Reflection of Webs

My interactions with the children, ECE’s and parents during the project process

contributed to creating respectful relationships because I choose a topic that I observed

most of the children played with and knew of. I left a rationale posted with the webs

stating that I would do my train activities based on domains such as math and art

related to trains. While doing my activities I sat with the children and we briefly

discussed what we observed. For example, while reading the books on trains I showed

them this is where the conductor sits and the train goes though the city. I told my ECE

about the activities I had planned ahead of time and she approved them. The rationale

was printed in colour to attract the attention of the parents. The beliefs about how

children learn influenced my interactions with the children because children learn

though play and experimenting, their cognitive skills are also being used during

learning. The learning style of my activities included the goop activity, there was no end

product. For another one of my activities I asked the children can you show me how to

dip the train in the paint and roll it on the paper and they did so. The children and I

learned more about the world because some children didn’t like to get dirty. When I was

younger my parents didn’t care about coming home with dirty clothes. For the goop

activity some showed me their clothes when they got goop on them I reassured them

that it will wash off, similarly occurred for my train art. I think this may happen because

in some cultures parents want their children and their clothes to stay clean. Some

children are taught at a young age to not get dirty. It also can be the child’s personality. I

can already see which kids will or will not do my activity based on how messy it looks to

them.