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Day 4
Day 4
Building on the interests observed during last week, children continued to explore sensory-based learning. Today’s key experience involved sensory colour exploring using zip-lock bags filled with different coloured paints. Children pressed, squeezed, and manipulated the bag, delighting in the way the colours were spreading throughout the bags. This experience encouraged fine motor skills, colour recognition, and sensory exploration.
Educators noticed how the children remained highly engaged and focused, demonstrating curiosity, persistence, and enjoyment (Arthur et al., 2024). As a placement student, I supported the children’s play by narrating their actions, asking open-ended questions, and encouraging turn-taking. I also participated in routines and transitions, reinforcing consistent relationships and responsive caregiving practices. I am continuing to reflect on how to adapt experiences to meet individual development needs while supporting inquiry and creativity through sensory exploration.
Day 5
Day 5
Today, an educator prepared an engaging experience using ice blocks with frozen pom-poms inside. The children were intrigued and excited to explore the frozen textures. They touched, pushed, and tried to retrieve the pom-poms from the ice. I observed how they displayed curiosity, working together and taking turns.
From a theoretical perspective, this experience draws on Piaget’s theory of cognitive development, particularly the sensorimotor stage, where children learn through hands-on sensory exploration (Nolan & Raban, 2024). Looking ahead, I aim to contribute on follow-up experiences that deepen children’s understanding of cause an effect, texture while fostering cooperative learning.
Day 6
Day 6
As part of our ongoing commitment to sustainability and curriculum planning, today’s key experience focused on using natural materials to engage children in a meaningful play while promoting environment awareness. Educators prepared green and blue playdough representing the Earth, and children were encouraged to explore it using natural resources such as pinecones, sticks, and twigs. This experience not only supported sensory development and creativity but also introduced foundational concepts related to sustainability and respect for the natural environment.
I assisted the experience by engaging in intentional teaching- modelling language around the textures and colours, encouraging children to describe what they felt and saw, and scaffolding their understanding of the connection between nature and the Earth.
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