Eliani Diaz Aguilera

Ece 232

October 16, 2019

Sensory Experience

Class average age (in months):

● 8 - 13 months old

Primary Objective:

● The infant will discover the texture of gelatin.

Secondary Objective(s)

● The infant will discover how to dig in gelatin to remove toys.

Scaffolding (child’s prior knowledge to build on):

● Infants like to find the toy they need in tubs. I will be adding a different texture while
they are searching for a toy. Will be adding a new texture they have not felt before.

Materials

● 6 Clear plastic tubs

● Non-flavored gelatin
● Food coloring
● Baby toys (plastic animals, keys, chewing rings, and letters)
● Tablecloth for the floor
● Wet washcloths

Experience description:

● Students will be able to explore the texture of gelatin by digging for the toys inside the
tubs. They will feel the slippery almost wet texture of the gelatin.

Plan for carrying out experience (what caregiver will do):

1. Sanitize the toys first in hot water.

2. Do the gelatin at home and apply the toys to them.
3. Let it sit overnight
4. (At school) I will put a tablecloth outside for the concrete not getting dirty.
5. I will put the 6 plastic tubs around the cloth so every infant can have a different one.
 6. Let the infants come out and explore with them
7. Caregivers will talk to them about what they are doing and the texture of the gelatin.
8. Let infant play for about 10 to 15 minutes before they get bored.
9. Clean up the infants with washcloths to get the gelatin out of their hands.
10. Clean up the tubs and tablecloth.

Outcome

● Something I would have changed because it was the first thing Ms. Begley pointed out
was to get non-flavored gelatin. I thought to get no sugar gelatin was okay but it’s not.
She said to next time do non-flavored so it won’t turn into a food activity and the children
can’t eat sweets. Plus, they could have played with it longer. We only did it for about 5
minutes or so because of the sugar. Another thing I would have changed is to fill the tubs
up more. I did too little and I feel like they didn’t experience it too much. The children
loved it! They didn’t want to get away from it! They went into every tub I had for them!
Took out all the toys inside the tubs! I honestly did not believe that they were going to
like it that much!

Assessment

A. How do I determine the success of this activity?

● If I had gone with the right gelatin, I would consider this a success if they lasted longer
than 10 minutes. Younger children can’t sit down and last a long time in the same area.
But since I choose the wrong type. I think that it was a complete fail.

B. Did children change knowledge based on this experience?

● No, not at all. I just think they learned a new texture but nothing more. They already
knew how to stick their hands into buckets when playing. They already knew how to play
with the toys inside the tubs. If texture counts then yes they did learn something new and
hopefully will not be afraid of that feeling anymore.

Next step:

● I do believe that we should do this experience again and change those things I failed on.
Because like said it wouldn’t be food, it would be an actual experience for them touching
the gelatin. I also believe that I can change up the toys for something they have never
played with. A new learning tool for them within the gelatin. Right now, I loved it but felt
it was plain. I can next time even add two colors to the tubs!
 Motor Experience: Fine Motor Experience

Class average age (in months):

● 10 months to 18 months

Primary Objective:

● Students will be using the three fine motor experience to get straw into the hole.

Secondary Objective(s):

● They will be using their hand-eye coordinator

Experience description:

● Students will be putting in straws into the opening of the cup hole.

Materials:

1. Clear coffee mug

2. Plastic straws
3. Scissors (for caregiver)

Scaffolding (child’s prior knowledge to build on):

● Infants will be working on their hand-eye coordination, if they cannot we will have larger
holes.

Plan for carrying out experience (what caregiver will do):

1. I will put out cups on the sensory table

2. I will put straws around the cups
3. I will model/talk about putting the straw through the hole on the lid.

Outcome (was an activity of interest to children – why/why not, was outcome what was
expected, did something happen that wasn’t expected, What might be changed/added to make the
experience more interesting to children, or other):

● The outcome of the experience was great! The infants lasted about 10 minutes in the
experience. Ms. Begley said that the material provided to them was great and right up
their alley. I was expecting them to last about 3 minutes and then walk away. Since they
lasted quite a bit I was very impressed! Many would come and go but there were 2
infants that stayed. The thing that I would change is how quiet I was. I am still getting us
to the conversation with the children regarding activities. I question if I say the wrong
things or not. Ms. Begley stayed quiet so I can talk but It made me feel almost insecure.
But I enjoyed the encouragements she did give me,
Assessment

A. How do I determine the success of this activity?

● They lasted a long time! I know that their attention span is small. But they lasted about 10
minutes. They would go from the smaller hole to the bigger hole and then back. Some
would leave and then come back. One student came got a cup, some straws and sat on the
floor for about 5 minutes.

