Toy Critique

Assignment 1 Play operation This assignment had been d 1 with a group of 4 children with ages between 3 and 4?. Planning In order to do the come across bodily process I had to observe the children for devil mean solar days. I wanted to know what be they to a grruster extent interested in and what they would like much than. After the observation be, I wanted to perk up trusted that the play activity I had in mind, suited their age and demo of development. I in addition made sure that the activity is safe and that it include the PILES development and that it s based on succeeding(a) learning. I made a sketch plan for myself with bring come in give tongue toing the children close it and I see what I need for completely that.I consulted with the manager to see if the materials I necessitate could be provided by her. I explain to my manager that I would like to make an activity based on the childrens imagination. I had been observing that the group was interested in ra il gondola gondola cars and animals, so that made me conceive of building one car close the real size, with the help of the children. They would therefore brook to make an imaginary trip to the zoo, in stead the car. I needed a large carton box, sellotape, winder and scissors. The manager agreed with the plan, except she suggests that on our way to the zoo, we should make some nails in distinct places like shops or public lay areas.I checked to see if I had liberal clock to accomplish the activity, including the preparation and tidying up at the end. I talked with the children or so what we were way come away of the closet to do the succeeding(a) week, and they seemed to like the idea rattling very much. I send the plan together over the weekend and ensu expiration that I have the proper and safe materials by the beginning of the next week. I because(prenominal) realised that I would need more than one day for the play activity. I decided to split the play ac tivity into 4 daily sessions, of 25 minutes from each one. Implementation sidereal day 1 MondayWe started by moving some chairs and a tabulate closer to a circumvent in the room, so we would have enough space for the activity. I put a carton box on the floor. The children asked Ch What are we deviation to do with this box, teacher? Me We are going to build a big car and all of you would have to blusher it. After I drew the car, mown its shape on the carton board, I gave the children different food colorings of paint so they would paint the car. Me Now I want you to close your look and to imagine this car in whatever colour you would like it to be. I didnt have time to finish my sentence because they all started to tell me at the same time what was their favourite colour for the car. Me Stop, fall in, stop. No, not all together. C1, tell us what colour would you like the car to be? C1 I want my car to be pink. Me Very rock-steady You can paint the front of the car. C2, what colour does your car have? C2 Orange, its my favourite colour. Me OK C2, you leave alone do this side of the car and I showed him the serious side of the car. Now, C3, tell me C3 I like my car to be blue. Me Perfect. You have the digest of the car. C4? C4 I want my car red.Its my favourite colour. Me Very good, C4, you go surface paint this side of the car and I showed him the left side of the car. Excellent, hardly there is missing something. Who can tell me what is missing? Ch The wheels Me What colour are they? Ch Black. Me Very good Each of you will have to paint one wheel. I put their aprons to each of them and they each took a paintbrush. They started picture and to talk closely the car. The children gave the car a name Tina. After they finished painting the car the children asked e what to do next. I told them that we were going to wait until the next day.Day 2 Tuesday first off thing in the morning, after arriving at the creche, the children asked me what we were going to do with the car that day. C1 Are we going to play with the car, today? Me Yes, we will play with the car, except not like yesterday. I then told them to deoxidise and imagine that they are going to get into the car with mommy, daddy, or his/her opera hat friends and they would be going to the zoo. On the way to the zoo they would stop twice, in two different places. I wanted them to tell me what were the two places they were thinking about, what they wanted to do there and what were they see at each stop.Knowing that they were having more than 2 places in mind, I asked them to speak in turn about their choices C1 told me that he would stop to buy ice cream and blabber a swordplay fair C2 wanted to play some football and to make a stop at McDonalds C3 wanted to visit a fun fair and eat at McDonalds C4 wanted to loosen in an electric car at the fun fair and eat an ice cream I wanted to include each activity in the imaginary car travel so I view the best way to do that was to plan the itinerary like this First stop at the fun fair and electrical cars Second stop at McDonalds for ice creamI was not sure that we would have enough time for the fun fair on that day. Me OK. E rattlingbody, lets go into the car. C3, you will pay back today. C3 was very elated about that. Go in front of the car and tell everybody to hurry up and close the doors. I told them to pretend that they are going in the car and drive to the fun fair. They pushed the car (driving) towards the table (the fun fair). The table was in the middle of the room, so they pushed the car and circled the table twice and then stopped. C3 here(predicate) we are at the funfair. The early(a) 3 children started cheering HoorayWe are here. I was very happy and proud of them. They were really enjoying the game. I laid 7 small cars (the electric cars) on the tables. The cars had different shapes and colours. I asked each of the children to pick a car from the table and then tell me why they picked that car. I wanted to test their intellectual skills. C1 picked a blue sports car. He told me that blue is his favourite colour and that he likes sports cars. I asked how he knows that he was holding a sports car and he replied that the sport cars are very low to the ground. C2 picked a bigger, orange car.He said that orange is his favourite colour and that he likes big cars because his father has a big car. C3 picked a small, red car justifying that small cars are for girls (she is a girl) and she liked red. C4 picked a minivan. He said that he wants a family car so that he could shoot his parents and sister with him everywhere they want. I was very surprised to find out that the children had good reasons for choosing a car and that the choice was not random. I then asked them if they know how an electric car works or what you have to do with in order to start up an electric car. They told me that one should et inside the car and drive it. C3 told me t hat the car runs on electricity. I let them play with their cars for about 2 minutes. I then asked them to leave the electric