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Inquiry-based Learning Experiences ECE 413  Curriculum and applied theory Nishat Damji

Dana Aboutariya Lina María Toro García Phuoc Tam Manh (Jenny) Kun Qiu

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“Never stop learning because life never stops teaching”

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1.  Belonging and contributing:   recognise ways in which they can contribute to the natural world around them, sharing the playground with ladybugs and caring for them. 2. Self regulation and well-being:   Understanding that not all insects are harmful.  3. Literacy and mathematics:   Counting how many freckles the ladybug has 4. Problem solving and innovating:   search for a safe place in which ladybugs can    coexist with us.

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Experiential learning : - Hands on experience -Interactions with nature - Enhances a sense of belonging

Children-lead experience : - Valuable colearners  -Reflected interests  - Empowers children

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* How they can be active contributors to the natural world. * Distinguish differences between types of insects. * Recognize when an insect / animal is hurt.  Connections to prior knowledge:   * Small moving things = insects/ant

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4. Problem solving and innovating:   search for a safe place in which ladybugs can coexist with us.

1. Belonging and contributing:   recognise ways in which they can contribute to the natural world around them, sharing the playground with ladybugs and caring for them.

2. Self regulation and well-being:   Understanding that not all insects are harmful.

3. Literacy and mathematics:   Counting how many freckles the ladybug has

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Expectations   from the                           Four Frames of Development

Belonging and Contributing   -  OE29  - demonstrate an understanding of the natural world and the need to care for and respect the environment  Self-Regulation and Well-Being  -  OE2  - demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other endeavours

Demonstrating Literacy and Mathematics Behaviour  -  OE17  - describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects, through investigation  Problem Solving and Innovating  -  OE13  - use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)

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The  children  seemed to be  curious  with the worms’ bodies. They touched them, observed them, and questioned different colours and textures.  One child said ...  “The worms are cold!” Another asked... “What’s that clear part at the end of the worm?”  A child then suggested…  “Maybe  the  worm’s pregnant and that’s where the baby is.”

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One child asked…  “Why is this worm longer and thicker than the other ones?”  Another child responded with…  “Maybe it found more food than the others.” I then asked a thoughtful, open-ended question...  “That makes me wonder, what do worms eat to survive?” They came up with the idea that they needed to build the worms a home with everything they assumed a worm would need to  survive .

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The environment consisted of plenty of soil, worms, rocks, sticks, leaves, and shovels. The  children  began by digging into the soil to find more worms and collected them in a plastic cup partly filled with soil. They patted the soil in the planter and created a flat, squared area which they called the “worms home”. They decided they needed long and short leaves as blankets for the different sized worms.  They gathered leaves and rocks and made a  “bed” for the worms to sleep on. I questioned their thinking,  “Do you think worms sleep? And if so,do you think they  will sleep in beds?

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I encouraged the children to look through the book to learn more about the nature of worms. They learned that worms are not insects; they are animals. One child said, “Worms are not insects?!” with shock. Another child looked at an illustration on the anatomy of worms to learn more about the clear part they had predicted to be a “baby”. She said, “Oh, that clear part is its tail!” One child said, “Now look for what it eats!” I supported them in reading about a worm’s diet. They learned that worms will eat the waste of almost anything. They decided to add more soil and dead leaves for the worms to eat and continued to observe their actions.

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The children demonstrated  all  four frames of development. They:  cared for the worms and provided them with a “home” (BC) went out of their comfort zones to explore  the  worms’ textures (SRWB) compared and  contrasted the worms’ lengths and colour (DLMB) decided on what would be needed for the worms to survive (PSI)

To  support and extend their learning for the future, I will: encourage them to explore a variety of dirt textures include more material for exploration, such as:  misting bottle, magnifying glass, and shoebox  encourage them to document their learning in the form of a chart, diagram, illustration, etc.

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E xpectations - Four Frames of Development

1. Belonging and contributing    OE3  identify and use social skills in play and other contexts.

2. Self regulation and well-being OE8 - develop movement skills and concepts as they use their  growing bodies to move in a variety of ways and in a variety of contexts.

4. Problem solving and innovating  OE4 - demonstrate an ability to use problem-solving skills in a variety of contexts, including social contexts.