B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc.)

● I did see that the infants who were not able to put items through a smaller hole can know.
They held a lot of patience when practicing through the activity.

Next step (Were children not ready for this experience and activity/expectation be lowered, does
experience need to be repeated for further exploration, should another aspect of experience be
explored by children, or other – be specific):

● To be honest something else does need to be added. I am just not sure as to what needs to
be added. They can take the material and bring it to a new level.
 Language Experience
Class average age (in months)
• 24 Months – 38 Months
Primary Objective:
• Encourage them to use two languages to express.
Secondary Objective(s)
• Encourage them to use Spanish to describe their body.
Experience description:
• I will be reading them a Spanish/English book at heads, shoulders, knees and toes. We
will then sing the song both in English and Spanish.
Materials
• Head, Shoulders, Knees and Toes/Cabeza, Hombros, Piernas, Pies by Annie Kubler
• Video: Head, Shoulders, Knees & Toes - Exercise Song for Kids (
https://youtu.be/h4eueDYPTIg )
• Spanish video: Cabeza, Hombros, Rodillas y Pies - Canción de Ejercicios Para Niños (
https://youtu.be/71hiB8Z-03k )
• TV/ Computer screen/projector
Scaffolding (child’s prior knowledge to build on):
• Children know where their eyes, ears and nose is at. We will be adding head, shoulders,
knees and toes to their understanding.
Plan for carrying out experience (what caregiver will do):
• I will begin by reading the book to the children.
• I will point to myself every time I turn a page.
• I will be explained both in Spanish and English when pointing to myself.
• After we will hear the Spanish version of the song.
• English version will be last.
• Lastly, we will do it again but this time just me talking and no music in the background.
Outcome (was activity of interest to children – why/why not, was outcome what was expected,
Did something happen that wasn’t expected, What might be changed/added to make experience
more interesting to children, or other):
• The outcome was very mixed for this one. I have thought it was going to go better
considering some of the children did not speak Spanish, so I thought they were going to
be interested. Turns out no, they kind of just heard me talking but put no mind to it. The
toddlers who did speak Spanish did pay attention because they understood what I was
saying. I would next time change the topic of the book. Maybe something about colors or
fruit would catch the student’s attention.
Assessment
 A. How do I determine the success of this activity?
a. By seeing if they stayed or not. This time around they did not. It’s a foreign
language to some. I saw the way they tried to focus by instead walked away to do
something else. They did come around for the video in English but that was it.
The video helped them because of the visual representations it showed.

B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc.)
a. Yes, some toddlers did not know where their knees and toes where. They knew
their sock went on their foot but that was it. Know, if my cousin tells them to
point to their toes, they point to the correct place. I could also hear them say it to
each other.

