Modified Activity Plan for Small groups, Math, Science and Literacy Activities

1. Selected Anecdotal Observation in proper anecdotal format:

During free play time, Avery (ch) was doing a counting activity. She picked up a flashcard with red dots on it. So, there are 3 dots on
this card, and then Im going to pick another card, she said. Avery (ch) picked another card. This card has 4 dots on it. I can put
the card with 3 dots on it and the one with 4 dots on it beside each other. That means there is 1, 2, 3, 4, 5, 6, 7! Miss Mackenzie,
there are 7 dots! Miss Mackenzie (st) looked at Avery and said, You are right, Avery there are 7 dots! Avery continued to pick
cards and put them together to count how many dots she had in total.

Domain: Cognition
Root Skill: 4.9 Reasoning Logically
Specific Indicator: Making logical connections

2. Secondary Anecdotal Observation related to the first observation (not required but may be helpful):

Avery (ch) continued on with this math activity. Miss Mackenzie, I wonder what would happen if I took one of the cards away. How
many dots would I have left? Avery (ch) asked. Why dont you try it out Avery? Miss Mackenzie (ad) said. Avery took away one of
her cards. So, the one with 4 dots is taken away so that means there is not 7 dots anymore. There is only 3 now. You are right,
Avery, there are only 3 dots. You discovered how to change the number of dots all by yourself, said Miss Mackenzie (st).

Domain: Cognition
Root Skill: Reasoning Logically
Specific Indicator: Identifying what precedes change

Strategies and Goal: What is the child trying to do (goal) and how is the child trying to do it (strategies)? The following questions can serve as
prompts to help you think this through.
When thinking about the goal, step back a bit and think in the more general sense. If a child is sorting leaves into different piles, then she is
trying to understand the differences between the leaves, whereas if she is putting leaves into a bucket she is trying to collect them perhaps to keep
them. (You might consider if she is only collecting one type of object in this case.) In this section you can be somewhat subjective as you try to infer
what the child was trying to do.
When identifying the childs strategies, describe the play that you noted in the above observation(s). What actions did the child use to reach
his or her goal? What materials was he playing with. What did she do or not do with the materials? How did the child explore the materials? In this
section you are free to be somewhat subjective but remember to consider what you know about Child Development. (minimum 150 words)

When Avery was doing this activity, she was trying to explain to me how to add and subtract in a simplified way,
which was really interesting. She created her own understanding of it, and found a way to engage in this
understanding with me when she completed this activity. Her goal was to figure out how numbers can change, and
how numbers can increase or decrease. By adding a card with dots on it, or taking one away, she was able to justify
her understanding of numbers that are changing. She thought logically about the entire process, and shared her
thoughts with me. Her strategies during play were interesting. She had all of the cards layed out onto the table. She
experimented with a few different ones to see what she could do, pointing and counting how many dots were on each
card. Even as she was doing the activity, she constantly would look to me and relate the numbers she counted to
things that were important to her. For example, when she picked up the card that had 4 dots on it she said, Miss,
this has 4 dots and Im going to be turning 4 in April to go to big girl school. So, she was able to make those logical
connections between real world and what she was currently learning. This activity was something that I had found in
the classroom I was in, and she modified it in her own way. It was interesting to see her thoughts and how she was
learning.

Further Development: ELECT:

What additional and related root skills and specific indicators are the next in line to develop? (Provide 2 or 3) These must be related to the original
observation and to the childs play.
*****If placed in a JK/SK setting in a school, use the FDELKP here instead. Specify the learning area, the overall expectation, and specific
expectations.

Domain: Cognition
Root Skill (with number): 4.12 Counting
Specific Indicator: Counting in meaningful ways in play and daily living

Domain: Cognition
Root Skill (with number): 4.13 Determining Quantity
Specific Indicator: Counting to determine quantity

Domain: Cognition
Root Skill (with number): 4.14 Comparing quantities
Specific Indicator: Making more-or-less comparisons when using materials
Brainstorm: Think of 3 DIFFERENT curriculum ideas that relate to emerging development and/or emerging interests. How could you extend the
learning or challenge the childrens current thinking? Note these must be directly related to the analysis you have completed above. This is not simply
a topical or thematic match but you should try to extend and support what the child is wondering about. (Example: If you have observed the child
exploring natural materials, then your curriculum ideas should be related to what the child tried to explore in nature. You are trying to support the child
in his or her investigations).

