Participatory Learning in Early Childhood

This assignment delves into the concept of participatory learning within early childhood education. It examines various theoretical frameworks that underpin this approach, such as those proposed by Hedges & Cullen (2012) and Cross (2010). The assignment also explores how these theories translate into practical pedagogical strategies in early childhood settings, emphasizing the importance of children's active participation and agency in their learning.

Prepare an Introductory statement
Early childhood learning is one of the areas that have received considerable
attention in the recent past. This is because children are beings that learn effectively
through use of striking events and most importantly concrete materials. The lessons
plans are basically about visual arts and media arts. Further, the lesson plans will be
divided into various sections that will guide in ensuring that the intention of the lesson
is met. The lesson plans will put into considerations, the age, number of pupils, and also
the learning activity for each lesson. The teacher plans the assessment first, employs
visual learning strategies, gives the kids choice without forcing them, and last use of
strategies that go beyond the book.
LESSON ACTIVITY PLAN – ICT learning (Drawing)
AGE
LEVEL
0 TO 1 1 TO 2 2 TO 3 3 TO 4 4 TO 5 5 TO 6
NUMBER
OF
CHILDREN
6
OUTSIDE INSIDE
The first stage is done in computer hall from where
the kids are introduced to computer and made to
interact with the gadgets. Due to the fragile nature
LESSON DURATION
(MINUTES)
5 minute to interact with
computers. The experience of
ICT was carried for 25 minutes;

of the computers and ICT materials, the kids are
guided and closely monitored. Moving to computer
room introduces a new environment for the kids
which reduce monotony. The reflective session is
held at the class where kids are required to name
one tool used during lesson.
children were required to draw
different images and letters on
the computer gadget offered
throughout the day. 10minutes
will be utilized for recapitulation
and reflective session to discuss
different graphics.
TITLE OF LESSON ACTIVITY
Title of lesson:
ICT learning (Drawing) – The kids are given materials and equipment to draw
various graphics and letters on the computer gadget platform. The pupils will reflect
upon and share their experiences.
EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES:
Learning Outcomes and specific purpose:
IDENTITIY
Learning Outcome 1.0 – Children acquire knowledge and skills on ICT
drawing on the areas that interests them e.g. graphics and letters.
Learning Outcome 1.1– Children develop skills to draw graphics, letters, and

paint simple pictures.
During this experience, the kids have the chance to show their prowess in drawing
different letters, simple painting are done and the kids are allowed to exercise on
what interests them. It is expected that during the reflective session, teacher to guide
the children in appreciating and becoming aware of their fellow experiences.
Positive feedback is expected from all parties involved including parents.
COMMUNITY
Learning Outcome 2.0 - Children respond to technological gadgets with care
Through such experience the children develop the sense of grasping images of
different items including living things and respond to them positively. Children have
the opportunity to notice differences and react positively through art and discussion.
Prerequisite knowledge and/or links to previous/future lessons:
The ICT drawing was made to complement the art drawing that was done in the
previous session. This came as a result of the children showing interest in computers
and technological devices introduced to them by their parents and relative. Kids had
used computers to play computer games and so could switch on or off the gadgets.
The pupils had the ability to open a new template (Laura Hetrick, 2010)..
Resources required:
Several pro wise computers for kids are required to draw images and letters.

Equipment required:
Pro wise computers
Painting pens
Table
Chairs
ASSESSMENT
I assessed the kid’s involvement in the ICT drawing by observing their paintings and
letterings. Apart from observation, the children will be assessed through parent’s ratings,
computer tasks, drawings, tasks such as naming letters and images, artwork among others.
The kids were eager to make their turns and it was really exciting.
During the reflective session, kids shared their drawing templates saved on the pro wise
computers and discussed how to arrive at each freely.
The children exchanged the drawing templates and it was fun how each got excited by
their fellow graphics, paintings and lettering.
Every child wanted to take home their graphics or share amongst themselves (Justin P.
Sutters, 2017).
ACTUAL LESSON PLANS

