Demonstrate ability to plan, implement, revisit, extend, document and evaluate learning environments that are sensitive to, developmentally appropriate for young children and reflect current educational planning theory.
So upon my 3rd practicum I felt tad displaced in where I should take my program planning. I struggled with prior practicing observing and planning in the elementary school setting. That being said I decided to go with what Denika had planned down at Lil’ Quills. The season of Fall was the subject to build on. I also noticed how there was very little playground equipment down at Lil’ Quills. I wanted to share some of the childhood games I played as a child that did require playground equipment. I was determined to get better at my pedagogy notes/traces, and documentation
Autumn down at Lil’ Quills
The pumkin activities is m
Here is Miss. O. She was always excited to try something new. I had out at the table was washable markers , medium pumpkin, and baby wipes. I gave no instruction and just watched Miss. O draw. She has great arm, hand , and eye co-ordination. I asked her what did you draw? Miss. O said “I drew my family . She enjoys making art about her family, for her family.
This is the poem I found to do while doing our pumpkin theme.
I did more reading this practicum. I read Pumpkin, Pumpkin while doing a painting activity.
Leeland took a brief interest in drawing on the pumpkin after Miss. O was done wiping up the masterpiece she created. Leeland could not help himself but take a turn and drew the lines in the pumpkin. He colored it orange his mom’s favorite color.
Pumpkins and Autumn
Mr. Ld. and Miss. O are the only two children at the center today. Was a great day to read Pumpkin, Pumpkin By Jeanine Titherington. So Prior I had set up the trays for the children to paint their pumpkins on . I put out a few colors in their paint tray, had a cup of water to rinse brush off on, with a brush set out for them to use. I asked them paint away while I read Pumpkin, Pumpkin to them. Both Mr. Ld and Miss. O only wanted to paint one after book was done. Starting to notice that when the children are not into an activity it is short lived.
Pumpkin, Golf tees, hammers, rock, spatula, activity
You are brilliant when it comes to thinking outside the box. There was only one spatula, a hammer, and a lot of rocks to choose to hammer your golf tees in your pumpkin with a spatula! I assumed you were going to hammer the tees like you would with a hammer. Yet the bright child you are you decided to take a different approach than the other two children.
While you were addressing where to allocate your golf tee , you decided that you were going to use the flat of your spatula and press the tee down. As it seemed hard for you to hammer down with a light spatula. It was delightful to see you Journey put the golf tee in differently and use your thinking cap
Estelle rocking out
While the 3 children were nailing down golf tees they were given an opportunity to choose what they were going to put the tee’s in with . Estelle went into the centers yard and found herself a rock to her liking.
Estelle your usually very content with doing things with yourself . I could not be more proud as its a skill not many have .
While observing you I took notice that you were smiling and enjoying what we were doing. That itself gave me a sense of accomplishment. It was challenging to find things that the children found interest in and committed. I am extremely happy that you stayed warm and hammered golf tees in with mittens on . I think I am going to keep building on the pumpkin theme. The children enjoy it very much.
Leeland hands on with materials
Leeland, you are so good and swift at being crafty. You finished fast, so you could go play in the center’s yard, which was fine. I also enjoy playing with the children just as much as crafting. Yet when we brought our pumpkins inside, Leeland, you tied wool and pipe cleaners around the tee. Was a pleasure to watch you explore with the pumpkin.
Olivia’s Pumpkin
Olivia, while doing science, it was decided that it was time to revisit dissecting a pumpkin. Apprehensively, you sat there was confusion. Unknowingly, what Denika was doing, you still waited patiently with a concerned look on your face. You were then presented with your pumpkin. You stood there stiffly, repulsed, worried, and unaware of what to do next. I was informed by Denika that the children Last fall did not enjoy touching the pulp of the pumpkin unless it was in a zip-lock bag.
Olivia you started to assess the trade the pumpkin was on and with wonder you took the spoon off the table and held it Lennox excitedly pointed out he could see you in the reflection of this spoon. ” Olivia I can see you on my spoon!” Olivia you being distracted by Lenox built your confidence to continue spooning out the pumpkins innards. Your face had once worn worry, now displayed determination with a tad presence of disgust. I noticed that there was curiosity present despite your disarray of the texture you wore the outside gloves will scooping we encourage you to try to remove the gooey mess with the spoon and fork. With courage you arose with your spoon and begin to scoop the pumpkins pulp .
