Form B: Reflective Summary

How did you coach the children to learn?

Summarize weekly events using the criteria outlined in Learning Together with
Young Children. This is a running record showing your work each week.
Submit this form to your College Evaluator in weeks 3 & 6 making sure
that all weeks are visible each submission.

Students Name: __Rachel Thompson_ Weeks of:

__1,2,3____________________
Posts should occur each week and must be dated. D2L Submissions
in weeks 3 & 6
1. Creating Nourishing Classroom Cultures (dated weekly posts)
Date: January 18th 2015: I created a sign in the art section that said "ART CENTRE" and
put up some pictures that children made. I believe that children should feel proud of their
work and pictures on the walls will encourage creativity.
January 25th: I brought in some books, stuffed animals, musical instruments and a self
made game for the children to use and be able to learn from. I found this to be a
positive way to add to the classroom as books can lead to many different activities and
ideas. I felt that adding materials to the classroom gave the children more options. I also
clean up and always look for ways to help when I finish another task and working with a
child.
February 1: This week I continued to clean up the environment constantly and used my
experience to impact the classroom culture. My experience was crown making and
measuring and both of them has evidence in the classroom with crowns around and an
image of boot size. This creates a nourishing environment as it gives the children new
ideas and gives them self importance when they see pictures in the room that they
contributed to. Another way I impact the classroom culture is helping at nap time and
snack time, with either setting up the food or helping put children to sleep.
Feb 7: This week I made lunch daily and continued to learn how to make it better every
day. I worked on afternoon snacks and cleaning. Every day, I learned how to do more
tasks, but asked questions to make sure I was doing everything properly and so I can
learn. I came into placement daily with a smile on my face, focusing on bringing a
positive attitude into the work environment for the children, families and other
employees. I also brought some dramatic play objects I found in the storage room to
keep a new set of materials to interest the children and encourage new ideas.
Feb 15: This week I continued to make lunches and snacks, and clean up afterwards.
Doing so, I learned the correct way to set up for groups of children and all factors to
consider in making the experience nourishing for the children. This week I also gained
more responsibilities with cleaning up at the end of the day, doing it much more often.
At the centre, I made sure to give my opinion in re setting up the furniture and helped do
it. This week I also continued to smile and welcome all the children and families, making
friendly eye contact. I continue to do this to bring a warm and positive attitude into the
centre, making everyone feel welcome. This week I brought a white magnetic board into
the classroom, along with magnets and letters and numbers. Bringing that into the
classroom, gives the children the option to use them and make them into their interests
Feb 22: This week I worked at improving my skills at food prep and cleaning so that I
made no mistakes or missed anything. It is important to create a clean and prepared
lunch/snack and room. The family and community rely on the childcare to create an
environment that is best for children and has everything prepared. I learned that
presentation and layout is very important, and I have learned over the past few weeks

how to make it look best and where everything goes to make the process faster when
serving snack and lunch. Apart from prep, I impact the classroom positively as I keep an
eye out at all times, makes eye contact, head counts, feeling the energy of the room and
doing what I can to keep it at a good pace. This week I got a feeling that the children
were feeling very energetic so I quickly came up with an idea to use gross motor inside. I
made a decision in order to help the environment in the classroom. The classroom
environment is also based off of the mood of the educators and how the talk to others. I
always make sure to listen to the children and give off a warm vibe to the children.
2. Using Childrens Ideas to Pursue Investigations (dated weekly

posts)
Date: January 18th 2015: I noticed that the children were enjoying drawing so when I
was having a conversation with a child about a house, I suggested they draw a house.
This relates as I noticed that the children were interested and related it to another way
that they could explore this idea.
January 25th : I asked questions based on what the children were talking about. My
questions led to further ideas for the children which led to action. This relates as the
children saw the question and it sparked an interest with the children and they went to
look for the answer.
February 1st: This week the children showed me a great deal of the ideas, some of them
were pushed due to my encouragement. I was able to listen to what the children were
thinking about and encourage them to think deeper and question it, such as their actions
and ways to solve any disputes in the future.
Feb 7: This week I saw the child was sorting the beads based on colour so I took that into
my mind and when planning my next experience, I chose colourful materials that the
children could work at matching based off colour if they chose. The children were going
off of the idea of matching so I picked up on that and brought more ways for them to go
into that idea and related ideas that will work on their cognitive skill. Another way that
this happened this week was, I noticed the children love shovelling so I added materials
to the sand area to bring possible challenges and ideas to explore for the children.
Feb 15: This week I was able to see what children are showing interest in and help them
look deeper into it and learn more about themselves. I was playing with a train set with
one boy and I could tell it was something that really got his focus . To look further into
this idea, this week I created an experience based off trains and paint to deepen his
understanding of trains and train tracks. The children really enjoyed this method of
investigating trains and other cars as it let them learn more about trains and it will give
them knowledge as they continue to play with them. As we were doing the experience, I
asked questions to the children to encourage deeper thought and see where it can lead
them.
Feb 22:This week, I created a powerful experience based off what a child showed interest
with. A child was watching another child play with rocks so I took another jar and
suggested to the children we put rocks in the jar, after we did that for a few minutes, I
noticed the children at the water table's enthusiasm so I asked the children what would
happen if we put water in the jar with rocks. The child and I put 2 cups of water in and
the child used their sensory skills as they felt inside the water, took rocks out and tossed
them in. I noticed that the child was looking for an extension and the class is big on the
water table and exploring. I saw the child's idea with using the rocks and asked what
would happen if we added water, letting the child and I work together to see how it
looked and felt.
3. Enhancing the Curriculum with Materials (dated weekly posts)
Date: January 18th 2015: This week I did not do a lot of changing the curriculum with
materials or making it different. I did use materials in more than one area once I learned
that that specific child responded well to a material so I brought it back.
January 25th: : I noticed the children were having fun with the cotton balls so I brought in

