Early Childhood Education: Experience Plans for Different Ages

This assignment presents detailed experience plans designed for early childhood education, covering three distinct age groups: babies (0-1 years), toddlers (1-3 years), and preschoolers (3-5 years). The plans outline specific activities tailored to each age group, including musical instrument play for babies, a baby bath activity for toddlers, and a playdough birthday party for preschoolers. Each plan includes the date of implementation, a description of the activity, required materials, a rationale connecting the activity to observed skills and child development, a link to the Early Years Learning Framework (EYLF) principles and outcomes, specific developmental learning outcomes, and a list of teaching strategies. The plans emphasize play-based learning and aim to foster sensory motor skills, cognitive modalities, communication, social and emotional skills, gross and fine motor skills, hand-eye coordination, and overall child development. Additionally, the assignment contains a brief for a Lego bridge construction activity for preschoolers, detailing the materials, implementation, and learning objectives related to mathematics and problem-solving.

Professional Experience Plan Template
Experience plan
[Sounds of music] Babies- (0- 1 years)
Date of implementation:
Title of experience – with some detail that explains what the activity is about and how it will be
introduced and implemented:
Four babies in a group will be managed by an educator and they will be placed on the quilt along
with a basket filled with toy musical instruments. Cushions and pillows were provide all around
the area to mitigate the risk of fall or an injury. Babies would play all the musical instruments as
shown by the educator and under the surveillance of the educator.
Materials required and a diagram or photo of set up:
Material: Toy Drum pads , shakers, clappers and wooden castanets , toy trumpets
Children will find it more convenient to do this activity on the floor as that will reduce the chance
of slips and falls.
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:
For babies, music and musical experiences supports the development of important brain
connections in the child. Music promote development in multiple facets. Like singing a lullaby
enhances early learning development, increases the attachments and the supports the infant
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Professional Experience Plan Template
developing spatial awareness (Ilari, 2015). Again quiet background music can be can be soothing
to the infants. Music can ignite all the areas of the child and increase the skill for the school
readiness and the overall literacy.
Baby directed music has been found to be targeting several aspects of the development of a child
such as the communication, sensory motor, language, emotions and the cognitive modalities
(Sulkin & Brodsky, 2015).
A link to an EYLF principle which relates to the underpinning philosophy of the experience plan:
“ high expectations and equity”
According to this EYLF principle , each and every children have the right to get equal learning
opportunities regardless of the background.
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:
 Develops sensory motor skills in the children (Hong & Gabriel, 2018)
 Improves the cognitive modalities in the child
 Enhances attachment between the baby and the caregiver
 Improves communication between the baby and the caregivers
 Children can interact with each other via music (Hong & Gabriel, 2018)
 Improves the social and the emotional skills
A link to an EYLF outcome:
“Children are confident and involved learners”
 “ express wonder and interest in their environments are curious and enthusiastic participants
in their learning use play to investigate, imagine and explore ideas”
 “ plan learning environments with appropriate levels of challenge where children are
encouraged to explore, experiment”
 “ Engage with and co-construct learning develop an ability to mirror, repeat and practice the
actions of others”
 “ provide opportunities and support for children to engage in meaningful learning
relationships provide sensory and exploratory experiences”
 “engage in learning relationships”
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Professional Experience Plan Template
A list of the teaching strategies (pedagogical practices) identifying how you will help the child
meet each of the learning outcomes you have planned
 Playing with the sound
 Playing with the rhythm and then rhyming
 Starting with the whole song
 Using fingers and hand motions
 Singing throughout the day
 Inspiring the babies to try out different instruments
 Showing pictures of different kinds of instruments
 Using familiar tunes to make the babies used to the songs taught
 Being light and playful with the rhythm of the song.
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Professional Experience Plan Template
Experience plan
Baby bath for toddlers- (1- 3 years old)
Date of implementation:
Title of experience – with some detail that explains what the activity is about and how it will be
introduced and implemented:
All the toddlers will be grouped in to three and each group will be assisted by an educator. This
play based activity would take place for 20-25minutes. All the children will be provided with a
bath tub with a baby doll laid in it. The toddlers would the then pick up the dolls wash them with
the bath towels. The toddlers would use tiny brushes to brush the teeth of the dolls. The
educators would help children to soak the water by using a dry towel. Children would use plastic
comb to comb the hair and will apply lotions virtually. Tiny dresses should be provided to the
toddlers such that they can dress up their respective dolls.
Materials required and a diagram or photo of set up:
3-4 small plastic bathtubs
3-4 dolls
3-4 small play baby cots
Baby hooded Towel
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Professional Experience Plan Template
Baby comb
Cloth diapers
Left over baby clothes, baby flannels
Lotions , soaps and driers
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:
Water play such as the play bath activities helps in improving the gross motor skills and fine motor
skills in children. Splashing and pouring of the water in improves the hand –eye coordination in
children. Again playing with water can have a therapeutic effect on the toddlers (Laukkanen et
al., 2016). It has been stated that children who play with water have an increased level of
concentration. It has also been found to be having an impact on the sensory motor skill of the
child (Moyles, 2014).
