Posted: July 8th, 2014

REFLECTIVE ACCOUNT AND LEARNER LOGO QUESTION

REFLECTIVE ACCOUNT AND LEARNER LOGO QUESTION

promote young children’s physical activity and movement skills,: promote positive behaviour ,support children’s speech, language and communication
Information’s to write the learner lods questions
When writing this learner log you need to follow the information below [referring to yourself in the position of me, that i] you will describe the situation, what was happening ,what you did and how you think your action was right and how that has make a change.
• Describe the activity you were doing and describe what the children were doing
• Describe the situations, [describe what was happening]
• Describe your actions and [describe how you responded / what you did]
• Explain why your actions were appropriate
• Explain how your actions will promote change within the setting

Information’s to write reflective accounts question

Reflective practice refers to the act of looking at what you are doing or have done, So that you can identify any changes that need to be made in order to improve outcomes, [your own or those of the children]. Reflect upon your practice, identifying good and bad point and making suggestion for improvement

o Describe the activity and what type of the activity you were doing with the children
o Describe the situation and your plans
o Describe the activity that you set up [what you got the children to do, when you got them to do it and how you got them to do it]
o Describe how the plan was implemented
note this paper is a childcare assignment
Reflective Account and Learner Logo Question
1. Physical activities.
• Describe the activity and what type of the activity you were doing with the children
For this activity, children were involved in different physical activities, including jumping, riding bicycles, playing football, throwing and catching a football, going to the park, dancing, and exercising. For these activities, the students and I went to the school park where I allowed the children to choose their own activity. Some of them chose to play football, throwing and catching the ball, and running after one another. Most of the boys wanted to play football. Some of the other boys and some girls wanted to ride the bicycles and were allowed to ride the bicycle within the park. Others played by the swings and see-saw. Others played by the monkey bars and slides.
• Describe the situation and your plans
This activity was part of their socialization process. It was halfway through the class when I saw that some of them were not paying attention and getting restless in class. I wanted to give them an outlet for their excess energy so I decided to bring them outside the classroom. There were two other teachers with me supervising the activity, including one of the school’s guards ensuring that the teacher would not wander out of the school premises.
• Describe the activity that you set up [what you got the children to do, when you got them to do it and how you got them to do it]
I told the children that we were only going to play outside for 20 minutes. They were told that fighting was not allowed, that they would have to share toys and games with each other. I also told them that they could only stay in the park and were not allowed beyond the school park area.
• Describe how the plan was implemented
There were four groups clustered together doing different activities. There were 6 boys playing football, two boys and two girls playing on the slide and swings with 2 girls on the see-saw. There were five boys and girls on bicycles, and 2 boys and 2 girls on the monkey bars. I supervised the group by the monkey bars, slides, see-saw and swing as this group was close to each other. Another teacher was watching over the group riding on the bicycles, while the other teacher was watching the group playing football. One of the guards was also helping us watching over the children.
In general, there were no untoward incidents during the 20 minutes of play. Although at one time, three of the girls had an argument over whose turn it was on the swings. We settled their argument by asking them to take turns instead. One of the children also wanted to bike further down the bike path, but was held back by one of the teachers. The children playing football sometimes got rough with each other, but were monitored well by the teacher who prevented the game from getting too rough by asking the children to simply pass and catch the ball. There was one student in the group who seemed to be too aggressive with the other children, and we made sure that he did not disrupt the other children.
In general, I handled the different situations with the help of other teachers. The park was an open space filled with different areas for activity which also represented danger areas for the children. They could easily get hurt while participating in these activities. It was therefore important to have other teachers and other school personnel there with me to supervise the children.
• Explain why your actions were appropriate
I believe my actions were appropriate because I came up with various activities where the children can maximize their playfulness and release their excess energy. It also gave them a chance to socialize with each other, to learn how to play games with each other, to share toys with each other, to play without injuring their playmates, and the importance of having to wait their turn. Allowing the children to play is also a useful way of determining what types of activities children like. Some may like to play sports, others may not, and others may like riding their bikes, and others may simply want to play by the swings.
Despite the diverse interests of the children, all the children were able to participate in the activity. I believed my actions were appropriate because aside from introducing the children to socialization and play, I also provided a healthy activity which the children can gain interest in. In this age where childhood obesity is a major issue, getting children to participate in physical activities is very much an important aspect of the teaching and learning process.
• Explain how your actions will promote change within the setting
My actions are likely to introduce change in the setting especially in terms of how children are supervised under these play conditions. Under this setting, it is possible to detect the aggressive children who may also be bullies or who may turn out to be bullies.
For as long as the children are monitored well within the classroom and school setting, incidents where children are bullied are curtailed; more importantly, the escalation of bully activities can also be controlled. The idea in this case is to create a safe environment for children, one where they are free to be the best versions of themselves.