some egg cartons for them to use to further the play. I also brought in some materials
from home to add more to the classroom and show them about myself. As I brought the
extra resources in, the children are able to use them and create other ideas centered
around them, which leads to a whole new open ended mindset.
February 1st: This week I brought crowns, balloons and measuring tape into the
classroom. For the crowns, the children took them in proudly and were enthused making
them and wearing them for a while. I was told one child wore it in the grocery store and
asked everyone to call her Queen. The balloons were also very welcomed and it brought
many different ideas to the children that lead in different directions. We put some water
balloons outside to freeze for next week, we threw them in the air, the children washed
them and they tossed them back and forth.
Feb 7: This week I brought in magnets for play and learning, and faces for the children to
create. I found that both of those would be a positive addition for the curriculum and for
the children to look more into, in any way they chose. In terms of the magnets, the
children found many different ways to use those as a possible interest, most of which I
could not have imagined. The children found the magnets interesting and able to be
used in many different ways. In terms of the faces, the children were able to bring new
ideas into their minds and explore some of their interests that they have had for a while
but never used in a certain way.
Feb 15:This week I brought magnet board and single magnets for the magnet letters
that encouraged the children to use them more as they were able to use them differently
and easier. The magnet board made it easier for the children to visualize the letter and
numbers. Bringing the board in, affected what the children become interested in and
improves their cognitive skill, which changes other pieces of play that will be brought in
for them.
Feb 22: During this week, I created instruments with the children for an experience and
to help encourage children into music for an interest. By making that into an experience,
I helped get the thought into their mind and even that interest ends up being shown
later, because I helped introduce the idea for the children. I affected the curriculum by
how I set up the room , such as putting out the toys as an example for the children to
encourage the children to play with the toys.
4. Coaching Children to Learn about Learning (dated weekly

posts)
Date: January 18th 2015: This week I encouraged children to try themselves and asked
them questions that lead them to think for themselves.
January 25th: I would ask children questions which made their curiosity rise and question
the world themselves. A few times I asked the children what they thought the answer
was, which was important as it did not give them the answer and would encourage being
resourceful and wanting to find the answer.
February 1st: This week I was able to push the children to question what the right answer
is. I found that when I questioned 'why' or 'what would happen' , the children provided
me with insightful and deep answers. I felt that this encouraged the children to use their
own mind to question ideas and to think about their answers and reasons.
Feb 7: This week I started to ask the children, " what do you think the answer is" more.
The children would take a moment to think and come back to me with a very insightful
response. I have noticed that the children know or have a very unique idea or reason to
why but are given the answers that they lose their creativity and imagination, not to
mention self confidence and self reliance. Also to encourage this more, I would ask
children to use other children as resources also, which reminds the children that there
are ways to get the answer.
Feb 15: This week I read quite a bit to the children to help children learn about learning. I
worked hard to help encourage children to want to learn and how to learn. A way I did
this was by being a good role model and by asking questions out loud. Another way that
I encouraged learning was by stating what was happening, such as " I see you are
playing with 3 green cars, what will you do with them next?" Doing this will give the

