Aubrey Nilsson

Jordan High FCCLA Jordan High SchoolSandy, UtahPacific RegionOccupationalEarly Childhood Star Event

AUBREY NILSSON

+Table of Contents

The Planning Process Identify Concerns Set a Goal Form a Plan Act Follow up

Documentation of Course Work Lesson Plans Experience Evidence of Developmental Knowledge

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THE PLANNING PROCESS

+ Identify Concerns Brainstorming a 7-10 minute Science activity Choose a developmentally appropriate activity from the

list that will be the most beneficial to the children ages 4-5.

+ Set a Goal Use resources in my resource container Develop an activity incorporating Science Students will be engaged for 7 – 10 minutes Activity will be interactive Activity will be incorporate at least three of the five

senses

+ Form a Plan Gather resources from classroom text, workbooks, and

the internet Review previous science center lesson plans Gather science center resources materials and supplies Acquire knowledge regarding developmental stages Develop age appropriate science activities for 4 – 5 yr

olds.

+ Act Write lesson plans for age appropriate science centers Gather necessary materials for science activities Teach from the science center lesson plans Evaluate the lessons taught Improve and revise the lesson plans

+ Follow Up Determine if your goal was met List ways you would improve your project or plan for

future reference Share and publicize your efforts with others, including

the media if appropriate Recognize members and thank people involved with

your project.

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DOCUMENTATION OF COURSE WORK

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Aubrey Nilsson

Guidance Paper

FHS 2600 A Day

 

What is guidance in a children’s setting? I think it is when you help, or guide, the children to start thinking for themselves, especially about the consequences of their own actions. Instead of just telling the child what they are doing is bad, we should use guidance to help them know why it’s bad and never do it again.

The main goal of guidance is to help the children think before they act. If they are thinking of doing something, our guidance to their previous actions should make them stop and think: Is this a bad thing? What will happen if I do this? Will it hurt someone? When children ask themselves these questions they are less likely to act on bad idea they might have because they know what will happen if they do. If a child is saying mean things to another, other child, that’s be guided, will stop and think before they say mean things back.

  I have learned before that guidance and discipline seem to go hand in hand. But I know now that guidance and discipline and their purposes are very different. Discipline can be necessary in a classroom, but guidance should be used most often. When guiding a child’s behavior we have to remember to stay calm, keep our voices relaxed, and use positive words. The children do as we do, so we must be a good example in guiding them.

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Aubrey Nilsson

Licensing Paper

FHS 2600 B day

 

After taking the licensing quiz, there were many rules I never knew about, or even thought about. I agree with all of the rules and I know that they were all what was best for the child. I think that is the most important thing. There are so many rules to remember. Everything we do is for the children so if that means making some strict rules that is what is best. If we follow all the rules we can have a fun and most importantly, safe, environment for the children.

A rule that surprised me was, if you go on a field trip you never put the child’s name on their tag. But it makes sense to me now that if we were to put the child’s name on the tag anyone could say their name and the child would assume they knew the person.

One rule that I thought was too strict was the rule that napping mats have to be placed 2 feet apart. It surprised me because it is so specific. I’m not sure I would keep it a rule because I don’t really see the point in it, or how it keeps the child safe.

I’m grateful to know all these rules and see how they are in the child’s best interest. I would never want to see a child get hurt in any way. There aren’t many rules I would eliminate. I know rules are important and if I ever go into this field for a career I will be sure to keep all of them.

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LESSON PLANS

4-5 yr oldsScience Center (Theme: Halloween)

Aubrey Nilsson

Halloween Slime

Children will learn and explore new textures and discover mixing different things together creates something new and different.

This is important for children to know at this age because

Location: Science TableEquipment needed: small tin bowls

Supplies needed: Tin bowls Pitcher of water Corn Starch Green food coloring Popsicle sticks

Give each child a small tin bowl. Pour ¼ cup of corn starch into each bowl. Gradually add in ¼ cup of water and stir with the corn starch until it creates a harder substance. If the slime is too thin add cornstarch accordingly. If too thick, add water accordingly. When slimy substance is obtained, add green food coloring to create the “Halloween” slime. Make sure to talk about how the slime feels (smooth, cold) smells, and what it looks like to incorporate the senses.

If I need to modify my plan for a situation where there are multiple ages in one classroom, the older kids can measure their own ingredients. With special needs students I would give them a little more attention and assistance.

7. Evaluation: How will you evaluate the children’s achievement of the goal or objective?

Observing how the children listen and follow directions will show if they have achieved the goal. When asked what the texture is, if they respond accurately they will have achieved the goal of knowing what smooth, and cold means.