Lesson Introduction (whole group focus)
The children were introduced to the day’s programme of ICT drawing. Throughout the
experience, each kid was given an opportunity to make their individual paintings, lettering
on the computer template (Arthur, Barnes and Ortlipp, 2011).
Main Component of Lesson
Two computers were provided and two kids invited at a time to carry out their lettering
and paintings on the template.
Every child took part in the encounter with most expressing zest in their computer
paintings and drawings.
I closely guided and monitored the kind of graphics they were making.
Children made the best out of themselves, with some drawing letters, other painting
animal images etc.
I guided the kids on how move to the next page when need arose.
Each child took a maximum of 5 minutes.
All kids had an opportunity to take their turn (Hopper, 2010).

Lesson Conclusion
During the reflective session, all the templates in the
computer were printed and shared. The kids appreciated use
of the computers and painting pens.
LESSON ACTIVITY PLAN – Kids Yoga
AGE
LEVEL
0 TO 1 1 TO 2 2 TO 3 3 TO 4 4 TO 5 5 TO 6
NUMBER
OF
CHILDREN
4
OUTSIDE INSIDE
The activity will take place on the playing field.
LESSON DURATION
(MINUTES)

The pupils will assume the nature of different
animals e.g. hedgehog, porcupine, and rabbit.
The reflective session is held at the class where kids
are required to name number legs the assumed
animals have
2 minutes to identify each kid
with a given animal. The kids’
yoga to take place for 30
minutes with different kids
playing the role of the various
animals. 8 minutes will be
utilized for reflective session and
recapitulation on the animals.
TITLE OF LESSON ACTIVITY
Title of lesson:
Kids Yoga – The kids assume the role of the various animals mentioned earlier. So
each kid is required to act and behave like the animal. The pupils will reflect upon
and share their experiences.
EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES:
Learning Outcomes and specific purpose:
IDENTITIY
Learning Outcome 1.0 – Children develop knowledge about various animals.
Learning Outcome 1.1– Children acquire positive attitude towards animals.
During this experience, the kids have the chance to act and behave like the assumed
animals, and the children are allowed to produce all sorts of sounds made by the

animals. The kids finally to make dollies representing the animals.
COMMUNITY
Learning Outcome 2.0 - Children respond positively to the animals around
them.
Through such experience children develop sense of environmental awareness and
the importance or value of animals. Children have the opportunity to notice
differences among animals such as their moving and eating habits.
Prerequisite knowledge and/or links to previous/future lessons:
The teacher has in the previous lessons introduced the kids to various animal
drawings, paintings, and dolls. The current lesson is an opportunity for more
adventure. Some kids have these animals as pets at home e.g. a rabbit.
Resources required:
The lesson requires among others mats and soft ground to avoid injuries.
Equipment required:
Mats

Some quills
Cartons
First aid kit
ASSESSMENT
I assessed the kid’s involvement in field by observing their actions and behaviour. Apart
from observation, the children will be assessed through interviews, communication with
the family, drawings, and tasks such as naming various animals, artwork among others.
The children were excited to make their turns and it was really exciting.
During the reflective session, kids shared their views on different animals and discussed
behaviours of such animals.
Every kid took part in the adventure and it was really fun to identify themselves with a
variety of these animals (Hedges and Cullen, 2012).
ACTUAL LESSON PLANS
Lesson Introduction (whole group focus)
The children were introduced to the kid’s yoga. Throughout the experience and adventure,
each kid had an opportunity to make their individual choice of an animal, and exhibit
similar behaviours made by the animal.

