abrookshaw_nine learning experiences assignment_101423

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Rasmussen College *

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EC110

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Oct 30, 2023

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Resource Collection RC-II: Nine Learning Experiences Angell Brookshaw Rasmussen College Early Childhood Education Curriculum and Instruction Kristen Walley 10/15/2023

Resource Collection RC-II: Nine Learning Experiences RC II-1: Science/Sensory Age Group: Young infants Learning Experience/Activity: Iced Cube painting List the intended goals: To support science/sensory skills using a frozen paint cube after mixture to create art engagingly. Materials: Ice cube tray, food coloring or tempera liquid paint, table covering, construction paper, and coffee filter paper. Process/Teaching strategies: Provide materials for children. Sit the children on the floor in their own space. Hold infants between your legs or place them on their stomachs on the kitchen floor that cannot sit on their own. Model by exploring the objects onto the filter paper to get infants engaged in the activity. Place the item in their hand or leave it on top of the filter paper. Allow the children to explore and interact with the object on their own. How is this activity developmentally appropriate for the age group? Ice cube painting provides fine motor and gross motor skills Ice cube painting provides fine motor and gross motor skills by grasping the ice, improving hand-eye coordination, and working small and large muscles to help control their writing movement. It promotes cause and effect through object permanence of the ice cube melting on the filter. They learn to hold and manipulate the object in its cold form and experiment with color, shape, and texture with the filter paper. Children develop social-emotional skills by

expressing their self-expression. Supports language skills as children will be exposed to learning new words, cold, liquid, and melting. RC II-2: Language and Literacy Age Group: Young infant Learning Experience/Activity: Itsy Bitsy Spider Song List the intended goals: To support language/literacy using tone, rhythm, and beat while singing nursery rhymes in a bonding fun way. Materials: Soft spider prop and fingers Process/Teaching strategies : Place young infants on a soft mat on their backs. Model the puppet singing the song. Allow the infant to engage with the soft spider. Model your hands so they can participate in using their fingers to learn the gestures to the song. Assists their hands with the song. How is this activity developmentally appropriate for the age group? Singing allows you to bond and voice recognition. Promotes communication and language, introducing them to learn new words. Infants develop the meaning of repetition and memorization for retaining words. They begin to incorporate the sense of expressions and feelings in language. Supports phonological awareness to hear sounds from the spoken words. The use of finger play develops literacy in fine motor skills to write. RC II-3: Creativity Age group: Young infants

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Learning Experience/Activity: Edible Playdough List the intended goals: To support creativity using manipulation while having fun in an engaging approach. Materials: Cup of rice cereal, cup of cornstarch, cup of applesauce, vegetable oil. Food coloring, pan, boppy or receiving blanket, Ziploc bags, and splat mat. Process/Teaching strategies : Place infants onto a soft mat on their tummy, prompting a boppy or a receiving blanket under the armpits. Provide materials placing the dough into a pan using a splat mat or large toel underneath the pan. Model the activity by picking up the dough and squeezing it. Allo the infant to engage at their own pace. Assist, only if needed, by placing the dough in hand. How is this activity developmentally appropriate for the age group? It develops the belly, dons development for building neck, stomach, and shoulder muscles to help with crawling walking, sitting up, and rolling over. It supports fine motor skills and coordination through manipulation by tracking and building small muscles. They improve their five senses by exploring and processing information. They learn self-expression through experimenting and knowledge of new words building language development. RC II-4: Fine Motor (please choose an indoor activity) Age Group: Mobile infants Learning Experience/Activity: Rattles List the intended goals : To support the small muscles in the child’s fingers, and wrists, and interact play using hands-on.

Materials: Rattles, floor space. Process/Teaching strategies: Place infants on their back or stomach in their own space on a soft mat. Provide a variety of objects in front of the infants or to the side of the infants. Model by exploring the items so the infants will engage in the activity. If the infants cannot grab the object, place it in their hand, or leave it on the floor. Allow the infants to decide how they will engage with the rattles even if handed to them. How is this activity developmentally appropriate for the age group? Implementing rattle play promotes and strengthens the infant’s cognitive development in their thought process and experience in their sensory skills and object permanence. It develops hand-eye coordination that will help them to rite, track movement, drees, and feed themselves. RC II-5: Gross Motor (please choose an outdoor activity) Age Group: Mobile infants Learning Experience/Activity: Tunnel Obstacles List the intended goals: To support large muscles during sensory play in a child’s body, neck, legs, and shoulder in a fun and challenging outdoor setting. Materials: Tunnel, Balls, large safe space, throw pillows, large soft blocks. Process/Teaching strategies: Place the children in front of the materials starting at the tunnel. Model the activity through the tunnel pushing the balls through, around the blocks, and over the pillows. Let them decide if they want to engage through the tunnel. Lay at one of the tunnels open-ended to provide positive motivations through the tunnel so others can go through it.

