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Educator:
Student ID:
Unit code and name:
Assessment tittle:
LEARNING PLAN FOR 3-5 YEARS OLD KIDS
Age of 10:30 AM to Children: 3-5 Time: 11:30 AM Date:
Duration 45 Minutes
Group Size Small the number of children per group_________
Large ( ) the number of children per group_______10_____
Location Indoors ( ) Outdoors Routine Task _____Storytime_________________________ Other _____________Playcenter_______________________
Learning aims Specific Learning Aims: 1. Numerical Operations: Presenting simple addition as well as subtraction using visual aids like pictures. 2. Shape Recognition and Properties: Educate the kids to differentiate shapes through various shape recognition activities. 3. Pattern Recognition and Creation: Let children explore and identify patterns created by materials, like colour or shape. 4. Measurement Basics: Provide ideas on how you measure such things as length and weight using your simple measuring equipment. 5. Data Handling: Start the different activities related to sorting, graphing, and dividing so, that they can get to know the basics of data handling.
Children’s interests/prior Knowledge
Importance of Enhanced Numeracy Skills Numerical literacy among preschoolers is a vital one as it provides the basis to all future learning of mathematics and for problem-solving ability (Aunio & Räsänen, 2016). For the 3-5 age group, and by dealing with complex can improve their cognitive abilities. Interesting points of children and background knowledge Young children in the preschool age group are naturally attracted to numbers and patterns that surround them everywhere (Wang, 2018). Teachers many times use playing as a tool to teach these subjects to students in a fun way. Rationale for Chosen Activities We designed the activities for this session in the way that they help kids to understand first simple ideas and then to master the more complex ones by doing them in a safe and fun environment (Parker & Thomsen, 2019).
Resources/Materials to be used List of Materials: Counting Objects: Sorting package for about small items including beads, blocks, and buttons to work for arithmetic and counting tasks. Shape Templates and Cut-Outs: Geometric items with numerous shapes and forms, such as cards are designed for organizing geometric exercises. Pattern Blocks and Boards: Blocks of different colours, either wooden or plastic, which are positioned on to patterns boards to enable kids to recognize simple to complex geometric patterns. Measuring Tapes and Rulers: A child-friendly measuring tape and rulers to enlighten mass activities on measuring length and height. Balance Scales: Assortment of simple balancing scales with different weights to provide hands-on activities on weighing and matching different objects.
Description of Learning Experience/teaching process
1. Welcome and Introduction (5 minutes)
Activity: Start the conversation with short and interactive stories that are based on mathematical concepts and numbers. Purpose: To have a friendly and engaging tone throughout the session. So, that students do not feel awkward. 2. Counting and Simple Arithmetic (10 minutes) Activity: Use small counting objects like beads and balls, so that simple addition and subtraction exercise can be performed. Purpose: To develop counting, arithmetic, and numerical understanding of the students. 3. Exploring Shapes and Properties (10 minutes) Activity: Small and interactive games using shape cutoffs to basically identify, match, and discuss each cutoffs property. Purpose: To develop the shape recognition and geometry part. 4. Pattern Recognition and Creation (10 minutes) Activity: Children using already existing pattern to understand it and further extend it with their own understanding. Purpose: To enhance the pattern recognition skill such that their critical thinking regarding problem solving can increase. 5. Measurement and Comparison Activities (10 minutes) Activity: Engaging children to measuring activities using ruler and other measuring tools. Purpose: To introduce the basic measurement concepts.
Pedagogical Practices (Teaching Strategies)
1. Active Learning Strategy: Encourage children to use their hands by carrying activities such as measuring foods, counting, and joining pieces to form different patterns. Purpose: To encourage the crafting learning and channel the passage of children physically interacting with mathematical notions that ignite their memories and level of comprehension. 2. Guided Discovery Strategy: Extend the topics to guided activities to inverse the concept with questions and challenges. Purpose: To stimulate exploration and discovery, the facilitation of independent construction of meaning instead of giving it out or applying too much. 3. Collaborative Learning Strategy: Encourage kids to combine up in pairs of small groups to do some activities like building shape structures or solving pattern puzzles. Purpose: Social skills, and cooperative learning are to be developed.
4. Use of Technology Strategy: Use digital aids such as applications in educational tablets that teach through games and visualizations to reinforce topics better. Purpose: The approach is to get the children well acquainted with digital literacy at an early age following multimedia implementation that supports traditional methods.
Linking to EYLF/VEYLDF Outcome/s
1. The identity of children is very strong (EYLF Outcome 1). Activity Link: Joint learning of children develops children's abilities of expressing their thoughts thus strengthening their identity and independence (Kangas, 2015). Rationale: These activities make the child feel appreciated and understood, which in turn increases their self-confidence and self-esteem. 2. Children interact with and contribute to their surrounding (EYLF Outcome 2). Activity Link: Referring to natural surroundings and actual objects when teaching measurement and data handling makes the learning more tangible. Rationale: Working with physical activities enables children to understand the connection between school and their daily affairs. 3. Developing an overall feeling of wellness (EYLF Outcome 3) Activity Link: Active learning and physical activities such as counting objects and forming shapes help stimulate the health of the body and the coordination of the brain (Levine & Munsch, 2018). Rationale: These activities are success factor to children`s physical fitness and trust, components of success. 4. Children Are Competent and Informed Learners (EYLF Outcome 4) Activity Link: Such activities as problem-solving tasks and guided discovery sessions will awaken curiosity and the desire to learn and get involved. Rationale: Providing students with an atmosphere that encourages exploration and imagination helps them to be immersed in their learning and to enjoy studying.
Rationale Interactive and Engaging Methods: This lesson plan makes use of some activities like digital tables, storytelling, role-playing, and games to teach numbers to the children through play. Purposeful Activity Selection: Each individual activity, from shape exploration to data tasks with designing graphs, is carried out for its educational requirements (Tomporowski, 2015). Encouragement of Exploration and Inquiry: The lesson is stimulated by the guided discovery and solving problems which are key to questions and knowledge sharing.
References Aunio, P., & Räsänen, P. (2016). Core numerical skills for learning mathematics in children aged five to eight years–a working model for educators. European early childhood education research journal.
Kangas, J. O. (2015). Children’s self-regulation in the context of participatory pedagogy in
early childhood education. Early education and development.
Levine, L. E., & Munsch, J. (2018). Child development from infancy to adolescence: An active learning approach. Sage Publications.
Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. Research Acer.
Tomporowski, P. D. (2015). Enhancing children's cognition with physical activity games.
Human Kinetics.
Wang, X. W. (2018). Young children's and adults' perceptions of natural play spaces: A case study of Chengdu, southwestern China. Cities.