2. Messy play activity
• Describe the activity you were doing and describe what the children were doing
For this activity, children were allowed to be messy. They played with water, filling a water container, watering plants, exploring water using the sponges, adding in soap to the sponges to wash plates and bowls. They also washed themselves and learned to wash baby dolls in the water.
• Describe the situations, [describe what was happening]
In this activity, the children were allowed to play with water. First, they were brought out into a garden where they were each given a water container for watering plants. They were then asked to fill their container with water. Each of them were brought to their own spot in the garden and asked to water the plants and flowers there. The children were eager to play with water. However, before the activity, they were taught all about water, its benefits, its uses, its dangers, as well as the importance of conserving it. They were taught that how watering plants can help them grow.
In this activity, I had one other teacher with me to supervise the children. The gardener was also there to help us with the children. The gardener also taught the children how to remove the weeds surrounding the plants. He showed the children what weeds looked like and the importance of removing the leaves. He also taught the children the different parts of the plants and the different types of plants in the garden. We also taught the children how to remove some of the dead leaves near the plants.

• Describe your actions and [describe how you responded / what you did]
As the activity progressed, we gathered them at several hoses where we all gave them sponges with liquid soap. We told them to wash their plates and bowls in a basin provided. We also asked them to wash their water containers. They also enjoyed playing with the soap and bubbles. Later, we also asked them to wash their hands, teaching them how to properly wash their hands, including under their nails. We taught them how to use soap while washing their hands. This activity took about an hour. Soon after, the students were changed into their dry clothes.
• Explain why your actions were appropriate
Through this activity, the children learned all about plants and water. They enjoyed being messy, pulling out weeds, and getting their hands wet and dirty. This is still another form of play for the children, allowing still the learning process to unfold and allowing them to use their hands and their other motor skills to explore objects and various activities. With water involved, it was difficult to keep the students from splashing water on each other, including us teachers. So we let them splash water, but also making sure that the activity is safe and supervised.
Through the activity, I observed them exploring and using most of their senses. They listened to the gardener and to the teachers as we explained to them about the plants and water. They used their sense of sight as they explored the garden, identified parts of plants and naming the plants and flowers planted in the garden. They also used their sense of smell as they smelled the fragrant garden. Finally, they used their sense of touch as they touched the dirt, splashed the water about, pulled weeds, and held flowers. Through this activity, they also understood the concept of cause and effect. They saw that if they poured water through a spigot then it would flow out into the plants and flowers. They also noticed that if they pulled on plants, that bits of soil and roots would also be pulled. They also saw that if they rubbed soap on their hands, more bubbles would be formed.
They also learned how to work with each other. At times, some of them could not pull some of the weeds and they found out that if they pulled the weeds with other children, they would be successful. They also shared their water containers with each other when some of their classmates ran out of water. At one point, some of the children needed more water and the garden hose was too heavy for one child to manage. Several of them ended up helping each other in order to pull the hose. In other words, the children learned how to cooperate and to help each other.
• Explain how your actions will promote change within the setting
The activity was a memorable one for the children because most times, children learn best through experiential learning. Simply talking in class about plants and flowers would not be sufficient for them to actually appreciate nature or other matters for learning. It is important to integrate experiential learning, preferably learning which can involve as many of their senses as possible. These would be memorable for the children. When they think about plants, they would remember how they went to the garden to water such plants. When they go home, some of them would likely view their plants in a different light. They would not need much prompting from their parents help in watering said plants. The learning would therefore be associated to an activity or an experience. Such experiences stay with individuals for many years.