3. Literacy and mathematics    OE1- communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts.

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The child turned to me,  she asked “ Help, help! ” to hang up the mirror up high. I responded: “ Are you okay? What do you need me to help? ” . She showed the mirror to me and pointed up high on the door, said  “ Over there ”.  She was frustrated and threw away the mirror when the mirror dropped off. I said  “ It’s okay, do you want to do it again? We will try again, okay? ” . She nodded her head. She pointed at the magnet and said  “ Here ” . I replied:  “ Oh did you see something at the back? What is it? It’s a magnet. A big magnet ”.  She figured out how to hang up the magnetic mirror. I gave compliment and asked open-ended question  “ Look, you were able to hang up the mirror by yourself. How did you do that? ” . She said “ Mamnet ” . (this is understandable to young toddlers in terms of pronunciation)

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She placed the magnetic mirror onto different textures ( plastic toy box, wall, shelf and the mat) She noticed that it slipped over and could not stay like the way it did on the metal door.  I asked “ Ohh, what happens to the mirror? Why doesn’t it stay? ”.  She did not reply, but ran to the door and hung it up again. I said “ That’s because it’s magnetic” .

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The classroom was displayed with various toys including mirror, combs...in hair salon activity.  She then looked at herself in the small magnetic mirror in science area, observed and explored. After many trials and errors, she flipped over the mirror so that the magnet could face to the metal door. I gave compliment and questioned her  “ Look, you were able to hang up the mirror onto the metal door. How did you do that? ” When the child tried to place the magnetic mirror onto different textures of surrounding objects, it kept slipping down. I asked “ Ohh, what happens to the mirror? Why doesn’t it stay?”.

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Connection to prior knowledge and new discoveries

Move from hair salon activity with mirror to magnetic mirror in science area. After the child had figured out that the magnet helped the mirror be hung up on the metal door, I chose the book “ Magnets Push, Magnets Pull” by Mark Andrew Weakland (2011)  to teach them about how the magnets stick to the fridge without tape or glue, then asked them why the magnetic mirrors could stick on metal door but not wooden shelf or plastic toys or the wall.

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The child demonstrated all four frames of development. She: Feel belonged to the class by interacting with materials and communicate with educators in response to educators’ open-ended questions.  (Belonging and Contributing) Demonstrate large muscles and small muscles control as well as hand-eye coordination through movements and practice self-regulation   (Self-regulation and well-being) Ask for help, respond to educators’ questions (verbal language) as well as show the mirror, point at the magnet, nod head (non-verbal language)   (literacy and mathematics) Try to place the mirror on different textures and check if the mirror could stay on, guess and check if the fishing rod could push or pull various objects in different materials, observe to figure out how to hang up the mirror… ( problem solving and innovating)

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To support and extend their learning in the future, I would: Make a personalized set of magnets by glueing the magnets at the back of 2 different shapes (square and circle) or fish in 3 different colors (yellow, blue, red) so the toddlers could sort out by placing these magnets on the magnetic board. Place the fish with magnet at the back on the floor, the children would walk towards and use fishing rod to collect fish.  Invite them to play fishing game by using magnetic fishing rod to catch various objects in the bin (clothes peg, steel car, plastic truck, key, plastic spoon…)

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Belonging and Contributing   –OE1- communicate with others in a variety of ways, for a variety of purposes, and in a variety of contexts. Self-Regulation and Well-Being   –OE4 - demonstrate an ability to use problem solving skills in a variety of contexts,including social contexts. Demonstrating Literacy and Mathematics Behaviours   –OE20 - apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts. Problem Solving and Innovating   -OE23 - use problem-solving strategies, on their own and with others, when experimenting with the skills, materials, processes, and techniques used in drama, dance, music, and visual arts.

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Children found the sequencing bead activity set in the cupboard.  Children explored from thread jumbo beads on the vertical dowels.  At the beginning, children sorted beads by color or shape. When they finished, they start to do it again and thread beads by their own interests.  One of child picked a dowel and imitating this is BBQ skewer and said to other child “the red cube is bacon, give me 2 bacon slides (red cube bead) please!”

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Another child answered, “okay, what is next?” They noticed patterns on the pattern tiles and follow the order. At the same time, children defined different color and shape beads with different food names. For example: The green ellipsoid bead is green pepper. After they follow the pattern tiles finish their first BBQ skewer…  A child said “We are run out of bacon and just 3 lemons here(yellow ellipsoid bead)!  Another child said “We can start it again” “5 slices of bacon here” “one bacon one skewer!” Children thread beads on the dowels again, and this time they did calculate beforehand.

