102110 Professional Experience 3-5years

Misaki Kikuchi SID:18309007

Planned learning experience 16

Child’s/Children’s Name/s: Child R

Date: 28/09/2018
What is the learning focus?
For child R to assist his emerging interest of being part of group with peer support.
This relates to EYLF (2009) Learning Outcome 1.4.1 (engage in and contribute to shared play
experiences).

What is the experience?

Car racing

Why am I planning this experience?

Observation 9 observed his active interaction with his playmates as well as planned experience 10
observed his emerging interest in taking part of group with other children.

What resources do I need?

l A car racing set.
l 5 toy vehicles
What do I need to do to ensure that this experience meets health and safety requirements?
The experiences should be age appropriate in terms of size of the materials. Make sure all the materials
are non-harmful and no chemical. Turn taking and sharing should be scaffolded by adult considering the
age of children and educator will sit with children for supervision in order to avoid any hazard such as
choking

When is the best time, place and grouping for this experience?
Time: Afternoon
Place: Indoor
Grouping: Up to 5 children

How will I interact with the child/children to scaffold their learning?

- Introduce the material by inviting and playing with child R.
- Positive interactions and encouragement without interrupting children’s learning.
- Active supervision and scaffolding for children to take turns of their seat and the vehicles.
- Encourage the positive engagement of racing by “This time childXX won, but I wonder who will
win next.”
- Make sure the children are using the materials appropriately and not to take them away.
- Join in the play using open-ended question such as “How we can make the car run faster?” or
“Which car could win?” to scaffold children’s participation.
- Assist child R’s participation in group play by acknowledging his play, such as “I’m happy for you
that we are playing with so many other children.”
- Monitor and provide positive intervention in children’s interaction without disrupting their
learning.
102110 Professional Experience 3-5years
Misaki Kikuchi SID:18309007
How did it go?
When I set up the experience, it was dominated by older boys.
Child R wondered around the experience and tried to get a toy
car but soon he had to give up. He was hanging around the
table doing other activities and regularly walked around to
check the availability of the seat. Hence, I offered him a seat
saying, “Would you like to play?” then he nodded. I decided to
set the timer and asked the children at the table to take turn of
the space with others. Once child R and child AU got the seat,
child R immediately started playing enthusiastically by
negotiating space with other children. When other children started having a fight for an orange car, he
observed them before he walked to them, and tried to give an orange truck he was holding to one of the
children without word. He went back to his seat and took an available car to join in the play again. When
the play started becoming quiet down and child AU moved away from the experience, child R was still
staying at the table next to other children quietly and kept making his car running up and down on the
roads until pack away time. This experience naturally encouraged child R to sit with children other than
his playmate to play together as well as provided opportunity to negotiate the play space. This relates to
EYLF (2009) Learning Outcome 1.2.1 (demonstrate increasing awareness of the needs and rights of
others). He also demonstrated his recognition of colour which is a fundamental science skill
(Charlesworth, 2016). He demonstrated his empathy to share his toy with others which also shows his
emerging decline of egocentrism although Piaget (1962) suggests children at preoperational stage have
limited view of perspective of others (Arthur, Beecher, Death, Dockett & Farmer, 2012). This shows
child R’s competency in EYLF (2009) Learning Outcome 1.4.4 (empathise with and express concern for
others). He also negotiated his needs of space through non-verbal interaction which shows his ability of
pragmatics as he effectively conveyed intended message to the other children (Winch, Johnston, March,
Ljungdahl & Holliday, 2014). This relates to EYLF (2009) Learning Outcome 5.1.2 (convey and
construct messages with purpose and confidence, building on home/family and community literacies).

What will I do next to follow on from this experience to support the child’s/children’s
learning/development/dispositions/relationship?
• To strengthen child R’s foundation of science by sorting colour using cars. This relates to EYLF
(2009) Learning Outcome 5.4.7 (begin to sort, categorise, order and compare collections and events
and attributes of objects and materials, in their social and natural worlds).
• To encourage child R’s peer interaction through negotiating space by taking turn using timer. This
relates to EYLF (2009) Learning Outcome 2.3.4 (are empowered to make choices and problem
solve to meet their needs in particular contexts).

What have I learnt from this experience?

This experience allowed child R to engage in large group activity by following his interest which is
evident of effective learning opportunity (EYLF, 2009, Learning through play). However, as it was
unexpectedly popular among certain children and it was hard to take turns, it would be better next time
if I use a timer and scaffold children to take turns in order to create an environment that all children
have equal opportunity to participate which relates to EYLF (2009) Practice 4. Intentional teaching.