices or toppings they like on their
pizza.

Based upon your informal assessment of the children during this activity, how would build upon
this activity? What would be the next curriculum activity you would plan in this area to enhance
the childrens learning and why would you choose this activity?
I would add puzzles of pizza to incorporate in this activity. My next activity would be
lets plan to make all kinds and types of pizza! I will also incorporate boxes of all shapes in
sizes so children can put their pizza in the boxes.

Activity # 4
Language/ literacy Name of activity: Book of Bugs!

Why did you choose this particular activity?

I choose this activity because children can relate and they are able to talk about what
book they like. I asked the children what kind of bugs they have seen. I overheard Samuel

talking about a spider with some of the children. In which I though this would be a great idea to
make a book because they are able to draw or talk about the bugs their familiar with and
incorporate it in their book of bugs.
What were the strong points of this activity?
The strong point was the children keep drawing circles in all the pages saying they were
bugs. In providing children with multiple invitations to construct, express, and reflect on their
thoughts and feelings we advance their understanding of symbolic representation and literacy
(Curtis, Carter). This book allowed them to express and reflect how they see or view bugs.

What were the weak areas?

That some children did not know how to draw circles and were disappointed because
their friends were able too.

What specific changes did you try out when you presented this activity the second time?
I added stickers of bugs, ant, etc., stamps prints about bug print outs. So the children who
are not able to draw can put bugs in their books. I also write what bug they are putting in their
book. An example the book gives; a supply of columned paper encourages children to draw the
steps in how to make things so these can be used as directions or receipt by other children
(Curtis, Carter). In addition this items encourage the children who arent able to draw to use a
variety of supplies provided to make their book and also new methods for the ones who are able
to draw.

Evaluate the success of these revisions. How might you improve next time?
I would add a variety of different supplies of bugs. I would also add cloth with different
textures. A variety of different colors to expand their curiosity and engage all of the children
with new supplies. I also pictures with word because photos represent a variety of ways in
which programs are inviting to children to explore the prints (Curtis, Carter). In adding pictures
it add curiosity and interest for the children.

Did your curriculum activity meet your stated objective? Support your answer with specific
examples from observation of the childrens involvement in this activity.
It did, it gave me a view of what knowledge they knew about bugs and nature. The next
time I can incorporate nature elements when making a book of bugs. As you watch children
respond to this environment and hear the themes that emerge in their play, you can offer
additional materials or suggest that the children create them for further involvement in literacy
experience (Curtis, Carter) as book states in watching children in activities and you engage in
conversation your able to know their dislikes, likes and interest and your able to add to you
activities.

Based upon your informal assessment of the children during this activity, how would you build
upon this activity? What would be the next curriculum activity you would plan in this area to
enhance the childrens learning and why would you choose this activity?
I would incorporate print to allow the children to recognize letters. I would also have a
book premade so children arent able to put them together have theirs already made such as for 3
year olds. I like the idea of making books any kind of books because it focuses on
literacy/language in so many ways.

Activity # 5
Art , Name of Activity: Finger Print Ant

Why did you choose this particular activity?

I choose this activity because children were talking about a scorpion pin a child was
wearing. In which they also mentioned ants, so why not make prints of ant out of your own tum
prints.

What were the strong points of this activity/

The strong points were when they looked at the book of bugs I provided to see how they
are supposed to look like with their own prints. putting books, cards, or photos nearby relate to
these objects can further stimulate childrens inquire (Curtis, Carter).

What were the weak areas?

That some children did not like to make ant prints with their fingers. They asked for
paintbrushes. This block area has been decorated with natural materials collected by the staff
and their families. Notice how these textures expand the feel of the block finished wood (Curtis,
Carter). If I would have incorporated dirt they would know how the ants feels when walking on
the dirt. In which they might want have wanted to use their hands to make ant prints.
What specific changes did you try out when you presented the activity the second time?
I added stamps and paint brushes, cute tips so they can dip it in paint and make their own
ant prints. My first experience allowed me to Observe the children for ideas and you will see the
many ways they study, design, or transform the material they use (Curtis, Carter. In which the
children second time around used the supplies I provided and other used their fingers so I
sparked interest and curiosity to all children.
Evaluate the success of these revision. How might you improve the next time?
I would incorporate a variety of different materials such as cloth, assorted painting items
such as sticks or leaves for the next time. I would incorporate the natural elements to make it
more interesting to the children.

Did your curriculum activity meet your stated objective? Support your answer with specific
examples from your observation of the childrens involvement in the activity?
I was disappointed that the children did not want to get paint on their hands. I tried engaging
them by adding different color but still would not let their fingers with paint. Then in adding
paint brushes and other supplies the children did make ant prints and even some tried it with their
fingers. It takes time and it important to know your children when making a curriculum that way
your able to incorporate everyone unique way.

Based on your informal assessment of the children during this activity, how would you build
upon this activity? What would be the next curriculum activity you would plan in this area to
enhance the childrens learning experience and why would you choose this next activity?
I would build on to this activity by having habitat of ants on displayed. I would also
incorporate a variety of different bugs. I would also incorporate different paint supplies to spark
curiosity and engagement. when making ant prints sensory rich natural features in the overall
environment, teacher can continually invite children to connect to the natural world with specific
materials and activities ( Curtis, Carte). I would incorporate play dough and sticks so children
are able to make ants and can visually see them before making ant prints.