Next step (Were children not ready for this experience and activity/expectation be lowered, does
experience need to be repeated for further exploration, should another aspect of experience be
explored by children, or other – be specific):
• Next step for me is adding in more body parts to learn. For example, your back, leg,
arms, etc. They are young but it is anatomy and we all know them. Sadly, not everyone
enjoyed it but like stated earlier I would just change the topic but still keep it in English
and Spanish.
 Health/Nutrition Experience
Class average age (in months):
• 10 months to 18 months
Primary Objective:
• Student will be able to touch, smell and taste the juiciness from a tangerine.
Secondary Objective(s):
• Student will demonstrate their motor skills by peeling the tangerine.
Experience description:
• Children and caregivers will be exploring a tangerine. After we will be eating a tangerine.
Materials:
• Whole tangerines (I did 5)
• Cut up tangerines (nonhazardous size)
Scaffolding (child’s prior knowledge to build on):
• We will be working on the child’s taste buds. Many have not had tangerines since they
are still small.
Plan for carrying out experience (what caregiver will do):
1. I will begin by introducing the tangerine.
2. I will talk to them briefly about the color, smell, and texture.
3. I will then pass all the caregivers a tangerine and have them help one child.
4. We will then peel of one section in front of them.
5. We will then offer them to peel another part.
6. While helping to peel them. we will encourage them to do so. (helping them smell the
peel and touch them. Also, congratulating them that they peeled it all.)
7. After the tangerine is peeled I will give them some to eat and continue talking about the
texture.
Outcome (was activity of interest to children – why/why not, was outcome what was expected,
did something happen that wasn’t expected, what might be changed/added to make experience
more interesting to children, or other):
• The children were interested in the activity. Well, I want to say half and half. They were
interested in the peeling part of the activity but not so much the talking. Some children
were in the activity but not all. One didn’t seem to care as to what was going on around
him.
Assessment
A. How do I determine the success of this activity?
• When they last long enough in an activity. Which in my case yes, they enjoyed peeling
the tangerine? Once they were done peeling the orange I can tell they where very proud
 of themselves. I guess time doesn’t mean anything in this activity. They way they were
all proud showed me the success of this activity.
B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc.)
• No, sadly. Simply because it is a nutrition activity only relatable to tangerines. They do
not use much food language when we are in other activities. I have not heard it been
mentioned when we are in snack/lunch time either.
Next step (Were children not ready for this experience and activity/expectation be lowered, does
experience need to be repeated for further exploration, should another aspect of experience be
explored by children, or other – be specific):
• The children where ready for this experience because they have enough motor experience
for them to peel it. They also understood the concepts of smelling and touching
something. This helped them with observing the tangerine. For the next time I would
probably hand them the actual tangerine. This way they can feel the texture on their
hands and the size of the tangerine. This time we did not do it because they are in a stage
that they want to throw everything around.
 Social/Emotional Experience
Class average age (in months)
• 12 months to 18 months
Primary Objective:
• Students will learn to interact with one another.
Secondary Objective(s):
• Students will be encouraged to do an art activity with each other.
Experience description:
• The reason for this activity is the students to share social interactions. They will be
provided limited amount of ice paint for them to use and share.
Materials
• Water
• Food Coloring
• Popsicle sticks
• Ice tray
• Big paper for all the students to share
Scaffolding (child’s prior knowledge to build on):
• Children will share material for them to grow their social skills.
Plan for carrying out experience (what caregiver will do):
• Set up material (either inside or outside)
• The students come to the table
• Introduce to then the paint
• Explain as to how to paint on the paper
• Talk to them about what the other students are doing
• Let them share (if they want to) the paint with each other.
Outcome (was activity of interest to children – why/why not, was outcome what was expected,
did something happen that wasn’t expected, what might be changed/added to make experience
more interesting to children, or other):
• The activity was interesting. They did share and I was able to communicate as to what
was happening. However, most of the time they were eating the ice. It was nice seeing
one of the infants sharing with the others and myself. There was only 3 infants for this
activity so it was nice seeing them interact with one another. Sadly, the others had to
leave but I was able to interact more one on one with them. I would not change anything
because they are just learning to socialize with each other. So this was a simply activity
for them to do together.
Assessment
A. How do I determine the success of this activity?
 • If they are sharing with one another. That's the best way I can find the success for this
activity. Lucky, they did with me. I was able to speak to them about what was going on
and how they are sharing the materials.
B. Did children change knowledge based on this experience? (Do I see this new knowledge
being displayed in other areas, when not being prompted by caregiver, etc.)
• Yes, it seemed like after they were passing each other toys. But the teachers in general
are great for touching them to share. So, I hope I was able to help them a little more.
Next step (Were children not ready for this experience and activity/expectation be lowered, does
experience need to be repeated for further exploration, should another aspect of experience be
explored by children, or other – be specific):
• At the time this activity happens, the students have some sort of understanding as to what
is sharing. With maybe getting an activity in which they are not eating, they will learn to
interact more. But speaking with them has such a strong impact that it's important if we
do both aspects.