How is this activity developmentally appropriate for the age group? Implement exercise while balance and coordination, building the body’s core for crawling. It is a fun and interactive way to play with the use of the balls as positive reinforcement. It helps in special, awareness if they should go through the tunnel and the right time to go through. Climbing over the pillows increases an infant’s flexibility. It increases social development for having patience in taking turns. Prepares the children to balance and walk. RC II-6: Self-Concepts Age Group : Mobile infants Learning Experience/Activity : Mirror play List the intended goals : To support self-concept skills through their reflection during fun bonding play. Materials: Child size, appropriate wall mirror. Process/Teaching strategies: Place the child in front of the mirror, allowing them to stand or sit. Start by encouraging smiling and making silly facial expressions to get interaction. Let the children engage in the activity at their own pace. Model by pointing to the head location and name in the mirror. Continue with other body parts, parts on their clothes, and body movements. How is this activity developmentally appropriate for the age group? Morrorplay allows the children to explore their body parts and what they can do. It provides acceptance warmth and bonding. The children practice learning how to focus on what is in front of them. It supports object permanence and social-emotional

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development through interaction. Children learn their reactions, the benefits of imitating others, and the reward of praising themselves and other’s work. RC II-7: Emotional Skills/Regulation Age Group : Toddlers Learning Experience/Activity : Plastic Eff Faces List the intended goals: To support emotional skills and regulation by eliminating, reducing, and managing disruptive behavior utilizing interchanging face changes in a fun interacting routine. Materials: Tomy lil Chirpers sorting egg game or homemade plastic eggs and safe floor space. Process/Teaching strategies : Provide materials for children. Model by choosing one of the emotions, explaining what it is, recognizing and practicing that emotion, and exchanging the faces. Allow the children to engage at their own pace. Ask questions, “How does a person feel when you hit them? “ How do you feel when you get mad? How is this activity developmentally appropriate for the age group? It promotes decision and learning how to explore and express their emotions creatively. It helps to seek help when needed relieving stress. It develops their social awareness of empathy for others and their feelings. It develops dexterity in hands, shape, and color recognition by sorting the eggs and interchanging them. It reduces conflict resolution by communicating effectively. RC II-8: Social Skills

Age Group : Toddlers Learning Experience/Activity: LEGOs List the intended goals: To support social skills in hands-on and practicing skills in communication, problem-solving, and sharing. Materials: Legos and table space Process/Teaching strategies: Provide materials to children. Sit children at their tablespace. Model stacking or building an object to show them how you engage. Allow them to make their own decision to interact and engage with the LEGOs. How is this activity developmentally appropriate for the age group? LEGOs provide creativity and imagination when they begin to stack or build. It develops social reasoning and problem-solving when they see how many they can stack on top of each to stop it from tipping over. The children learn social-emotional skills by building patience and practicing their frustration to put their project back together again after it leans over. It teaches them how to share through verbal or non-verbal communication. Promotes math concepts by manipulatives of sorting and counting by placing all the colors, small, and giant LEGOs together. It develops their fine motor skills and strengthens the muscles in their fingers and dexterity. RC II-9: Math Age Group: Toddlers Learning Experience/Activity : Large Knob Block Puzzle List the intended goals: To support math skills by using strategies to solve the puzzle faster interactively and efficiently.

Materials: Large knob puzzles, and table space. Process/Teaching strategies: Provide a variety of materials to the children. Sit in their own puzzle space. Model so children can see how I engage. Children can make their own decisions when engaging with the puzzle. How is this activity developmentally appropriate for the age group? Math skills help hand-eye coordination and fine motor skills as the children begin to remove and hold the pieces. Develop fine motor and problem-solving skills as they manipulate the puzzle pieces by turning and flipping until they find the right fit. It promotes self-recognition by sorting and recognizing. It supports memory by recalling the size, color, and shape to complete the puzzle.

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