Main Component of Lesson
The kids walked to the grassed field with their resource that would facilitate animal’s
imitations.
Every child took part in the encounter. Those who assumed the rabbit role were seen to
running very fast, porcupine kids were witnessed emitting quills.
I closely guided and monitored their actions to avoid injuries and unexpected excitement.
Children made the best out of themselves, and an exciting event that most want done on
daily basis.
The activity took place for 30 minutes without any interruptions (Peers and Fleer, 2013).
Lesson Conclusion
During the reflective session, the kids named simple animal
characteristics such as legs, spines, far, etc. The lesson was
one of the best the kids have encountered (Parsons and Walker,
2010).

LESSON ACTIVITY PLAN – Setting up a Flower Shop
AGE
LEVEL
0 TO 1 1 TO 2 2 TO 3 3 TO 4 4 TO 5 5 TO 6
NUMBER
OF
CHILDREN
5
OUTSIDE INSIDE
LESSON DURATION
(MINUTES)

Initially the teacher guides the kids to the flower
garden to observe various flowers. The children are
required to discuss on the various flowers, pick
ones with beautiful colours. The teacher guides the
kids on the process of picking to avoid destroying
them. Various tools are used to make artificial
flowers based on the nature of the picked flowers.
10 minutes to walk and interact
with flowers. The experience of
constructing various flowers
with aid of the teacher was
approximately 20 minutes.
10minutes utilized for reflective
session to discuss different
flowers constructed.
TITLE OF LESSON ACTIVITY
Title of lesson:
Setting up a Flower Shop – The kids are given materials and tools to make flowers
resembling the ones picked from the garden.
EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES:
Learning Outcomes and specific purpose:
IDENTITIY
Learning Outcome 1.0 – kids develop the skills to make different types of
flowers.
Learning Outcome 1.1– Children acquire knowledge on how to differentiate
primary colours.
During this experience, the pupils will reflect upon different paints and use it to paint

the flowers and share their experiences. During the reflective session, the teacher
will guide the children in displaying the flowers at the shop. The kids have positive
experience in designing different flowers.
COMMUNITY
Learning Outcome 2.0 - Children respond to various colours that clothes and
other items bear.
Through such experience, the children develop the sense of differentiating colours,
and appreciating their impact in the surrounding. Children have the opportunity to
notice differences and react positively through art and discussion.
Prerequisite knowledge and/or links to previous/future lessons:
Most of the kids have participated in planting flowers at school and at home.
Majority of them have been awarded flower gifts and cards during their birthday
parties and on Christmas day celebration.
Resources required:
Resources such as colour paints, tissue paper, and cartons are required.
Equipment required:
Wooden shelves

Razor blade
Strings
Table
Chairs
ASSESSMENT
To assess the kids, I observed them make flowers by cutting and painting pieces of tissue
paper. Apart from portfolios, the children will be assessed through interviews,
communication with the family, drawings, and tasks such as naming various colours,
artwork among others. It was awesome how the kids were actively involved in flower
making and the general exercise at large. The kids were eager to design the shop flowers
and it was really exciting.
During the reflective session, kids shared their artificial flowers and discussed on how
they managed to make such exciting flowers. The children exchanged the flowers and
assisted each other in displaying them in the shop (Pamela G. Taylor, 2017).
ACTUAL LESSON PLANS
Lesson Introduction (whole group focus)
The kids got to know different types of flowers, how they are structured with an aim of

designing the artificial ones. Throughout the experience, each kid was given an
opportunity to make flowers and every contribution made counted.
Main Component of Lesson
The kids with the teacher walked to the garden to pick flowers of different sizes, shapes,
and colours. The children with the guidance of the teacher used various tools to design
their flowers. Each kid participated in making the lesson a success. Exchange of the
limited resources was done without issues.
I closely guided and monitored the kids in painting and avoiding unnecessary colouring.
Children made the best out of themselves, with some designing rose flowers,
bougainvillea flowers among others (Millei and Sumsion, 2011).
Lesson Conclusion

