EMC305: Learning Experience Plan Assignment Help

 

 

Question

EMC305: This is a Bachelor of Education assignment for Charles Sturt University. It requires the student to write and demonstrate their knowledge related to planning and arranging for children’s play and learning in math, science, and technology as well as analyze their play in terms of these subjects. In this task, the student is supposed to first select a group of children aged 5 years and less. The student then has to keenly observe these children while they are naturally engaged in playing with each other on the basis of which the children’s interests are to be documented by the student. Additionally, the student is also supposed to prepare a Learning experience plan for the Children and remark on the reflections from this exercise. 

 

Solution

In providing this Planning for play and investigation assignment help to the student of CSU, our experts have written c comprehensive solution file highlighting the student’s prior experiences as an early childhood educator as well as the knowledge that was gained during the course. 

 

As per the task requirements, the assignment is divided into four parts- Firstly, a Context for the play-based observations is provided, followed by a Summary of the children’s interest, the Bishop’s Mathematical Activities, the 5Es, and the mathematical/science concepts evident in their play, Learning Experience Plan, and Reflections and Future Practice. 

 

Part 1: Context for the play-based observations

 

The first section of this assignment outlines the background of the significance of play-based observations. For this Charles Sturt University assignment help, experts at OAS have drawn data from both scholarly literature sources and the past experience of the student in engaging with early childhood learning. 

 

In order to make a play-based observation for this assessment, a video posted on module, Videatives (2015) was used. This video was used because I was unable to access and make an observation on a small group of children who regularly play together. 

 

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Part 2: Summary of the children’s interest, the Bishop’s Mathematical Activities, the 5Es, and the mathematical/science concepts evident in their play.

 

Here, an in-depth and perceptive description of the kids’ interests is given. The summary includes an analysis that demonstrates a deep degree of comprehensive understanding of Bishop’s mathematical activities, the 5Es of science, and the principles of science and mathematics that are present in their play. Additionally, a thorough and perceptive explanation of how technology aided in the kids’ scientific and mathematical learning is outlined in this section. Our experts provide the best  EMC305 Learning Experience Plan Assignment Help, by supporting the summary with evidence from the Children’s engagement in the play. 

 

Children’s Interest

 

In this video, the children are interested in bringing the bottle from one side of the fence to the other. For doing this, they use multiple strategies such as pulling the bottle with hands, using pipes and sticks for getting a better grip on the bottle and pushing, applying collective force for pulling, and climbing over the fence to bring the bottle closer to the fence when it accidently gets away in the process of pulling.

 

Bishop’s Mathematical Activities

 

Bishop’s mathematical activities of locating, measuring, playing, and explaining has been observed in this activity. Locating is associated with positioning self or other objects in an environment (Elwick, 2018). Locating was done in the video as children positioned themselves against the fence while pulling the bottle, while bringing the bottle closer, or while pulling each other. Measuring is associated with comparing, calculating or ordering for estimating importance and value (Elwick, 2018). They engaged in measuring by using long pipes and asking for bigger bamboos.

 

5Es

 

Only 2Es out of the 5Es were visible in the activity. Exploring is associated with engaging in gaining handson experience by asking questions to test ideas and engaging in investigating and solving problems (Bybee, 2014). One kid tested her idea of applying collective force to pull the bottle and for this she asked others to pull her while she was pulling the bottle.

 

Mathematics and Science Concepts Applied 

 

Children had an understanding regarding areas in “measurement” due to which they were able to understand difficulties associated with pulling the bottle. As a result, they were able to apply maximum force in order to successfully pull the bottle out from the space in the fence. Similarly, understanding regarding quantity was also evidence.

 

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Part 3: Learning Experience Plan 

 

The following section presents the Learning Experience Plan developed by our experts. OAS takes pride in delivering the best Bathurst online assignment writing services through a comprehensive understanding of all the requirements of the assessment file. We have provided half of the complete Learning Experience Plan developed by our experts here. 

 

1. Date of planned experience 

01 July 2023

 

2. Learning Focus

This planned experience is aimed at helping children in learning length in mathematics, which also comes under the measuring activity identified by Bishop.

 

3. Early Years Learning Framework (EYLF) Learning Outcome/s 

The above-mentioned learning focus is relevant to the EYLF learning outcome 4, Children are confident and involved learners, sub-outcome 1

 

4. Set up and resources 

The location for experience will be indoor, in the classroom. For this planned experience, different objects of varying sizes such as toys and stationary items will be required. Some of the stationary items such as pencil sharpener and colours will be placed on shelves, whereas some items will be placed on students’ desks such as pencils and erasers. 

 

5. Details of the planned experience – what is it and what will you do? 

The planned experience is aimed at teaching length to 5 years old and units that are used for measuring length. Till the age of five, children mainly rely on visual perception in order to determine the length of objects such as which is longer shorter or wider (Beneke, n.a). 

 

• For this, firstly children will be taught about inches (a standard measurement unit) in the classroom and the use of the ruler for measuring things. Children will be taught that the ruler starts at zero and ends at the last number. 
• Then, it will be explained that the distance from “0” to “1” is one inch, “1” to “2” is two inches, “2” to “3” is three inches and so on.
• It will also be explained that the ruler is read from left to right, like a book and therefore the number will also increase as children will move forward towards the right.  
• After this, a sheet, pencil and ruler will be handed over to all children. In these sheets students will be asked to name one object which is six inch long, one object which is 10 inch long, one object which is 14 inch long and one object which is 20 inch long. 
• For this activity, children will be asked to measure various objects present within the classroom.  

 

6. Plan for review 

It is expected that as a result of this activity, children will be able to get a basic understanding of both standard and non-standard measurement system. It is expected that children will be able to use the ruler easily with minimum supervision and assistance from the teacher. Moreover, it is also expected that children will be able to measure objects accurately. It is crucial to understand that it is not expected from the children to write an exact measurement unit.

 

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Part 4: Reflections and Future Practice  

 

In providing Bachelor of Education Assignment Help for the last section, our Early Childhood Education experts have derived from the experiences of the student to provide a critical reflection of the exercise of observing children engaged in natural play and developing a Learning Experience plan based on their analysis. 

 

This activity helped me a lot in learning about children’s learning and engagement in mathematics, science and technology. The first thing I learnt is that engagement is the key to learning. It is crucial to place the learner at the centre of the education process in order to promote active learning among them, rather than just receiving knowledge. Therefore, learning is promoted among learners through their experiences, beliefs, and mental structures formed (UNESCO 2023). This thing was evident in the video (Videatives, 2015) and was also ensured in the planned experience. In the future also, my teaching practices will also revolve around the concept of engagement. My observation and my experience have taught me that knowledge needs to be constructed through social interactions and scaffolding. Social constructivism approach is highly effective as it not only emphasizes entirely on the learner but also encourages them to take lead by interacting with other children and teachers.

 

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