3. Children playing Play dough
• Describe the activity you were doing and describe what the children were doing
I set-up this activity by distributing Play dough to the children, instructing them to make anything and use any color from the Play dough. They were also encouraged to use as little or as much Play dough as they wanted. They were given about an hour to complete the project. I observed that some of the children were initially reluctant to play with the Play dough, some of them cautiously handling the colored clay. In no time at all however, they were cheerily molding, rolling, cutting, bending, and shaping the Play dough. Some of them had set plans from the very start, already having a shape or an image in mind of what they wanted to create from their Play dough. Others simply just explored the clay and made different shapes without any specific goal for their clay. Some of the other children simply imitated what their classmates were making, and others were obviously creative with their clay.
• Describe the situations, [describe what was happening]
Eventually, all of them settled with specific goals for their creation. Most of them ended up making various shapes with their clay, with others being more elaborate than the other projects. One child shaped his Play dough into a house, another made animal shapes, and yet another made car shapes. One child also shaped the clay into people and another shaped flowers from his Play dough. All of the children enjoyed working with their hands, some of them were laughing with the different shapes they made from their Play dough and enjoyed the colors they used while shaping the clay. The children also enjoyed making suggestions to each other on how and what to make for their clay.
• Describe your actions and [describe how you responded / what you did]
My decision to use play dough was based on the fact that it presents with major benefits for children. I believe that in terms of fine motor development, play dough is very malleable, making it easy to investigate and explore. It can help build up the muscles of the children, helping them develop finer skills later, including holding scissors and using pencils. Play dough can be squeezed, rolled, cut, punctured, and even shredded and all of these possibilities help the children in developing their fine motor movement. Moreover, their eye-hand coordination and concentration can be secured through this activity. In adding different elements to the activity, the possibilities for the children can expand, allowing their imagination and creativity to further develop.
The children were also given various materials aside from the play dough. They were given small sticks they could poke into the play dough. They were also given boxes and containers, pasta shapes, and beads to use on their play dough. These activities also helped the children develop their creativity in terms of the colors and shapes they made.
• Explain why your actions were appropriate
This activity developed their imagination more than ever especially as they were able to think about possibilities they could use and make. At one point, one of the children thought of making candy shapes, imagining herself inside a candy store. The other children also liked the idea and started shaping cupcakes and bread for the store. One child shaped fishes and another child suggested using the seashells which were available as materials. Other shapes were added which ended up portraying a scene under the sea with clams, a seahorse, and a shark put into the mix.
I noted that in introducing this activity, the children seemed calmer. I proved that the activity of pressing and squeezing can help release excess energy for children. Some of the children liked to talk while working, one child liked singing while playing with her dough. These children found that playing with dough was a very relaxing and stress-free experience for them. I also took the chance to ask the children to shape the dough into numbers and letters. They were eager to show off and soon enough, we had the complete alphabet and the numbers 0-9. Following this, some of them ended up spelling their name and other words using their dough. This provided more moments of creativity among the children.
• Explain how your actions will promote change within the setting
Using the dough also led to questions from the children including how the dough was made. This prompted some explanations on how flour and water can make dough. In general however, the child simply got to explore the dough and how it could be changed with simple activities like rolling and cutting, and by putting pasta shapes on them. In their eyes, the activity was very much enjoyable especially as they saw how they could use the same material to make different things. They saw how their classmates also got the same materials but how they could make things different from what they could make. All in all, the play dough activity became a more holistic activity for the children, especially as to the number of development goals achieved, the number of senses involved, and the endless possibilities it provided for the children.

