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1 ECE 128: Curriculum Project Valerie Valadez Early Childhood Education Department, Diablo Valley College Martina Ebesugawa December 5, 2022 Dhilan Shah 5/15/2023 ECE 128: Curriculum Project

2 ECE 128: Curriculum Project Introduction Introduction The responsive curriculum planning cycle is observation and note-taking, assessment, and learning about children's interests, life experiences, and questions. Chooses and decides on strategies, materials, and experiences to support learning and move children forward and evaluate. 1. Regular observation to learn about individual children and the whole group. 2. Assessment of where each child is in relation to predetermined goals and objectives. 3. Learning about children's interests, experiences, and questions. 4. Deciding strategies, materials, and experiences to move children toward goals and objectives. 5. Evaluate the effectiveness of plans and add new ideas. How I will use the responsive curriculum planning cycle to create the provocations I design for the child I observe is by first observing the child and continually observing them, making note of the things and ideas that spark their interests and also being mindful that the provocations I create are developmentally appropriate for the child. I will also use this cycle as a permanent documentation system to create provocations based on the children's interests; provocations that attract the attention of the children and awaken in them the curiosity that leads them to different topics. After I will think about ways to enhance their interests and what materials and experiences can move them toward the goal and objective. The child I observed was a girl name Vanessa she was wearing a red and white dress in the video provided for us. Vanessa shows Social and Emotional Self-Regulation when it comes to waiting for a teacher to fill up her water bottle for example she asks a teacher's name “Melisa I wish I have more water, I need more water” Vanessa patiently waits for another teacher to come

3 over and fill up her water bottle. Vanessa seems to be very good at interacting with adults, peers, and building relationships for example Vanessa seems very fond of a girl in a yellow shirt playing with her on the tire swing and other activities such as playing the Xylophone and having the girl in a yellow shirt play another instrument and saying “You will be the drummer”. Vanessa also interacts with adults asking a teacher for more water and playing a game called hug power for example she was playing hug power with two other students and a teacher name Melisa saying “Hug power” when throwing a hug power towards the teacher. Vanessa seems to be good at other development-level skills such as cognitive, language, creative, and physical development. Vanessa also seems to be interested in pretend play, for example, there was a puppet show stand outside and she would keep coming to it for a short period of time at first she grab a puppet and was at the stand saying “And let the show begin”, she also seems to be interested in mud having her feet touch it and asking the teacher name Melisa and the girl in the yellow shirt to “Feel this…feels muddy”. The setting I observe Vanessa was in the video provided for us, she was outside where there was a playground, slide, dramatic play area, block area, music/ instrument area, and a big field full of grass where she can run around and play tag. ECE 128: Curriculum Project Body Documentation

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4 Result of the child's interest: Balancing on a tire swing. Subject Area: Math Teacher Wonderings: Vanessa was very interested in the tire swing spinning around with her friend. I wonder if balancing the scale will be interesting for Vanessa and help her understand the concept of balance like how she was balancing on the tire swing. I wonder if the book “Balancing Act” will help encourage the other children to try this? Materials: Scale, rocks, marbles, jars to place the rocks and marbles, and the “Balancing Act” book for reference

5 Result of the child's interest: Playing with Blocks Subject Area: Blocks Teacher Wonderings: Vanessa seems to like playing with blocks with a friend too. I wonder if the other children will be interested in building blocks like Vanessa and her friend. I wonder if “When I Build With Blocks” was a perfect match to encourage Vanessa to build something with the blocks. Materials: Blocks, “When I Build With Blocks” book for reference/ ideas

6 Result of the child's interest: Puppet show Subject Area: Social and Emotional Development Teacher Wonderings: Vanessa was very interested in the puppet and the puppet show stand that was outside. I wonder if making her own puppet will encourage her to make a puppet show and encourage the other children to join her. Will creating their own puppet help Vanessa and the other children understand the concept of emotions and help build social interaction with each other? Materials: “How do I feel today?” worksheet, wooden sticks, scissors, glue sticks, markers, construction paper, yarn

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7 Result of the child's interest: Toy giraffe Subject Area: Science Teacher Wonderings: Vanessa seems to be interested in giraffes she was playing in the block area and has two toy giraffes. I wonder how Vanessa and the other children react to this and if they are going to follow the pattern of the giraffe skin or create their own pattern? Materials: Watercolor paints, paper towel, paint brushes, water, and toy giraffe for reference

8 Result of the child's interest: Mud Subject Area: Language Arts Teacher Wonderings: Vanessa was very interested in mud touching it with her feet, I wonder if she will be interested in the sand as well but instead of her feet she can use a paintbrush or her fingers to write her name. Will writing her name teach her the concept of names and letters in the alphabet? Would the sand give the same effect as the wet mud? Could this encourage the other children to try it out? Materials: Sand, paintbrushes, tray, flashcards with the children's names written on it, and the alphabet chart

9 ECE 128: Curriculum Project Conclusion Conclusion How I will use provocations in my future work when working with children is by creating provocations that are based on the child or children's interest encouraging them to explore their interests independently letting them have a chance to see if they are still interested in that specific topic before creating the final project approach. I will also use provocations to help children explore, think, learn, and answer their own questions about the topics they are interested in. I will also use provocations to address cultural and linguistic diversity by creating provocations that are inclusive to that child or children making the child/ children feel welcome and heard. I will use provocations to address social justice and anti-bias by having diverse, inclusive, welcoming activities in which each child feels comfortable and confident to explore and use their creative thinking when diving into that interest. ECE 128: Curriculum Project Reference

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10 Reference Ebesugawa, M. (2022, September 29). Integrated Curriculum Project Activity . Lecture. Haughey, S., & Hill, N. (2017). Provocations: A Start-Up Guide. Retrieved December 5, 2022, from https://www.mlfmonde.org/wp-content/uploads/2020/12/ProvocationsStart-UpGuide-1.pdf Trujillo, K. (Director). (2020, September 30). Child Observation [Video file]. Retrieved December 2, 2022, from https://youtu.be/hDbd2kKQJ6s ECE 128: Curriculum Project Documentation Collected Artifacts (01:39) - Puppet show "And let the show begin" (04:52) - Using the Xylophone to make music "You will be the drummer"

11 (06:10) - Playing tag and running around "Tag" (06:47) - Playing tag "tag your it" (06:51) - Asking the teacher for more water “Melisa I wish I have more water, I need more water” (11:12) - Playing with blocks and 2 toy giraffes with a friend (12:45)- Playing with a friend on a tire swing

12 (19:07) - Playing Hug Power, throwing a Hug Power toward the teacher “Hug Power” (20:05) - Touching mud with her feet “Feel this…feels muddy”

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