1. Nature Math

2. Wooden Tray Math Kits

3. Paper Mache math Activity

Implementation of Your Activity: Chose one of the activities you listed above and develop it further.
How will you provoke the childrens thinking?
What materials or props will you provide?
How will you display the materials that would make them intriguing to children?
What do you need to get ready before you invite the children to join you?
Note sufficient detail must be provided about this provocation so that everyone will know what you plan to do.

The activity that I have chosen to develop further is the wooden math kits. I will provoke the childrens
thinking by creating an activity that is meaningful and inviting to them. I want it to be something that they
find intriguing and would want to take off the shelves to explore. The materials that I will provide are:
Wooden boxes that are sturdy and durable, with dividers inside each box (I will make the boxes
myself).
Each box will have natural materials on the inside
These materials will be simple and easy to use
Each box will have opportunities for math such as adding and subtracting, matching, etc.
Small journals to offer reflection, and creativity.
Each box contains unique materials:
The first box has: wooden beads, pipe cleaners, wooden sticks, string of different colours, and child
scissors.
The second box has pieces of felt, jeweled beads, string, and pipe cleaners.

I will display the materials during a small group time in the classroom. Each box will be placed on the table,
and 2-4 children will be invited to participate in the activity. It is important during this time to limit the
number of children that participates at one time, because too many can become too overwhelming. As an
example, I will intrigue the children by saying, I wonder what is inside these boxes! Whoever would like to
explore them with me can come to (say what area I am in, etc.).

Before the children can join me, I need to make sure that I have enough materials ready. Each box must
have a variety of things that they can explore. There can even be an opportunity for groups to switch
boxes. If one group has a box with materials that the other group would want to use, then the groups can
switch so the children have opportunities to explore both boxes.

The entire goal of this provocation is to see what the children can do with this activity. I want to see what
they are learning, how they are collaborating with each other, what ideas they have. What kinds of
questions are they asking? What kinds of things are they wondering about? What else do they want to see
that can be done with these materials? How are they learning about numbers, or about math in general? I
want to see and know from each child what ideas that they want to bring to me. Their ideas are what is the
most important because everything is based off of their interests. What do the children have to offer for
this activity? I want to see what they do and how they utilize the materials. I will be taking steady
observations during this time so I can see and hear what the children are saying/doing/and learning
throughout this entire process.

Should be two pages of deep, meaningful, analytical reflection.

1. What do you expect the children will do with the materials? (Use your knowledge of child
development and the Montessori philosophy)

I expect that the children will enjoy the materials, and explore them in whatever ways possible. Each
child will have different ideas about what they can do with the materials provided, and that is a key
component. The whole idea of the Montessori philosophy, is that we are directresses. We guide the
children in what they are doing. If they want to explore a material in a certain way, then we guide and
support them in what they want to explore. There is no right or wrong way of doing something.
Through the views of Maria Montessori, children are meant to be citizens of society. Children need to
manipulate materials in order to learn in their own way. They also need to be independent learners
and leaders. If they can explore an activity independently, with their own knowledge, that says a lot
about what they will become in the future. Maria Montessori wanted to shape that. The idea that
children are valued members of society. In terms of child development, it is important to take into
consideration the 2 types of Montessori method: 1) Sensitive Periods, 2) Spontaneous Periods. The
sensitive period is where you are aware of the sensitivity of the childs learning, and the spontaneous
period is where you are learning something spontaneously. In terms of the childrens work, the main
thing to remember is that less is more. Keeping the lesson simple is probably the best way for
learning to happen. Making it too complex can cause frustrations or embarrassment if the child feels
that he/she cannot manipulate the materials in their own way. These are all key concepts to take into
account when implementing a Montessori-based provocation.