4. Painting activities
• Describe the activity you were doing and describe what the children were doing
For this activity, I asked the children to make a poster using their water colors. They were asked to draw a poster about their family for the upcoming family day set by the school. The children were told to use any color they wanted and choose any size of poster they wanted to use. Some of them ended up painting lively and colorful pictures of their house, their parents, and their siblings. They also painted family pets. I later asked them to present their painting in the class to explain what the painting was all about. Most of children chose standard size posters. Through the posters, I was able to understand the children’s family situation. One of the children drew two houses because his parents were divorced and both remarried and the child often moved from one house to the other. They also included brothers and sisters in both houses. Other children drew mostly dogs as family pets, with a few having cats and birds in their homes.
Some children also came from single-parent families based on their paintings. I also found out that some came from big extended families. The children used mostly bright colors for their poster with some children using muted and dark colors. Mostly these were the children who tended to be quiet and brooding in class. The children were also very creative in their poster, with some children gluing other materials into their posters to embellish their images. The poster was a revealing look into the children and their family life, allowing me to understand further why they were the way they were and how I, as a teacher, can help draw them out of their shells.
• Describe the situations, [describe what was happening]
Painting is an important activity in learning. It is very much like using play dough for the most part because the children are very much hands on for this activity. It is a messy and highly sensory activity which stimulates the children’s creativity. My decision is very beneficial for the children as it basically helped them express their creativity and to have fun. I have observed that through painting, the children were able to develop and open their mind, expressing themselves deeply in their paintings. The children were able to use the lessons they learned through their paintings and use such learning in other situations. They learned the value of family, of their siblings and parents and how much they loved spending time with their families.
• Describe your actions and [describe how you responded / what you did]
I allowed them to be messy while painting the poster and they had more fun while being messy and creative. They also liked looking at their classmates’ pictures, and they liked it when other people expressed appreciation for their work. As a result, their self-esteem was improved and they now had a better view of the world around them, not just their families.
Impact of the activity
Painting also helped the children relieve their stress. For one child, painting was a sanctuary because of her stormy family life. I could see in her paintings how much she lost herself in her activity, often using darker and more contemplative images which reflected the inner turmoil she was going through. Her colors were darker in shade and when her classmates were drawing houses, parents, flowers, sun, and stars, she was painting dark stormy clouds and beautiful brooding sunsets. I believed that the activity was her form of therapy, helping her express and let out some of her inner tension and turmoil.
• Explain why your actions were appropriate
This activity I believe is one which can help the brain develop. The brain both has emotional and creative reactions, including analytical and logical reactions. By learning how to paint, most parts of the brain are stimulated. Creativity triggers both the logical and the emotional centers of the brain, allowing these children to enhance their full potential.
I believe that through the painting activity, the children learned to appreciate art. Art is an enjoyable and creative process, and in teaching children about art, they also learn to appreciate its value in their life. Their art allows them to closely connect with other artwork, including beautiful artworks by famous and acclaimed artists. Art is a form of expression which is generally very fulfilling for most people, including children. It is also an activity which simply allows the child to freely express herself without any specific goal or agenda, and without feeling that they would be judged severely for their efforts.
• Explain how your actions will promote change within the setting
The different senses of the children are stimulated through this activity. Their sense of sight, their sense of touch, and their emotional senses are stimulated. I learned that sensory stimulation is very much beneficial for children because it is part of their cognitive development, allowing them to experience the world as well as objects around them. In painting, they understand that mixing one color with another can create another color. They also understand that adding water to their colors can change the consistency of their colors, allowing them to transfer the colors into their canvas. They can understand cause and effect through this activity.

5. Sand play activity
• Describe the activity you were doing and describe what the children were doing
In this activity, the children mainly used sand. I instructed them to build or create whatever shape or image using the sand and different materials given to them. These materials included a small trowel, a sand bucket, small flags, wood chips, rocks, water, and seashells.
The children were very creative in their sand play. They worked in groups of three with five children assigned to each group. There were three girls and two boys for each group. All of the groups chose to make sand castles, and the sand castles all looked elaborate and beautiful. They were very imaginative in their activity, using images of their Disney stories to base their castles on. Since the children’s fine motor skills were still developing, the details of their castles were still not elaborate. The castles were however very much identifiable and creative.
The children worked well with each other. The girls wanted to make the sand castles as elaborate as possible, noting details like doors and windows; the boys were more concerned about the drawbridge and the general structure of the castles. They all enjoyed the activity. At times, they could be heard disagreeing with each other, but no major arguments broke out amongst the children.
• Describe the situations, [describe what was happening]
I believed that the sand play activity was a good activity for the children because it is an activity which invites participation. It allows the children to build ideas, and test out these ideas. It expands their imagination and provides a venue for a satisfying sensory experience. It is also an effective medium for the children to expand their physical and social skills as they are able to use their hands and even their feet to participate in the activity. They are also able to socialize with other children in order to complete the activity. Sand-play is open-ended because the child can provide his own direction in his activity, allowing them to build and develop their own concepts.
• Describe your actions and [describe how you responded / what you did]
As a teacher, I basically just let the children do whatever it is they wanted to do with the sand. I allowed them to ask questions about the activity. As a teacher, I merely observed them and interacted with them without interfering or directing them towards specific goals. I allowed them to solve their own problems, make their own perspectives and to understand what they were doing. Under the open-ended setup, the children could learn on their own and as a teacher, I was merely their source of support in the process of learning. I also created a challenging and intriguing setting for them to learn and to develop their creative thinking.
• Explain why your actions were appropriate
There were so many things which the children learned from playing in the sand. I noticed that there was muscle stimulation in the activity as the children dug into the sand, carried the sand, lifted it, poured it, and scooped it. Their social skills were also stimulated as they were prompted to discuss with each other what they were going to do, what each one would do, and how they would do the castle. They shared the buckets and the trowels with each other. They asked if the others liked what they were doing, and asked what else they could do to make their castle look nicer.
• Explain how your actions will promote change within the setting
It was very much interesting to see the children in this setup because all of them were very much excited and invested in the activity. It was a more relaxed setup as compared to the other activities because they could be messy and silly while playing with the sand. Most of the kids also said that playing with the sand reminded her of going to the beach and she loved going to the beach. All in all the activity provided a significant outlet for the children’s creativity, lending support for their growth and development.
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