EARLY LEARNING CENTRE LEARNING
EXPERIENCE
Student Name: Vanessa Uy
Purpose:
Reason for developing
learning experience. This
could be in response to an
observation, discussion with
the site supervisor, Ontario
Curriculum Objective, etc.
- striving to allow the children to grow comfortable recognizing
Learning Experience
What are you planning in
response to your purpose?
- Label your experience (e.g.
Painting with cars).
- What are your 3 objectives
for this experience? (i.e.
What interests are you
extending? What
strengths and
opportunities for growth
are you
enhancing/supporting?)
Describe the experience:
- Who will be involved in the
experience?
- Where will the experience
take place? (e.g. Indoors
or outdoors? In the
dramatic centre, the
creative table, etc).
Date: March 10, 2017 Age Group: Senior Preschool
Purpose:
It has been an ongoing task within the classroom to place an
importance on exposing and allowing the children to become
accustomed to literacy within the classroom. My educator has
been helping the children individually extend their literacy by
enhancing their current literacy abilities and supporting those
who have not quite familiarized themselves with literacy. Most
of the children are able to recognize certain letters, usually the
ones in relation to their own names, however, my educator is
words and letters and slowly integrating tracing and writing to
the children who have yet to master the skill.
Learning Experience: Gross Motor Lettering
Objectives:
1. Children will enhance the skill (3.11) Letter Recognition
as the children identify the various letters that
correspond with their names on the carpet written in
tape (ELECT, p. 44).
2. Children will begin to acknowledge the skill (3.7)
Enjoying Literacy as the children incorporate gross
motor with literacy and take pleasure in recognizing
letters in the alphabet (ELECT, p. 43).
3. Children will enhance the skill (5.1) Increasing Levels
of Activity, Endurance, and Variation in Types of
Activity and Skills as the children are involved in
creating the letters on the carpet and freely running or
balancing on the letters to increase their ability to
control their movements (ELECT, p. 52).
Materials:
- Green Painters Tape
- Large Open Space
 Implementation:
- List the materials and
resources you will use
- Describe the
implementation of the
experience, with a step by
step description 2 Teaching Strategies:
- List and describe 2 teaching
strategies. How will you
use them? Why have you
chosen these strategies?
Reflection:
- What went well? Provide This was a really fun activity to implement because it was a
examples for how you gross motor activity that incorporated literacy. What worked:
know it went well.
- What didnt go well?
Provide examples for
1. Children noticed a roll of green painters tape in the
backpack and asked to use it to mark the start and finish
lines as they were conducting races
2. Using this opportunity, I made a letter as a starting line
and another letter on the opposite end as the finish.
3. The children were interested in the letters, as I used the
letters A and V in my name.
4. The children asked if I could make their letters on the
carpet where they wanted to place it but I gave them the
tape to create the letters themselves
5. The children began making their own letters
corresponding to their names and started making lines
and other shapes on the carpet with the tape
6. The children would walk/balance on the lines of the
letters and run to the next letter and repeat the cycle
until they were done all the letters designated around the
large space.
1. Challenges: It is important to use this strategy,
especially during this experience because it allows the
children to problem solve independently and it allows
you to observe the steps it takes them to get to their
desired creation. By challenging the children, it allows
them to learn the concept of failing and trying different
ways in order to succeed and then eventually feeling a
sense of accomplishment when they are finished.
2. Scaffolding: Even though it is important for an educator
to facilitate challenges for the child to initiate
independence and problem solving, it is also important
to assist the child if needed. If a child is having
difficulties ripping the tape without the use of scissors
or cannot create the letter without a visual representation
for them to copy, it is our responsibility to provide the
assistance and slowly take it away so that they are able
to do it on their own.
- The children were able to recognize the letters on the
ground and they also asked which letters were to be put
 on the ground
- The children actually created their own letters using the
tape.
how you know it didnt - Started making shapes and other lines with the tape.
go well. - Children followed the lines and ran, balanced and
- What did you learn? walked.
- What might you do
What didnt work:
differently next time you
implement this same - There wasnt enough tape, because we didnt expect
experience and why? them to use so much of the tape.
- Did you have to make any - The clean-up was a little hard considering there was a
adaptations or lot of tape.
modifications? If so, I learned that you can make an activity out of anything and as
what were they? simple as something like tape and running. The children loved
- What type of experience being able to race using the letters and also using them to
might you plan to extend
balance. They also liked the fact that they could create their
on this one?
own finish and start lines using shapes, letters and other lines. I
learned that children have the biggest imaginations when it
comes to creating their own activities.
Field Supervisor Feedback:

Signature:_________________
Date:________________