Scented Play dough activity

This document provides a plan for a scented play dough activity for children. The activity aims to engage children in a sensory experience and develop their fine motor skills. It is suitable for indoor or outdoor settings and includes a list of materials needed.

Experience Plan Template 2
Learner’s name:
Faiza Azhar
Name of experience
Scented Play dough activity
Faiza, ensure that this planned experience is also provided in your
future planning ideas section.
Child’s name and age:
Lucas and his friend Kelsey and few
children
Date: 5/2/2019
Setting: Indoor / outdoor
(please circle only one)
Indoor
Location of experience:
Childcare Bankstown
I will step up the experience in the middle of the classroom on tables.
I will combine 2 large tables to make a large square shape in the
centre of the room.
Reason/s you have
chosen to present this
experience:
Which observation does
this link to?
Idea for this experience plan activity
Lucas brought in a sensory book from home, and 2.5 years old Kelsey’s mum shared
that Kelsey’s is ‘obsessed with cooking at home.
During this experience Lucas will be using their senses:
1-touch
2-smell
3-sight
Lucas will be able to smell the Peppermint oil added to the play dough.
Lucas will be able to add coloured sand via a shaker to the play dough giving colour
and texture to the play dough
Observation 4 – Work sample – use Sequence 4: Lucas doing finger painting
Faiza, this planned experience needs to be linked to an observation that you
have recorded for Lucas. I can see how this planned experience may link to
your work sample but you must explain the link and how it relates. What did
this observation tell you about Lucas development? Why have you decided to
implement this planned experience? Please resubmit.
Identify developmental
priorities:
My experience supports Fine Motor Skill.
TAFE NSW – Western Sydney Region
Created: 4/02/2013
Version: 1.0
14058563567865113385.docx
Modified: 30/08/2024
Page 1 of 5

What might the child
learn by doing this
experience?
Fine Motor Skills: Lucas hands will develop the strength, and control needed to
manipulate everyday items such as scissor, pencils, zippers, and buttons.
Lucas will Learn with this experience:
Cut play dough with the help of cookies cutter, and cutting out the different animals
and talking about the animal name and what sound it makes
Roll out little balls of play dough and then count how many Lucas have? Make
numbers with the play dough it will very helpful for Lucas learning.
Faiza, just be mindful that the developmental priorities you provide here must relate
to the reason that you have decided to implement this experience. Above, you have
talked about smelling the playdough and touching the playdough, however you have
not discussed that this planned experience is being implemented for Lucas’s fine
motor development. Could you please have another look at this section? As this
appears to be your creative expression experience you must also provide an explicit
creativity developmental priority as well. Please resubmit.
Include links to the relevant approved learning framework here
Refer to one to two outcome/s and one sub outcome/s from the Early Years learning Framework
Learning Outcome 4: Children are confident and involved learners
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity.
Learning Outcome 5: Children are effective communicators
5.1 Children interact verbally and non-verbally with others for a range of purposes.
Proposed set up: Describe what your experience will look like and list all of the equipment and materials you will
need.
I will step up the experience by displaying a few 4 days old clean pre- made play dough examples for the Lucas
and children to see, what they are going to do I will have the different powdered paint colour in different bowls, I
will have the pre-made (clean and properly checked) play dough on the table, it will easy for the Lucas and
children. I will also have the dropper bottle of peppermint oil on the table for the Lucas and children easy to use
it.
Play dough, coloured sand, flour shakers, small peppermint oil bottle, rolling pins, powdered paint to colour
dough.
TAFE NSW – Western Sydney Region
Created: 4/02/2013
Version: 1.0
14058563567865113385.docx
Modified: 30/08/2024
Page 2 of 5

This planned experience would be implemented in 4 days time.
Identify hazards and
possible risks to the
children
What hazards might
there be and how will
you reduce any risk?
If Lucas and other child has a gluten, or wheat, allergy, eating Play-Dough may cause
to develop an allergic reaction, it could be a choking hazard if put in the mouth, if
colour or oil hands rub the eyes too often or too hard can cause damage.
Supervision required will be myself and all of the staff in the room, which is 4 other
staff members. But I will be the one that stays at the table and assists the Lucas and
other children.
How will you
encourage
participation?
What you will do to
involve the child in the
experience?
How will you
communicate, include
verbal and non-verbal
examples?
How will you encourage
participation?
I will encourage Lucas and participation by first showing them play dough, I will
introduce some words such as squish, squeeze, sticky, I will encourage Lucas and
children to manipulate the play dough, I would say that, poke it, squeeze it, pull it, pat
it and squish it. I will do Laugh and smile, I will make fun and an enjoyable experience,
make things with the play dough such as a smiley face and numbers, and cut the
animals shapes, I will sing nursery rhymes and change the words to match the play.
I will fully involve with Lucas and children communicate and talk with them, if
something builds or make with the help of dough, I will be commenting on it and
adding something to the actions and ideas, For Example: if Lucas puts a ball of
playdough on the end of a stick and says, “I have a lollipop”, I would say, “That looks
delicious. I think I’m going to make an ice cream” and then make an ice cream from
your playdough and I would wait for Lucas response
Communication skills I will use are facial cues, and intonations in my voice. I will
provide a helpful and fun experience for the Lucas and children. While playing the
dough, during play time I will stay close with Lucas and children I will use verbal and
nonverbal communication methods, also encourage them to use verbal
communication, for example, Lucas shows an interest new play dough creativity, talk
about it, babbling, various sounds and actions.
I will encourage children to share their thoughts and feelings when playing with
playdough. They will ask questions such as: What have you made with the playdough?
Why did you choose to make the smile, lollypop, piece of cake, out of playdough? I
will encourage Lucas and children that, Different things they can do with these objects
and materials.
TAFE NSW – Western Sydney Region
Created: 4/02/2013
Version: 1.0
14058563567865113385.docx
Modified: 30/08/2024
Page 3 of 5

How will you promote
positive behaviour
throughout the
experience?
How will you support the
child throughout the
experience?
Display the play dough creativity on wooden cutting boards with the names show
these creativities to Lucas and other children parents, I will guide them that, Play
dough materials and resources will need to be kept clean and hygienic.
Children would be guided by good behaviour from their guardians and urged to form
good relationship with their elders.
Relationships are the most important experiences: This kind of play helps children
develop their approaches to learning I would include a few more activities with similar
benefits.
I will support these children by ensuring that I create a comfortable environment to
play.
Show and discuss this
plan with your work
place supervisor.
Workplace supervisor name:
Date:
Detail suggested amendments:
Signature:
Reflection/evaluation
of the experience.
 Describe what
happened
including any
discussion /
interaction with
the child
 How did they
respond to the
experience and
the
environment?
 Did they
demonstrate
any particular
TAFE NSW – Western Sydney Region
Created: 4/02/2013
Version: 1.0
14058563567865113385.docx
Modified: 30/08/2024
Page 4 of 5

strengths or
skills?
 Reflect on your
own
involvement in
the experience.
 What did you do
well or what
would you do
differently next
time?
Include links to the
relevant approved
learning framework
here
Refer to one to two
outcome/s and one sub
outcome/s from the
Early Years learning
Framework
Future planning ideas;
(Ideas for the child).
TAFE NSW – Western Sydney Region
Created: 4/02/2013
Version: 1.0
14058563567865113385.docx
Modified: 30/08/2024
Page 5 of 5