GROUP LEARNING EXPERIENCE PLANNING

SHEET
Student Name: Jessica Edwards Course Code:

Age Group: Toddler (14 months to 3 years) Date: Thursday January 26th,
2017

Learning Experience:

Animal Silhouette Paintings

Programming Purpose:

While I observed the children in the classroom during a meal I noticed that most of the
children have grasped or are on their way to grasping the skill of holding a fork. During free
play time on the carpet I got to ask one of the children in the class some questions about and
animals and most were able to respond, but younger children in the classroom were
interested in animal themed toys. Some of the children in the class will discuss colours and
name the colours of objects they see. I would like to give the children in the room and
opportunity to increase their colour vocabulary and improve their accuracy.

The children in the classroom are currently improving their fine motor skills, and learning
about different colours and names of animals. This craft allows children to have sensory
experience with paints while they practice these skills. During my first visit to the classroom a
majority of the class spent their time exploring the sensory and science centers in the room.
The children are also just beginning to learn about sharing with others and letting go of part
of their natural egocentrism. The children may have trouble sharing tools such as paint
brushes, but allowing the children to use paints from the same containers, and
acknowledging this, may help reinforce sharing using positive confirmations.

Objective:

Children will

Practice fine motor skills- when using paintbrushes to colour their canvases with paint

Explore their senses- when using the paint on their canvas, touching, noticing textures,
viewing different colours.

Practice colour vocabulary words- while answering prompts from educators about their
painting methods and favourite colours.
 Materials: Modifications:

Small sized flat, mini canvases (eight or one Stabilize:

per child)

Table cloth (one)

Smocks (one per child)

Paint in various colours

Simplify:
Foam animal stickers (eight or one per child)
Allow children who are uncomfortable with
using a paintbrush to finger paint on their
canvas

Increase number of paint pots if children are

having trouble sharing with their peers

Allow children to paint the canvas without the

addition of the stickers to create animal
silhouettes

Enhance:

Tweak:
 Implementation:

1. I will dress the children in smocks and sit them down at the table.

2. I will distribute mini-canvases to each child as well as bug stickers.

3. I will fill paint containers with paint and place one paint brush in each pot.

4. I will distribute the paint pots amongst the children.

5. I will model placing the bug stickers on the canvas and remove all sticker backings on the
bug stickers.

6. The children will place their bu7g stickers onto their canvases.

7. The children will use their paint brushes or their hands to cover their canvases including their
bug stickers in paint.

8. Periodically, I will switch the paint colours amongst the children so their canvases can have a
tie-dye effect and to encourage the children to discuss different colours.

9. After the children have completed their paintings I will set them in a safe area to dry and
clean the table. This clean up includes:

a. Removing the childrens smocks.

b. Placing the paint pots and paint brushes into the sink to be cleaned.

c. Removing the excess sticker backings and any other garbage from the table and disposing it
into a trash can.

d. Removing the table cloth.

e. Cleaning the paint brushes and paint pots with a sanitizing solution and water.
f. Sanitizing the table with cleaning spray and paper towels.

Set Up

Learning Strategy #1:

Hand-over-hand:

The children in the classroom are all developing their fine motor skills at different rates and
this means that there will be some children in the classroom who can paint with their
paintbrushes easily, and there will be some children who need more assistance when
painting. Hand-over-hand assistance helps a child to understand the movements they must
make with their hands and arms, the grip they should use to hold their paintbrush and helps
the children build confidence in their skills. Providing this type of support can help children
get acquainted with the fine motor skills needed for a variety of tools beyond using the
paintbrush.

Learning Strategy #2

Adult Modelling:
 When explaining the task to the children using simple language I will also model the steps so
that children with less developed language skills can still gain an understanding of the steps
in our art pieces. These steps include:

Modeling the peeling of a sticker backing.

Modeling placing the sticker onto the canvas.

Modeling wiping the paint brush on the side of the paint pots.

Modeling different ways of painting such as dabbing on paint, brush strokes and splashing
paint onto the canvas.

Modeling painting over the stickers so that the children understand that it is okay to do so.

Overall Group Learning Experience Evaluation

What worked during this learning experience? Why?

What did not work during this learning experience? Why?

What might you do differently in the future?

What theory might you use to support these changes? (Optional)

 Site Supervisors Feedback

Provide the student with constructive feedback on his/her Group Learning

Experience

Indicate aspects the student did well

Comment on aspect the student could keep in mind when planning and
implementing future experiences
Site Supervisors Signature: ____________________________

Date: ____________________________