2. How is this particular material based off of the Montessori method?

This particular material is based off of the Montessori Method because they are didactic materials.
Didactic materials are ones that can be explored freely. They are not aimed to prove that there is a right
or wrong way of doing something or completing a task, rather, they offer more growth and opportunities
for each child to experience. The materials are inviting, they are able to manipulate them. The materials
are offering different areas of math, not just one. More importantly, they are offering areas of sensory
experience as well. Each box will have different things inside that children can use and become intrigued
by. As an addition to the boxes, I will also include small journals or notebooks, where the children can
express their ideas to each other, or take them home to share with their parents. The children can kind
 of look at these journals and notebooks, as blueprints or opportunities for further exploration. They can
draw things, they can put anything inside those journals that they are still curious about, or they can
simply just do whatever they want with them, based on what they have learned from doing the math
activity. The materials will show that their ideas are valued, and they are learning independently.

3. What have you learned about emergent curriculum and the Montessori philosophy?

I have learned a lot about emergent curriculum and the Montessori philosophy. I have learned that the
world is an experiment, and the children are the scientists. They will choose how they learn, what they see,
how they feel, what they do. They are the ones that provide opportunities for learning in so many ways,
and they even teach us as adults more than we could ever know. I have learned that emergent curriculum
is not just lesson plans, or observations. It is so much more. It is play, it is developing relationships,
building rapport with children, allowing them to be independent learners and thinkers. It is about seeing
how each child learns, and seeing their milestones. It is about being role models for them as Early
Childhood Educators, shaping them into leaders for the future. What they learn now in their early years,
are the most crucial years of their life. That being said, it is important for us as educators to make this
experience as meaningful as possible for them. In terms of Montessori, I have learned that being a
directress is the key factor in this learning approach. I have learned that I am guiding the children in what
are they are learning and exploring. Ive learned that I am promoting independence, knowing when I need
to step in, and when I dont. You are allowing them to learn for themselves, and providing materials that
are natural and simple to use. Most importantly, you are realizing that children have voices to be heard,
and that Montessori is for everyone. There is no right or wrong. Other things I have learned, are that
Montessori makes children succeed more academically, it opens so many doors to further learning. It takes
learning to a new level, and it allows children to show their individuality. Out of the three approaches we
have learned about in Emergent Curriculum, after completing this assignment and making these materials,
this approach is the one I feel strongest about. I have included a personal reflection in this section as well,
because I think that reflections are so important in our field.

Personal Reflection:

During this entire assignment, in the beginning, I found myself overthinking it. As to be expected, since I am an Accelerated student.
However, what I quickly learned is that less is more. I learned that children dont need to be overwhelmed when they are learning. They need
to be guided, and given opportunities to be who they want to be. Children need to be given the opportunity to look at everything they
experience as a blank canvas. I really am a firm believer in that metaphor. As soon as you give them that brush for the blank canvas, it
becomes whatever they want it to be. They can paint anything they want. Its a way of saying, that life can be whatever they want it to be,
because they are the artists. I think that as a person, I have grown myself from this entire class. I have learned that there are so many
opportunities for learning in so many different ways. Ive also learned that there is no right or wrong way of doing something. If we give
children a vision of what something should look like or what they should be doing versus what their own ideas are, then we are taking
away their individuality, and their rights as a person. I think it is so important for us to realize that children are not just children. They are
smart, realistic human beings. They have so much to offer to the world, and so much knowledge. They have this wonderful representation of
what they want the world to be, and how they want to experience life. As educators, mentors, students, and parents, it is so important to
support them in every way possible. I have truly enjoyed this class as a whole and this assignment. I am confident that in the field, this will
help me and guide me to be the ECE that I want to be.

Rachel, as a teacher, thank you so much for offering all the knowledge you have. During both of your classes, I felt like I learned so much
about myself as a person. Not only because of the classes Im taking, but because of how you teach the material. You make it interesting,
and meaningful. I feel like I have learned so much from you as a person, and it has been a wonderful experience coming into class and
having a different kind of teaching style. You are truly an amazing person, and I wish you all the best with your health, and a safe recovery.

Kenzie Dufour