Olivia I did not know that you were excited to do this pumpkin pulp removal until I heard you state “Let’s do this!”. Was it Lennox uplifting spoon reflection observation that gave you the courage to touch the pulp? Or was it the gloves that give you the strength and comfort to confront your fear of the pumpkin goo? Next time Olivia I’ll make sure that all the children be given gloves and wear paint schmock . I hope providing these aids that it will ease your sensory anxieties so we can further your explorations on pumpkins in the future.
Others, Materials, and the World
Knowledge and Theories
Olivia’s knowledge has grown so much. She went from being repulsed by the pumpkin, to being brave and engaging. She knew that the pumpkin was gooey from the year before, yet built on her pumpkin courage and confidence by wearing gloves.
Spaces, objects, and materials
Next time I would like to try asking the children to bring a tool from home to scoop out their pumpkin pulp. Maybe if the children bring something from home will give them more initiative. Maybe Olivia you bringing your favorite tool will have you in less fear of getting messy.
Time for engagement
We did this activity after lunch at Lil’ Quills. I to be honest would of of done 1st thing in the morning when the children are energetic and not tired for nap time.
Demonstrate an ability to be an effective member of the educator
Team taking on assigned roles and assigning roles.
Upon arrival in the morning at Lil’ Quills Daycare/Head start the following is needed to be done before children start arriving and other tasks to do before closing.
- -Turn on the lights
- -Open the curtains
- – Greet the children upon arrival
- -Put the garbage bags in all the bins
- -Put the chairs down
- – Fold laundry
- -Measure the bleach and water and put one in kitchen, the other bottle in other bathroom
- -One of us would do the breakfast snack
- – Do a yard check
- – Put away clean dishes ( from dishwasher)
- – Fill the children’s water bottles and put in bin
- – Serving breakfast
- – Put dishes in dish washer
- – Supervision outdoors
- – Serve lunch
- – Prep nap room
- – Set up toothbrushes and paste for the children
- – Brush teeth with the children
- – Help put children to sleep
- -Sweep and Sanitize the floor
- -Get afternoon snack ready
- -Serve Afternoon snack
- – Clean up dishes
- – Spray soap and water and wipe up the tables and chairs
- – Spray the bleach water on tables and chairs and clean up
- – Say see you to the children when they leave for the day
As time went on over the practicum, it was apparent what needed to be done around the schedule. At the beginning, I acclimated to the routine the center follows. Over time, I knew when to tidy-up, put away clean and dirty dishes. It was nice to be a part of a team that worked effortlessly and well together. I knew that there was always something to clean, put away, or do. I loved sweeping and moping the floor and laundry.
Demonstrate an ability to accept and act on constructive feedback
Sept 17,2025
During Debra Jarvis ( Thompson Rivers University Early Childhood Educator Instructor) visit to Lil’ Quills on Sept 17,2025 she noticed that one of the early childcare assistants was often telling kids to eat first before talking. Unknowingly, I was instigating a lot of the chatter. Upon taking my feedback from Deb, I was encouraged and informed that I also should be a good role model at breakfast snack, lunch, and afternoon snack and practice with the children eating 1st, then chat. I took it upon myself to ask Denika,” Is this the other assistant’s personal preference or something that is enforced to keep on schedule/school-ready?” Denika agreed to the routine, and being time efficient, it’s also so that the children do not distract each other from eating. When kids do not eat their lunch or snacks, they are susceptible to being easily irritated, grumpy, and unmanageable. So, further snacks and meals were taken into consideration to eat first and wait for the children to finish eating and chat when they are done. I feel that I have come so far in my learning as I find it easier to sit through meals all the time quieter than I ever was.
Demonstrate an ability to engage in ongoing self-evaluation
Deb Jarvis is the Jimny Cricket voice in my ear when it comes to early childcare. I asked Denika at the beginning of the practicum if there was any constructive feedback I
- Engage in ongoing reflection of personal practice and to demonstrate the personal and professional attributes related to the conduct and professional communication as guided by the ECEBC Code of Ethics and the TRU ECE program.
This is Journey Curiston. She is three years old . She is a resourceful,