children the satisfaction that I see what they're doing and that they can do something
more with it. I want to help teach children that they have the skills and my job is to
teach them how to find those skills and use them.
Feb 22: This week I worked well with the children to encourage them to try to find the
answer themselves or solve their issue. I was available for help and to help lead the
children to the right direction but I made sure to listen to they thought was the right
choice and suggested another way, but had a better understanding of the child's view
point. I realized that the best way for me to help children is to give them the competence
to think for themselves and solve their own problems. I was able to work on this for the
past week and got stronger at asking children what their next step is. Asking children
what their next step is, makes them know I am interested and giving them confidence to
go further into their learning.
5. Dig Deeper to Learn with Children (dated weekly posts)
Date: January 18th 2015: I asked a lot of questions that we both did not know and
discussed possible ideas. This brought us closer together and encouraged learning and
working together.
January 25th: I sat with the children and played alongside of them, giving ideas on how
to overcome barriers, such as social, behavioural and with the experience we were
working on.
February 1st: This week I watched the children with what they were interested in and
their behaviours and wrote daily notes near the end of the day. Writing daily notes on
the children gave me a better view of each child, letting me reflect on their skill level,
what and who they work better with. In the future, I will be able to use my knowledge to
work with them and be able to assist their personal needs. I was able to see each child
as an individual and make strong connections with the children, helping them trust me.
February 7: This week I read a great deal with children in order to deepen their
understanding of literacy and specific lessons. I asked them many questions to
encourage curiosity and would discuss possibilities with them. I worked with the children
and encouraged them to use their mind and to think about all of the possibilities.
Feb 15:This week I continued to read and ask questions to the children to encourage to
get a better understanding of life around them. Apart from that, I got further in my
relationships with the children by looking at what the children need and what they are
trying to tell me by their actions. I was able to learn a great deal about what works with
each child and how to help when they are having behaviour issues. The child needs
assistance to deal with daily issues as they do not have all the skills to explain what their
feeling and to move around it, making it harder to learn for children. This week I got
more into taking a step back and try to see it from the child's view and what they need
and what I can do for them while being fair to all.
Feb 22:This past week I got more into play with the children and listened to what they
wanted and were trying to tell me and others. I found it useful to actually see it from
their perspective, which helped me solve any conflict once I could figure out what each
child wanted and what was upsetting them. I was working with a child this week and
another child came and started to create conflict by throwing the toys away. Instead of
talking down to the child, I asked if they would like to play with us and what their options
were. I made sure to let the child know that no one was against them and what they can
do. It was important to me to figure out where the child was emotionally so I tried to do
that for all disputes.
6.

Connections. How has your planning connected to the How

Does Learning Happen document?

Date: January 18th

January 25th: The experience I did related to belonging as it incorporated the children
sharing space and materials and working together to paint on ice. This experience
encouraged the children to bring colour to their environment and enjoy their time

together which is very important. The children were able to contribute to their
environment and to their partners in learning. This experience allowed the children to
make their mark on the world, which raises their self confidence and experiences on the
world.
February 1st:This week I implemented 2 experiences and they were very much
connected to the "How Does Learning Happen" document. The first experience was
attached to the Belonging, it was making crowns. This helped the children work together
with sharing supplies, making crowns for each other. This experience impacted the
'world' in a smaller sense as the crowns stayed in the classroom and became a part of
their class environment. The second and third in total experience related to well being,
as it was centered around measuring objects, their feet and learning about heights. This
made an impact on the children based on their self view, self confidence as they were
able to see their possessions and boots from a different direction and it was posted on
the wall. This experience was able to encourage children to question and broaden their
minds, improving their personal mindset.
Feb 7: This week I did 2 experiences for mask making and magnet letters and
sequencing. The mask making related to the well being foundation while the magnets
related to the engagement foundation. For the mask making, the children were able to
create a mask of a face or anything they chose. This idea was to encourage them to
develop a sense of their self and their physical features or how they imagine their selves.
For the magnets, this was a part of the engagement foundation. This experiences related
as it let the children engage their senses in science with magnets and learning about
literacy. The children will be able to explore their understanding of how magnets work
and how to spell and order coloured letters that they are able to stick to a board.
Feb 15: This week I have done two experience, one for engagement and one for
expression. The experience I did for engagement was marbles and paint. In this
experience, the children had bins with lids, marbles and paint they could dip the marbles
in. In this experience, the children were able to explore the combination of paint and
marbles, especially if you shake them in a bin with the lid on it. The children were eager
to see what it looked when I took the lid off and explored the different designs they could
make and then began to use their hands and some flubber. In terms of the foundation
expression, I created an experience where the child took trains, cars, trucks,
motorcycles, animals and dipped their legs, etc in paint for them to run or drive down a
long track of paper. This experience helped teach the children tracks, different ways to
drive them and how it looks on paper and how to share the space. The children are very
into trains and having objects go down a track of paper, so I felt that this experience
helped the children understand trains more so, in turn, being able to use them more
accordingly and help them express their true feelings.
Feb 22: This week I did my final experience and it was the foundation of expression. I
used the idea to create musical instruments after I noticed a few children being very into
music and making creations. This experience related to expression as it gave the
children the opportunity to create any musical instrument that they could think of. The
children were able to express their personality and feelings through how they built their
creation. The children seemed to enjoy it and it did not go exactly as I imagined but that
is what makes it more special as experience is based off of how the children are feeling
and in the mood to express.

Ministry of Education (2014). How Does Learning Happen. Toronto, ON: Author