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Children are aware of the shape and bright color and also enjoy their drama play. I had observed that point and begin to ask children open-ended questions to help children develop positive relationships by engaging in meaningful conversations. I asked who wants to deliver this delicious food to your friend? Children are so excited to deliver all of these BBQ skewers to their friends in the classroom. I followed them to observe how it going. Some of their friends didn’t give 5 stars feedback about the food-BBQ skewer. I encouraged our little chefs to collect their customer’s feedbacks through interactive instruction by sharing findings, discussing ideas, and listening to ideas to improve services. Our little chef made the connection with each customer, asked their preferences for food, and back to the “restaurant” to do new calculations about how to divide our raw material “beads” based on every customer choice.

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I offer clues to help our children - “our little chef” “unravel” the problem. “Did you know customer eating habits?” “Who wants bacon” “Who is vegetarian diet” “Are our customers can choose to create their own flavor”. “How long will take to deliver long-distance order?” Children demonstrated great skill in solving the problem to offer 5 stars customer service in our class restaurant. Children create an amazing menu for customers to choose from.  They draw a beautiful decoration on the menu. They label the price for different dishes (beads). One child measures the length of the foot and counts how many steps he needs to walk to the other side of the classroom. Another child collects each customer’s choice and calculates the number of "beads" that we need.

Grilled Barbecue Tofu Veggie Skewers | Last Ingredient

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Belonging and Contributing  – Children through running a restaurant together to discover their talents and encourage and support in reaching their full potential. Base on this purpose, and through the connection-building interactions with educators, children develop meaningful relationships that help foster a positive sense of self and a sense of belonging and contributing. Self-Regulation and Well-Being   – When children find their way to let customer satisfaction, they are in their way to interact with others in many contexts and for many purposes  to develops decision-making skills; to develop their self-confidence and to develop the ability to work and learn with others. Demonstrating Literacy and Mathematics Behaviors   – Children become intensely engaged in play. Pursuing their own purposes, they tend to tackle customer service and deliver distance problems that are challenging but also through measures using non-standard units of the same size to get results. Problem Solving and Innovating   – Children listen and respond to others to solving the problem when  their “materials” are out of stock, how to offer 5-star service to  communicate with customers in order to receive more orders. All sorts of creative problem-solving abilities are during this imaginary and exploratory play, children can develop the cognitive abilities and skills when they solve the problem.

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https://gifer.com/en/BgKR https://www.wayfair.ca/BAZIC-Products--Magnetic-Locker-Mirror-130112-L384-K~BZIC1805.html?refid=GX205115709346-BZIC1805_15778302&device=c&ptid=333074078530&targetid=pla-333074078530&network=g&ireid=150281992&PiID%5B%5D=15778302&gclid=Cj0KCQjw0emHBhC1ARIsAL1QGNezVUlr0KmpRj2sjX5K5-j_k-lI5IWFfQXKuQcMTDsqRGZoUoWesugaAttxEALw_wcB https://pixabay.com/illustrations/magnet-magnetism-magnetic-horseshoe-4608113/ https://pixabay.com/illustrations/magnetic-board-magnets-isolated-2614939/ Ontario Ministry of Education. ( 2016 ). The  Kindergarten Program . Toronto, ON: Queen's Printer for Ontario. Ontario Ministry of Education. Weakland, M. (2011). Magnets Push, Magnets Pull.  Mankato, Minn. : Capstone Press.

Inquiry-based Learning Experiences

ECE 413 
Curriculum and applied theory
Nishat Damji



 https://gifer.com/en/BgKR https://www.wayfair.ca/BAZIC-Products--Magnetic-Locker-Mirror-130112-L384-K~BZIC1805.html?refid=GX205115709346-BZIC1805_15778302&device=c&ptid=333074078530&targetid=pla-333074078530&network=g&ireid=150281992&PiID%5B%5D=15778302&gclid=Cj0KCQjw0emHBhC1ARIsAL1QGNezVUlr0KmpRj2sjX5K5-j_k-lI5IWFfQXKuQcMTDsqRGZoUoWesugaAttxEALw_wcB https://pixabay.com/illustrations/magnet-magnetism-magnetic-horseshoe-4608113/ https://pixabay.com/illustrations/magnetic-board-magnets-isolated-2614939/ Ontario Ministry of Education. ( 2016 ). The  Kindergarten Program . Toronto, ON: Queen's Printer for Ontario. Ontario Ministry of Education. Weakland, M. (2011). Magnets Push, Magnets Pull.  Mankato, Minn. : Capstone Press.

Inquiry-based Learning Experiences ECE 413 Curriculum and applied theory Nishat Damji

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