Experience Plan for Enhancing Cognitive and Creativity Skills

This experience plan is designed to enhance the cognitive and creativity skills of a child through a playful activity involving toy cars and measurement. The plan includes a detailed description of the activity, materials required, rationale, developmental learning outcomes, and teaching strategies. It is linked to the EYLF principle of learning and reflective practice and EYLF outcome 4.

Running head: PSYCHOLOGY
Psychology
Name of the Student
Name of the University
Author Note

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Experience Plan
Date of implementation: 4th April, 2019
Title of experience – with some detail that explains what the activity is about and how it will be
introduced and implemented:
The activity is designed in order to enhance the cognitive skills and creativity skills of X. The
activity also involves exploring the problem solving of the child in a playful manner. The
activity involves resources that will help X to measure how far a car can go for the card board
roll. He will be encouraged to make a runway for the cars with the help of a card board roll and
for this he will need the help of his imaginative skills and give the whole set a realistic look.
Not only has this task also been designed to enhance the mathematical skill of the child. The
toddler will be encouraged to put a car in the cardboard roll and place the same in such a way
that it roll on the paper placed in front of the card board roll. The paper driveway on which the
car will be rolling will contain a measuring scale. After the child completes rolling the cars he
will be encouraged to measure the distance travelled by each toy car.
While introducing as well as implementing the game, as an educator, I will perform the
following:
1. The first step that will be taken by me is to enhance the interest of the child towards the
play by thoroughly describing them the activity to be performed.
2. I will encourage him to think critically and use critical thinking skill so that he can
place the cardboard roll at an angle that will ensure the cars are rolling the farthest on

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the paper.
3. In order to make the setting more interesting, I will introduce colourful toy cars so that
the driveway can obtain a realistic look.
4. I will encourage him to share his ideas with his peers in order to enhance his
communication skill.
5. Finally, I will provide him time to enjoy free play and access his imaginative and
creative skills.
6. I will also provide instruction to him by using verbal instructions and words like top,
bottom, next and others.
Materials required and a diagram or photo of set up:
The required resources are as follows
1. A massive sheet of white paper
2. Toy cars
3. Marker
4. Cardboard roll

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A rationale linking the justification of the learning experience to the skills identified in the
observation and ensuring the plan meets both the capabilities, interests and cultural contexts of
the child:
Considering the fact that I am observing X for quite a time being, it was evident to me that X is
interested in playing with toy cars. This gave me the idea of exploring his creativity as well as
imaginative power in a playful way. I have also noticed his inclination to colourful elements
and toys. Hence in order to further push his creativity, I have incorporated the toy cars and in

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order to encourage the inclination of the child towards the play. Considering the fact that X
possesses an efficient imagination power and he tries to experiment and investigate new things,
it can be clearly understood that the experience plan will definitely meet his interest and
capabilities. Morven, I have also noticed that X possess effective cognitive skills. Hence in
order to enhance his mathematical skill, i have incorporated the measuring part of the activity.
A link to an EYLF principle which relates to the underpinning philosophy of the experience
plan:
The experience plan is directly linked with the ELYF principle of learning and reflective
practice. This defines that educators must look for ways to develop and better education on an
ongoing basis (Barrett, Flynn & Welch, 2018). They become co-learners with the children.
A list of developmental learning outcomes that are specific and can be evaluated and
demonstrate developmental progression from the skills identified in the original
documentation:
 X will engage in simple exploration and investigation
 Identifies cause and effect
 Explore safe environments using all senses
 Applies a wide range of thinking strategies to engage with situations and solve

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problems, and adapt these strategies to new situations ( Keegan, 2016)
 Manipulates objects and experiments with cause and effect, trial and error and motion
 Uses reflective thinking to consider why things happen and what can be learned from
these experiences ( Adam, Barratt-Pugh & Haig, 2019)
 Explores different ways of doing things
 Shows curiosity about events and experiences
 Shows curiosity, engagement and purpose in learning
A link to an EYLF outcome:
The experience plan is linked with EYLF outcome 4 that is a child develops the ability to
become a confident and a n involved learner.
The experience developed, relates directly to ELYF outcome 4.1, that is, children develop
dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity.
The experience also relates directly to ELYF outcome 4.2, that is, children develop a range of
skills and processes such as problem solving, inquiry, experimentation, hypothesizing,
researching and investigating

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A list of the teaching strategies (pedagogical practices) identifying how you will help the child
meet each of the learning outcomes you have planned
The following teaching strategies will be implemented by X in order to help the child meet the
above discussed learning outcomes
1. X will be introduced to gardening in order to help him explore safe environments using
all senses
2. X will be introduced with play activates like block platy and play dough in order to
enhance his creativity.

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Reference List
Adam, H., Barratt-Pugh, C., & Haig, Y. (2019). “Portray cultures other than ours”: How
children’s literature is being used to support the diversity goals of the Australian Early Years
Learning Framework. The Australian Educational Researcher, 1-15.
Barrett, M. S., Flynn, L. M., & Welch, G. F. (2018). Music value and participation: An
Australian case study of music provision and support in Early Childhood Education. Research
Studies in Music Education, 40(2), 226-243.
Keegan, L. (2016). Growing the pear tree: transforming practice beyond learning
outcomes. Educating Young Children: Learning and Teaching in the Early Childhood
Years, 22(2), 42.