During the reflective session, the pupils reflected upon
different flowers and shared their sweet experience. The kids
appreciated use of different flowers in setting up a flower
shop (Marian and Jackson, 2016).
LESSON ACTIVITY PLAN – spring and Lifecycle of a Butterfly
AGE
LEVEL
0 TO 1 1 TO 2 2 TO 3 3 TO 4 4 TO 5 5 TO 6
NUMBER
OF
CHILDREN
5

OUTSIDE INSIDE
Initially, the children are required to trap some
butterflies using basket traps. The process will take
place in the garden. Because the lifecycle of a
butterfly is a little bit complex, the teacher will use
existing specimen stored in the labs. Various tools
used to trap butterflies will be provided
LESSON DURATION
(MINUTES)
5 minutes to walk and catch
butterflies. The experience of
spring lifecycle of the butterfly
will be provided to the kids. The
exercise will take 30minutes. 5
minutes utilized for
recapitulation session to discuss
different the life of a butterfly.
TITLE OF LESSON ACTIVITY
Title of lesson:
Spring and Lifecycle of a Butterfly – The kids observe graphics, images or
specimen on the development stages of a butterfly. The kids are also involved in
drawing and painting graphics on different development stages.
EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES:
Learning Outcomes and specific purpose:
IDENTITIY
Learning Outcome 1.0 – children acquire knowledge on development cycle of a

butterfly.
Learning Outcome 1.1– the children acquire skills to draw and paint different
development stages of a butterfly
During this experience, the pupils will reflect on different development stages of a
butterfly. During the reflective session, the teacher will ask pupils to name various
stages learned or observed.
COMMUNITY
Learning Outcome 2.0 - kids find out that some life processes undergo different
developmental stages.
Through such experience, the children will understand the development stages that
are involved in butterfly’s life cycle and most insects at large.
Prerequisite knowledge and/or links to previous/future lessons:
The children have learned about various types of insects in previous sessions. They
have been to a garden to observe some of the insects including butterflies. They
have learned of the different insects’ characteristics including how they come to
being (Hopper, 2010).
Resources required:

Trapping nets, charts displaying pictures of butterflies, trapped live butterflies.
Equipment required:
Pens
Paint
Trapping nets
Rubber
Storing bottles
ASSESSMENT
I assessed the kids by giving tasks; standardized tests, artwork and observing them
identify the different development stages of a butterfly from the charts and their own
graphics.
I took video tapes of the kids trap the butterflies from flower garden, and they were very
excited for the adventure.
The kids were eager to draw pictures that represent butterfly stages of development and
comparing their work with other.
During the reflective session, kids shared their ideas on the development and were able to
mention them in front of others (Krieg, 2011).

ACTUAL LESSON PLANS
Lesson Introduction (whole group focus)
The kids got to know different developmental stages of a butterfly. Throughout the
experience, each kid was given an opportunity to draw and identify the four stages of
butterfly’s life cycle.
Main Component of Lesson
The kids with the teacher walked to the flower garden to catch butterflies. The children
with the guidance of the teacher used basket and net traps to catch butterflies.
The kids observe graphics, images or specimen on the development stages of a butterfly.
The kids are also involved in drawing and painting graphics on different development
stages (Justin P. Sutters, 2017).
Lesson Conclusion
During the reflective session, the pupils reflected on different
developmental stages of a butterfly. The kids appreciated the
drawings and paintings representing butterfly’s lifecycle.

LESSON ACTIVITY PLAN – Birds
AGE
LEVEL
0 TO 1 1 TO 2 2 TO 3 3 TO 4 4 TO 5 5 TO 6
NUMBER
OF
CHILDREN
5

OUTSIDE INSIDE
The activities take place in the nearby school field.
The children are required to pick some grass to be
used in making bird nests. Further with the
guidance of the teacher, the kid identifies few birds
around the school. Tissues and paintings will be
used to supplement the activity.
LESSON DURATION
(MINUTES)
10 minutes to walk and pick
some grass. The experience of
constructing different bird nests
will take approximately 35
minutes with the guide of the
teacher. 5 minutes will be used
for recap and identification of
various birds.
TITLE OF LESSON ACTIVITY
Title of lesson:
Birds – The kids use the available materials to make bird nests. The children are
also expected to identify and name birds found within the compound.
EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES:
Learning Outcomes and specific purpose:
IDENTITIY
Learning Outcome 1.0 – children acquire knowledge about birds and their
habitats.