cars in the funfair and return to their car and park it close to one of the walls in the room. We planned to quell our trip, the next day. Day 3 Wednesday We started a diminutive bit earlier than the previous days to include the snack time from the creche schedule into the game. I named C1 and C4 to drive the car that day. C1 was the driver from the parking lot to McDonalds and c4 was the driver from McDonalds to the zoo.The children got into the car and drove circling the table 3 times and then stopping close to the table. They got out of the car and took a seat at the table. I told them that they were to be the clients and I would be the waitress. I explained to them what a waitress is and told them how to order. They asked me to bring their snacks from their lunch boxes. After destination their snacks, I gave them a scoop of ice cream each. After the st op at McDonalds, C4 stood up and said Lets go now. Its a long way to the zoo and its getting dark. I was very surprised to hear that from him.I was thinking that was developing an early stage of responsibility. C3 asked me where the zoo was. I replied that it wasnt very far, pointing in the direction of another(prenominal) table in the corner of the room. They circled the first table twice and went to the turn table in the corner. In the meantime I took 8 animals from a box of toys and I lined them up on the table in the corner as if they were in cages at the zoo. When the children got to the table in the corner, something happened and we had to wear the game. One of the children (C2) had to go home and I didnt want to continue the game without him.The others wanted to continue but I explained to them that we cant continue without C2 and we would have to wait until the next day so we could be all together. I postponed the visit at the zoo for the next day. Day 4 Thursday C2 thoug ht that we had finished the trip without him. He was happy to hear that we hadnt continued the trip and that we had been waiting for him. I also told him that he would be driving from the zoo to the Montessori. After they had their snack in the snack break, I asked them if they could remember where we had stopped the day before. They all told me that we were going to see the animals at the zoo.C1 We have to pay first, teacher. Me Very well, C1. Yes, we do have to pay. They pretended to take money out of their pockets and give it to me. They gathered rough the table so I told them to stay in line so we could walk around the table to see and talk about the animals. We had a dialogue about what type of animals they are, what their colour is, where they live and what they eat. I even so asked them if the animals are happy in the zoo. The children were very mirthful to find out thing that they didnt know about the animals. We talked about them for about 15 minutes. They all knew the names of the animals and their colours.The habitat (where they live) and eating habits were new to the children. The adjudicates were different, some of them were right and some of them were wrong. I was more than happy to tell them the right answer to any question. After the visit at the zoo, C2 said that is was his turn to drive and he was right. They got into the car again and drove around the table cardinal times. They said that it was a long distance back to Montessori. C2 parked the car and we went in the back garden of the creche, for some fresh air. We sat bolt down in circle so we could talk about the visit. I asked them if they enjoyed their visit at the zoo.The children told me that they would like to go another time but to a different place. I also asked them if they had learned something from this trip. C3 said that she had never been to a restaurant and tell the waiter what she wants by herself, before. I told the children that we would do other trips in the appro aching. Evaluation Evaluating objectives for children In my opinion, the play activity had a very good impact on the children. It was, in fact, much better than what I expected. Their imagination is very well developed and the trip was a good opportunity to improve their learning outcomes.They did what they wanted to do and how they wanted to do. I just provided them the foundation of the game and they took control of the actions. The following abilities were exercised by the children numeral learning, by using the shapes of the cars, size of the cars, relationship between objects when comparing cars and animals fanciful learning, by being free to express opinions, ideas and feelings, exploring and experimenting art when they painted the car, course when driving the car and dramatic play when ordering at McDonalds Physical experiences when driving the car Linguistic learning when talking about the habitat of the animals and eating habits Personal and social learning, by devel oping their egotism and autonomy while driving, team working, talking to each others about their ideas, sharing experiences and when C3 admitted that it was the first time she ordered by herself at a restaurant. The play activity can be utilize in the future to plan other discovery trips in other places like tour a museum, going to the gym, going to the swimming pool, or if the children have other ideas for trips.Evaluating the adult role My initial goals for this play activity were the developing of the childs creativity, curiosity and imagination. I achieved the goals by position the children in an out of the ordinary situation and then constructing different sets of events, upon the important idea, with or without the help of the children. During the planning of the activity I found out that children can actively participate in elaborating ideas, not hardly carrying out an idea. They were using their imagination and sometimes I felt that they were using it more than I did.A s adults we sometimes know how things should be, look like or feel, but a child doesnt know that. A child is curious to learn about things he does not know, and is eager to experiment, not only asking others what is best in a situation, and to copy the behaviour he sees in adults. Maybe that is why I was amazed to find out the different reasons of the children when picking the cars, and how they related with their families (the human beings with which a child spends much of his time and tends to imitate).The total cost of the project was minimal because I used recycled material along with things which were already at hand from the creche. In the future I would like to include either more learning and developmental outcomes, or doing a specialized play activity with one or two learning outcomes. I would like to see which one is more effective on child education. To do that, first I am planning to do a play activity extending the time continuance from 4 days to 7 days. After assessin g that activity, I will then decide whether I would specialize the play on one or two learning or development outcomes, or introducing as many another(prenominal) outcomes as possible.