Aubrey Nilsson 4-5 yr olds

Art (Theme: Fairy Tales)

3 Little pigs’ noses

Through this activity the children will learn the common story of “The Three Little Pigs”. They will be increasing their fine motor skills by painting with paint brushes on a small object. They will also have the chance to tell the little pigs story if they already know it.

Increasing fine motor skills is important at this age so they know what their fingers can do, and how much they can do.

Location: The art table, by the bathroom Supplies needed: egg cartons separated into single egg holders, about 25 single ones needed.Paper platesPink paintPaint brushesPink pipe cleaner

3 little pigs finger puppet set

Start by asking the children if they have heard the story of the 3 little pigs. Give them each a finger puppet to be, (3 pigs, 1 wolf, 3 houses). Let them tell the story if they know it. After the story is told, explain that we are making pig noses. Ask them what color pigs are. Then give them a paper plate and put some pink paint on it and give them a paint brush. Put a single egg holder on each plate and have each child paint the egg holder pink. Then after it’s dry punch a hole on each side of the egg holder. With permanent markers put 2 black dots on the pink nose for nostrils. Twist the pipe cleaner through the holes and fasten it around the child’s head. Make sure each child has a smock on when painting.

If I needed to modify the center for children of multiple ages, I would let them tell the story of the 3 pigs completely with no help. For children with special needs I would explain the story to them more fully and assist them in painting their pig nose.

7. Evaluation: How will you evaluate the children’s achievement of the goal or objective?To evaluate the children’s achievement of the goal you would observe if the child had painted their pig nose completely pink and if they know the 3 little pigs story.

Aubrey Nilsson 4-5

Language (Theme: Fall Leaves)

Leaf Twister

This activity will help the children to become more familiar with specific letters of the alphabet. It also will help them learn right from left.

The knowledge of the alphabet is important to know at this age because it is preparing them for reading and writing skills.

Location: Center of the room on our star rug

Supplies needed: The game TWISTER several letter cut outs of the letter L, E, A and F.

Put the letters L E A F on the different colors of the twister game, and the spinner. Spin the wheel and direct the children which body part to put on which letter. Example: Right hand on the letter E. Left foot on the letter A, etc.

If I need to adapt this plan to a situation where there are multiple ages in one classroom, if they were older I would let them spin and call out the directions to the other kids. For younger ages I would focus more on the letters, rather than focusing on right from left.

7. Evaluation: How will you evaluate the children’s achievement of the goal or objective?

I will evaluate the children’s achievement of the goal by observing if they are following the directions and using their body correctly and finding the letters correctly.

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EXPERIENCE

Theme: Halloween

Science Center:

Halloween Slime!

Children learned how to mix ingredients to make a whole new product. They got very slimy and messy!

EXPERIENCE

Theme: Fairy Tales

Art Center:Pig Noses!

Inspired by the 3 Little Pigs Fairy Tale

Children learned the story of the 3 Little Pigs. They painted their own pig noses and tied them around their head.

Language Center:LEAF Twister!

Children learned to recognize the letters L E A and F while learning right from left and colors!

Teaching the Hokey Pokey!

Teaching the preschoolers the Hokey Pokey was a great way to teach them their right side from

their left side. We made it a little easier by putting an orange glove on our right hand and a

black glove on our left hand.

Children practice learning right from left through a song!

Lead TeacherTheme: Safety

The week I was lead teacher our theme was Safety. We had a surprise visit from the fire

department to teach us about fire safety. We learned what safety signs on the street

mean, and also by telling the story of “Little Red Riding Hood” we learned not to talk to

strangers!

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EVIDENCE OF DEVELOPMENTAL KNOWLEDGE

Developmental Knowledge

AGE FINE MOTOR SKILLS

GROSS MOTOR SKILLS

COGNITIVE

SOCIAL/EMOTIONAL

2-3 yr old Stack and pick up small objects

Walks, begins to run

Language,Object permanencenumbers, colors

5 min. attention span, begin to share, parallel play, routine

4-5 yr old Can dress self, catches ball, holds crayon, learning to write

Rides tricycle,Alternates feet on stairs, climbs, tiptoes

Increasing vocabulary, begins to classify

Sense of humor,Takes direction,Cooperative play, self-control begins

6-8 yr old Can use pencil,Scissors, prints letters, handedness is well established

Throws accurately, rides two wheel bike, skips, somersault

Longer attention span, groups objects, words and pictures represent real things

Makes up jokes, knows right from wrong, has best friends, able to share, take turns