Learning Outcome 1.1– kids develop skills of making birds nest.
During this experience, the children will identify different bird and with the help of
the teacher, give names to specific ones around the school compound.
COMMUNITY
Learning Outcome 2.0 - Children respond positively to birds and their
importance in life.
Through such experience, the kids acquire knowledge on the importance of various
habitats for birds. They also get to learn the importance of birds in life (Anderson,
1985)
.
Prerequisite knowledge and/or links to previous/future lessons:
Children have previously learned about the various birds and their habitats. This was
done through birds images in books and also through physical interaction of the
birds in the school compound. They have observed weaver birds make nests around
the school and at homes (Barros Araújo, 2015).
Resources required:
Resources such as colour paints, tissue paper, marbles,

Equipment required:
Feathers
Razor blade
Strings
sticks
ASSESSMENT
I assessed the activity using educator’s ratings and observing the kids make bird nests by
knitting together grass and tearing tissue papers and using feathers to make the nests more
natural than artificial. Apart from observation, the children will be assessed through
interviews, communication with the family, drawings, and tasks such as naming various
birds, artwork among others. The pupils also used small spherical marbles as bird eggs
and placed them inside the nests. Most of them were very excited using sticks to hang the
nests on the classroom windows.
During the reflective session, kids identified different nests with different birds and it was
interesting that the kids were able to achieve all that.
ACTUAL LESSON PLANS
Lesson Introduction (whole group focus)

The kids got different types of materials including grass and tissue papers to construct
nests. Throughout the experience, each kid is expected to make nests of their own and
present to the class.
Main Component of Lesson
The children in company of their teacher visit the nearby school field from which grass
can be extracted. They use razor blades to trim grass in the process of nest making. Tissue
papers and feathers are died to match the interests of various kids. The marbles are placed
inside the nests to represent eggs. The kids are required to identify nests and their
respective birds. During the recap the kids are required to name different birds (Cross,
2010).
Lesson Conclusion

In the recap the kids are required to identify different nests,
different birds and also make similar sounds produced by
the birds (Dangel, 2010).
References

Anderson, F. (1985). Electronic Media, Videodisc Technology, and the Visual Arts.
Studies in Art Education, 26(4), p.224.
Arthur, L., Barnes, S. and Ortlipp, M. (2011). The Australian Early Years Learning
Framework. Contemporary Issues in Early Childhood, 12(1), pp.1-3.
Barros Araújo, S. (2015). Professional development within theEffective Early Learning
Programme: a contribution to a participatory and context-sensitive approach to ECEC
evaluation. Early Years, 35(3), pp.249-259.
Cross, B. (2010). Becoming, Being and Having Been: Practitioner Perspectives on
Temporal Stances and Participation across Children’s Services. Children & Society,
25(1), pp.26-36.
Dangel, J. (2010). Participatory learning in the early years. Early Years, 30(1), pp.99-
100.
Hedges, H. and Cullen, J. (2012). Participatory learning theories: a framework for early
childhood pedagogy. Early Child Development and Care, 182(7), pp.921-940.
Hopper, B. (2010). Outdoor learning in the early years. Early Years, 30(3), pp.279-280.
Justin P. Sutters (2017). Visualizing Art Education Scholars: Antecedents, Lineages,
and Pedagogical Places. Visual Arts Research, 43(1), p.86.
Knaus, M. (2014). ‘Time for Being’: Why the Australian Early Years Learning
Framework opens up new possibilities. Journal of Early Childhood Research, 13(3),
pp.221-235.