Pre-school learning Story

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Centennial College *

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103

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Communications

Date

Jun 8, 2024

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docx

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Uploaded by DoctorDragonMaster1034

1 Pre-school Learning Story Student name: Tayyaba Islam Centennial College, Progress Campus The Healthy Development of the Whole Child, (ECEP 103) Instructor’s name: Oluwatosin Akintade March 18, 2024.

2 Pre-school Learning Story (My personal image) Introduction Hanan Elahi is 4 years old now and is in pre-school. He asks a lot of questions when we are on walks, shopping trips, outing for parks and museums and story times. It seems like he is curious about almost everything. There is always another “Why?” following almost every response. He is improving his cognitive development and seems advance in his thinking ability. He's starting to grasp strategic games and is becoming quite proficient at games that include numbers and counting. This is a great opportunity for him to explore and learn about the world as well as to develop his problem solving skill. So, I decided to encourage him by engaging him in activities like building blocks, puzzle solving and math with movement. Moreover, I also decided to have conversation session with him to answer his questions by using visual aids. What happened? One day, I used a hopscotch mat with numbers and asked him to jump from 1 to 10. I was counting the numbers, and when I said "one,” he was jumping on the same number. This showed

3 me that he is able to recognize the numbers, and this would be important to enhance his counting and math skills. I also used daily situations to develop his counting skills, e.g. In the kitchen I asked him about how many fruits are in plates and how many plates are on the table? Then I used some animal puzzles and asked him to solve this puzzle. He faced some difficulty in completing the puzzles, but with some guidance, he completed all the puzzles, and I was surprised to see when he called the animal names as well. This helped me to understand how he is gaining knowledge, learning problem-solving skills, and recalling his knowledge. On the other day, I used some number blocks and asked Hanan to make the highest building by using numbers in sequence. This activity kept Hanan busy because when he made any mistake, that was a problem for him, and he tried to solve this problem. At last, he succeeds in making the highest building with the correct sequence of numbers. Through this activity, he also learned pattern recognition and stable structure skills and improved his creativity. After that, I fixed a time to have a conversation session with him in which I gave answers to all Hanan's questions and explained his curiosity visually through his iPad. For example, he asked me a question about trees: "Mom! How do trees grow?" I answered by saying that trees start off as seeds and develop into sprouts during their life cycle. It then develops into a sapling and, after a while, matures into a tree that can bear fruit, resuming the cycle. Then I showed him the process video on the iPad to clarify his confusion. What is important? All these activities are crucial for improving his problem solving skills, counting skills and for answers of his every “WHY?”. As mentioned in ELECT framework skills (ELECT 4.2 Problem Solving) “Pose Problem. For example, “How can you make your building bigger?” This causes child solves problems, think logically and use language to represent thinking.” (ELECT, 2007,

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