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Bece 103 (0-2)

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16 views5 pages

Bece 103 (0-2)

Uploaded by

keshavk1401
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Educator:

Student ID:

Unit code and name:

Assessment tittle:

LEARNING PLAN FOR 0-2 YEARS OLD KIDS

Age of 09:00 AM to
Children: 0-2 Time: 10:00 AM Date:

Duration 40 Minutes

Group Size Small ( ) the number of children per group__6__________


Large the number of children per group____________

Location Indoors ( )
Outdoors
Routine Task ________Naptime______________________
Other _________________Sensory Station___________________

Learning aims
Learning aims for this lesson plan (0-2) years are:

Number Recognition: Give the idea of counting and number recognition a start with the
help of visually pleasant and touchable objects such as rubber numbers and colourful
blocks that will capture infants’ attention and interest.

Shape Familiarity: Apart from recognizing and naming different shapes, like circles,
squares, and triangles, through interactive fun, enable kids to build their visual-spatial
representations.

Simple Patterns: Start getting children to see patterns is by placing their toys in a simple
repetitive arrangement, stimulating the children to reflect upon and recreate the same
patterns.

Children’s interests/prior Knowledge


Connection to Children’s Interests and Prior Knowledge
Instilling a base for the number fluency ability as well as mathematical thinking and
problem solving from young age is critical since it is the basis of every future mathematical
action (Colliver, 2018).
Rationale for Chosen Activities
The proposed activities are designed to utilize the sensory pathways as well as develop this
all-important motor skills specific to this stage of mental development (Huntington, 2023).

Resources/Materials to be used
List of Materials:
Numbered Soft Blocks: Simple, colourful, block sets bearing numbers 1 to 5 that should
be a perfect fit to count and identify numbers.
Shape Sorters: Different shape sorters including chess shapes like cubes, circular, etc.
Such instruments assist getting children to know the shape.
Pattern Cards and Tiles: For example, intuitive cards that may be of a striped/dotted
pattern or of the type that matches the pattern, develop a feeling of learning rather than
dullness.
Large Floor Mats: Place to access to various activities with soft, safe surfaces. The mats
would have, as a minimum, enough space to hold the grouping of children together with
their activities intact.

Description of Learning Experience/teaching process


1. Welcome and do some warmup (5 minutes)
Activity: Begin with a new song which should include the numbers and the counting.
Purpose: To get the child's attention into introducing theory of numbers in an interesting
way.

2. Experiencing Figures by means of Soft Blocks (10 minutes).

Activity: Through using number soft blocks, kids can play with the blocks freely. Inspire
them by teaching them to sit the blocks, recognize numbers and count out loud.
Purpose: To start number recognition and count. Students will also master dexterity by
putting blocks together.

3. Visualization Activity - Shape Recognition Game (10 minutes)


Activity: Shape sorters will be used to teach kids the formation and recognition of basic
shapes and sorting them.
Purpose: To ensure the students get a shape recognition and problem-solving skills boost.
In addition, speech and spatial skills are developed through this exercise.

4. Patterning with Card and Tile Games (10 minutes)


Activity: Demonstrate pattern cards and lead children through the process of creating the
patterns with tiles.
Purpose: For being able to recognize patterns early and implement logical reasoning. Such
an activity trains children to focus and improve their cognitive skills.

Pedagogical Practices (Teaching Strategies)


1. Play-Based Learning

Strategy: Combine the different kind of play-based activities which arbitrarily help in
making the child curious and exploratory (Beatson, 2020).
Purpose: To activate the senses and motor skills, at the same time, kindergarteners will be
introduced to basic numeracy concepts that are not scary nor irritate in a simple and fun
manner.

2. Responsive Teaching

Strategy: Observe how children react or respond to the things you do during play and
adjust your actions accordingly (Watson, 2017).
Purpose: Towards this end, develop a classroom culture that facilitates the exploration of
uncharted territories and offers individualized learning environments.

3. Scaffolding
Strategy: Help the kids during their activities, by showing them, motivating them, and
using physical support if possible (Skinner & Wellborn, 2019).
Purpose: To help children get rid of fears and approach new things, and to allow them to
make progress from guided to self-explorative work.

4. Use of Open-Ended Questions


Strategy: When conversing with the children, inquire something that will contribute more
to the learning process.
Purpose: To stimulate thinking, help child develop speech by trying continued
argumentation and help them achieve cognitive flexibility.
Linking to EYLF/VEYLDF Outcome/s Tick one relevant outcome and provide rationale
1. Children have a well-developed sense of identity (EYLF Outcome 1)
Activity Link: In that way, the interactions with other children and teachers during games
helps develop social skills and self-esteem.
Rationale: Activities such as shape sorting and pattern play not only promote
communication and cooperation, but also contribute to children's feelings.

2. Children interact with and are contributing to their world (EYLF Outcome 2).
Activity Link: Employing the utilization of everyday objects during the learning sessions
helps the children to build links between the learning process and the surrounding
environment.
Rationale: This bond has a double action; on the one side it allows children to clarify their
place in their learning journey and in their social context making them feel more connected
and important.

3. Children are Resilient (EYLF Outcome 3)


Activity Link: Physical activities involving the use of blocks and shape sorters stimulate
fine motor skills and the general health of a child.
Rationale: Doing motor skills and playing physical activities improve the health of
children and their ability to become physically active adults.

Rationale
Engagement Through Sensory Play: Tactile and graphic materials like blocks with
different textures, shape sorters sourcing the shapes, and pattern cards are the moral of the
lesson.

Structured Yet Flexible Activities: While organizing the activities to match some
specified math skills, they permit a certain extent of freedom that the kids can use to build
their mastery (Parks, 2015).

Interactive Learning Environments: The lesson is presented in a way whereby they can
have active participation when working to get the concepts.
References

Beatson, J. (2020). Play based natural environments and language development in young
children. Auckland University of Technology.

Colliver, Y. (2018). Fostering young children’s interest in numeracy through demonstration


of its value: the Footsteps Study. Mathematics Education Research Journal.

Huntington, B. G. (2023). Expert perspectives on how educational technology may support


autonomous learning for remote out-of-school children in low-income contexts.
International Journal of Educational Research Open.

Parks, A. N. (2015). Exploring mathematics through play in the early childhood classroom.
Teachers College Press.

Skinner, E. A., & Wellborn, J. G. (2019). Coping during childhood and adolescence: A
motivational perspective. In Life-span development and behavior. Routledge.

Watson, J. B. (2017). Behaviorism. Routledge.

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