EARLY LEARNING CENTRE LEARNING

EXPERIENCE
Student Name: Krystina Telesca Date: October 20th, 2017 Age Group: JK/SK 3-6

Purpose: Reason for

developing learning
experience. This could be Purpose:
in response to an
observation, discussion The purpose of this experience will be to encourage children to
with the site supervisor, engage in a social game where they will work with peers to achieve
Ontario Curriculum a common goal. This experience will also encourage children to
Objective, etc. exercise and refine gross motor skills through jumping and running
motions.
Observation
Observation:
- Document what you
saw and heard The children were participating in a gross motor game during gym
- Document non-verbal
communication (i.e., time. The game was called, Duck, Duck, Goose! The children
body language, facial absolutely loved this game, each child was very eager to get a turn
expressions and voice and a second turn. Child A said, duck, duck, duck, duck, GOOSE!
tone) She tapped child b on the head and both children began running at
- Document in detail:
who, what, where, and full speed in opposite directions around the circle. Both children had
when huge smiles from ear to ear on their faces. The children sitting in the
- Documentation should circle were clapping, excitedly, and chanting the runners names.
be written in past
tense, objective, and in
anecdotal format
OR

Discussion

Document the discussion

between you and your site
supervisor that led to the
planning

OR

Curriculum Objective

Describe the curriculum

objective youre aiming
to meet/enhance through
this experience

Learning Experience

What are you planning in Relay Race

response to your purpose?
In accordance with the childrens love of physically active games, I
- Label your experience will implement an experience where the children will be split into
(e.g. Painting with
cars). two teams, and work with the peers on their team to win a relay
- What are your 3 race. This experience will take place outdoors in the kindergarten
objectives for this playground, between first snack and lunch. I will encourage the
experience? (i.e. What children to understand that it doesnt matter who wins, and I will
interests are you
extending? What bring stickers in for each and every child. I will set up a race which
strengths and will consist of hula hoops, a hop scotch drawing and different types
opportunities for of jumps. I will explain the experience to the children by telling the
growth are you children what they will do at each station, as well as going through
enhancing/supporting?)
Please Note: You and modelling each station to them. I will tell the children that they
should refer to will go through the race one by one, and once they are done they
appropriate pedagogy will run back to the line and tag the next person to go, as well as sit
to support your down. Depending on how long one go through takes, we may be
discussion around able to do the relay race multiple times. I will encourage each child
strengths and to cheer on all of their peers so that they are motivated and happy to
opportunities for be a part of the experience. I will close the experience with a game
growth (e.g. ELECT, of What Time is it Mr. Wolf? This experience will encourage the
How Does Learning
children to practice social skills as well as large muscle movement.
Happen, Ontario FDK
Curriculum, etc). Materials:

- Hula hoops
Describe the experience: - Chalk

- Who will be involved Objectives:

in the experience?
- Where will the 1. The children will (Self-Regulation and Well-Being: 7.2)
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
demonstrate persistence while engaged in activities that
require the use of both large and small muscles, as they jump
through the hula hoops on 1 foot, go through the hop scotch
blocks, spin in a circle, and hop like a rabbit. They will also
engage in large muscle movement as they run back to their
team and tag the next peer in line (The Kindergarten
Program, 2016, pg.176).
 experience, with a step
by step description
- List and describe 2
teaching strategies.
How will you use
them? Why have you
chosen these
strategies?
3. The children will (Self-Regulation and Well-Being: 8.1)
4. The children will (Belonging and Contributing: 3) identify
2. The children (Self-Regulation and Well-Being: 8.2) will
demonstrate control of large muscles with and without
equipment, as they bunny jump in between hula hoops, as
well as hop like frogs in a line on the pavement, with no hula
hoops for a guide (The Kindergarten Program, 2016,
pg.178).
demonstrate spatial awareness in activities that require large
muscles, as they jump and step through the hop scotch
blocks, without falling outside each numbered box, and
while keeping their balance. They will also demonstrate
spatial awareness as they tag their next partner without
banging into them and keeping personal space (The
Kindergarten Program, 2016, pg.178).
and use social skills in play and other contexts as they
motivate each other to do well, as well as work together with
peers to get through the race successfully (The Kindergarten
Program, 2016, pg.127).

Implementation:

1. I will set up the relay race while the children are indoors, I
will set out hula hoops, and draw hop scotch blocks.
2. I will introduce the experience by explaining to the children
that we will be engaging in a team race!
3. I will explain and well as model to the children what they
will do at each station in the race.
4. I will encourage the children as they are running through the
race, and I will also encourage them to sit down when they
are finished.
5. I will give each child a sticker at the end, and ensure they
know they are all winners.
6. I will conclude the experience with a couple games of What
Time is it Mr. Wolf?

Teaching Strategies:

1. Modeling: I will run through the relay race, and model each
action for the children so that they can imitate what I do
when they go through the race. I will say with words exactly
 I am doing as I do it so that the children are completely clear
on the movements.

2. Telling, explaining, informing: I will explain to the

children what they will be doing as they go through the race.
For example: as I jump through the hula hoops, I will say
you will jump through the hula hoops with 1 foot at a time,
like this! I will also explain to the children that they will go
one by one, and that they will tag the next person in line on
their way back. Lastly, I will tell the children that they are
all winners and that they will all get a prize.