Imagery- Feedback from peer review, Activity Plan and Pictures

Feedback 

1. The group demonstrates good understanding of the learning outcomes:

Reflected critically on the ways in which children learn through experimental, creative, and/or play-based approaches- Yes

Demonstrated how to plan and implement opportunities for holistic development in an area of provision based on an analysis o children's interests and needs- Yes

Explained the main principles and processes of documenting children's play and/or learning- Yes

2. Information presented was well researched- Yes
3. Ideas were clearly communicated- Yes
4. Resources used supported the project theme- Yes
5. Session was interesting and interactive: Yes

Comments

The best part of the presentation: How they allowed us to go outside and gather our own materials and the mood board

From this presentation I learned: How the use of outdoor materials can change an activity

My question for the presentation is: How would you keep an older child engaged?


In future the presentations should: Think of how they can use other materials such as paint or clay to expand on the activity for example portraits. 

Activity Plan 

Template for presentation of Activity and Lesson Plan

Assessment 7A

1. Title of activity

Area of provision	Which area of provision and why have you chosen this After extensive research into this chosen area we decided to choose malleable play
Materials	List materials needed to complete the activity Playdough- including different colours tailed to appearance for example yellow, orange, brown, black, pink/peach, blue, green, red) Cutting equipment, rolling pins, plastic knifes, cutters in the form of shapes. 6 X Mirrors Items that can be used as stencils such as plastic plates, and recycled items. Items collected from outdoors such as sticks, leaves, pepples.
Objectives	List the learning / skills to be developed or refined through the design of the activity. How are the children learning The main objective- Promoting positive self-image and trying to minimise discrimination of differences amongst peers. Physical (fine motor and gross motor), social, Creativity and imagination and understanding the world.
Vocabulary	What kind of language might you include or introduce to the child? Learning positive vocabulary and pronunciation surrounding self-image including facial features, colours and encouraging adjectives.
Stage	Indicate when this activity might be introduced, i.e. and early or advanced activity, suitable for a younger or older child The age that this activity would be introduced is 40-60 months with variations depending on the learning stage of the child.
Presentation	Carefully describe how you would present the activity. Firstly we would have the children outside, to collect various sticks, leaves or pebbles to use when making their faces. Then the children will sit in a circle on the carpet area, and the children will take turns stating what they like about their peers appearance and character. This promotes peer learning and social interaction between the children which Vygotsky states is essential in a child’s development (Bulkeley, 2009). The children will then state what they like about their own appearance and character. Then the children will be moved to a table with different coloured playdough and tools set out, along with what they have collected from outdoors. There will also be a mirror for each child. The child can then create their face using whatever playdough, outdoor materials and tools they want, only with guidance given where necessary.
Activity	Any notes on how the activity can be used independently by the child The child will have the playdough available to them on the table, and a mirror will also be on the table for them. The child can then carry out the activity on their own. The activity can either be set up on a table for a group of children or only for one child.
Point of interest	Any aspect of the activity that may become the focus of interest for the child or the practitioner The focus of interest for the practitioner will be to see how the child views themselves and others, and whether that is positive or not, from this practitioners can devise activities to ensure each individual child has a sense of self-worth. In addition practitioners will also focus on the children’s ability to recognise and identify the different parts of their face. The practitioner will also be observing the child’s use of tools and outdoor materials to manipulate the playdough into what they want.
Further activities / next steps	What other activities might lead on from this activity? Consider possible lines of development Another activity that could follow on from this could be for the children to use a different material to make their faces again, or their whole bodies instead. There could also be another activity that focuses more on the character and personality of the child now, so too much importance isn’t put on just the child’s physical appearance. For instance taking the nursery world example, the children could add a further caption focusing on their individual qualities, thus encouraging further self-confidence.
Exploration	How the child might spontaneously explore creatively with this activity. The child is able to make their facial features however they want, either using tools or manipulating the playdough by hand. Though they will be copying their picture form a mirror, they won’t have any instructions in terms of how they want to make themselves look, therefore they can create their face to look however they want. They will also not be given instructions on how to use the tools or outdoor materials, so they can use them to mould the playdough in any way they wish, encouraging them to use their imagination and creativity.

Insert pictures of the activity If you would like to show us what it looks like		You may choose an alternative format for presenting your photos, this is just a suggestion

Links to EYFS	Refer to Development Matters e.g This activity links to the EYFS Development Matters (BAECE, 2012) in the area of Mathematics, A Unique Child 30 – 50 months “Shows interest in shapes in the environment.” (BAECE, 2012, p36). This activity links to the EYFS Development Matters (BAECE, 2012) in the area of Creativity, A Unique Child 30 – 50 months “Beginning to be interested in and describe the texture of things.” (BAECE, 2012, p44). This activity links to the EYFS 2013 in the area of personal, social and emotional, 40-60 months as it states the child ‘can describe self in positive terms and talk about abilities’ (DofE, 2013). It also links the EYFS development matters under enabling environments: what adults could provide, 40-60 months ‘provide activities that involve turn-taking and sharing in small groups’ (DofE, 2012).
Differentiation	How might you adapt the activity for a child who may be in need of additional support?  What strategies could you use to modify your planned activity to reflect children’s unique characteristics and abilities? A teacher can sit near a child who needs additional support, and give them extra guidance where required, while also giving attention to other children, so the child with additional needs doesn’t feel singled out.
Reflection on work with children	If one of your group can use the activity at work with a small group of children, this will help you in presenting to us on the day. Write your reflections here, how did the children interact, what did they enjoy most, did work as you had hoped or did it not !!!

References:

Bulkeley, J. 2009. Understanding how babies develop and learn through documenting their learning journeys. In: Fabian, M and Mould, C. eds. 2009. Development and learning for very young children. London: SAGE Publications Ltd. Ch.2.

Department of education. 2012. Development Matters in the Early Years Foundation Stage (EYFS). [Online]. Available: http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf [Accessed: 27/10/15]

Department for Education, September 2013. Early years outcomes. [Pdf] London: Department for Education. Available at: <https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf> [Accessed 29^th October 2015]

Pictures from Pilot Trial