Holt et al., (2015) have stated that baby doll washing helps in developing personal, social and
emotional skills in children. While washing the doll, activities like teeth brushing or washing the
hair can be a good opportunity for the educators to teach about dental care.
A link to an EYLF principle which relates to the underpinning philosophy of the experience plan:
“Secure, respectful and reciprocal relationships.”
While taking care of the children or while assisting the children in the play based activities, the
educators develop a bond with the children. A positive and a nurturing relationship will be
established with the toddlers.
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:
 Will improve the gross motor and the fine motor skills of the body
 Will increase the concentration level in the child.
 Will improve the hand eye coordination in the toddlers (Moyles, 2014).
 Will enhance a sense of socialisation and caring relationships
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Professional Experience Plan Template
 Will motivate the students to take part in the water play based activities.
A link to an EYLF outcome: Learning outcome 4.0- “Children are confident and involved
learners”
 “Children develop understandings of themselves and their world through active, hands-on
investigation”
 “A supportive active learning environment encourages children’s engagement in learning
which can be recognised as deep concentration and complete focus on what captures
their interests”
 “express wonder and interest in their environments are curious and enthusiastic
participants in their learning use play to investigate, imagine and explore ideas”
 “ Apply a wide variety of thinking strategies to engage with situations and solve problems”
Learning outcome 2.0- “Children are connected with and contribute to their world”
“Toddlers participate and connect with other toddlers through such gestures”
“When educators create environments in which children experience mutually enjoyable, caring
and respectful relationships with people and the environment, children respond accordingly”
“build on their own social experiences to explore other ways of being”
A list of the teaching strategies (pedagogical practices) identifying how you will help the child
meet each of the learning outcomes you have planned
 Giving a live demonstration of how to wash a doll
 Teaching the way to pour or control water
 Teaching the way of measuring and estimating the volume
 Teaching about the heaviness or lightness of a body.
 Teaching about floating/sinking, full/empty.
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Professional Experience Plan Template
EXPERIENCE PLAN
Birthday party for pre-schoolers with play dough activity
3-5 years old
Date of implementation:
Title of experience – with some detail that explains what the activity is about and how it will be introduced
and implemented: Children are provided with colourful play doughs rolled in to a ball. Children are asked to
make colourful cupcake birthday treats with decorations. After the making of the cupcake, children will be
allowed use pressers to generate various shapes that can be used to make a big birthday cake. The children who
will make the best cake will be adorned with a crown. Candle needs to be inserted in each of the birthday treats
and will be blown off. The coloured cupcakes will then be displayed in front of the whole class.
Materials required and a diagram or photo of set up:
Coloured play dough
Rollers
Designed Pressers
Tweezers
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Professional Experience Plan Template
Pins
Silicone cupcake liners
All these materials will be placed over a mat placed on a table. All the children will be instructed to sit on their
respective chairs and look at the demonstration given by the teacher.
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:
Playing with play dough is fun and is a great tool for the development of the fine motor skill development in
children and has been found to be great for the strengthening of the muscle tone of the children’s hands (Holt
et al, 2016). Flattening , poking, squishing and the rolling of the play dough helps to encourage prewriting and
some other skills use of tweezers, cutting with the scissors, grasping a pencil, drawing and other critical areas of
physical development (Moyles, 2014). Playing with a play dough can be considered to be a quiet play activity as
children tend to work out their stress by the use of hands. Furthermore, it is an inexpensive educational tool.
A link to an EYLF principle which relates to the underpinning philosophy of the experience plan:
“Ongoing learning and reflective practice.”
Educators are accountable to helps the children in the continuation of the learning process by active
engagement with the child. Educators will then self-reflect on their activities in order to find out anything that
they have missed out during the activities. Self-reflection of the children activity will also assist the educators to
keep a track of the development of the child.
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:
 Develops gross and fine motor skills while squishing, poking or pressing and cutting the playdough (Holt
et al., 2016).
 The muscles of the arms will be developed to promote writing, grasping of an object, holding a pencil
and more.
 Helps to keep the hyperactive children engaged and quiet.
 Releases stress in children
 Adds a pinch of fun to the play based activities.
A link to an EYLF outcome:
L.O- 4.0
 “Children are confident and involved learners” (Australian Government Department of Education
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Professional Experience Plan Template
Employment and Workforce Relations for the Council of Australian Governments 2009).
 “Children use processes such as exploration, collaboration and problem solving across all aspects of
curriculum”
 “Children develop understandings of themselves and their world through active, hands-on investigation’
 Active involvement in learning builds children’s understandings of concepts and the creative thinking
and inquiry processes that are necessary for lifelong learning (Australian Government Department of
Education Employment and Workforce Relations for the Council of Australian Governments
2009).
 “Express wonder and interest in their environments are curious and enthusiastic participants in their
learning use play to investigate, imagine and explore ideas”
A list of the teaching strategies (pedagogical practices) identifying how you will help the child meet each of
the learning outcomes you have planned
 Showing the pictures of various shape and sizes of the play dough
 Assisting children and showing them how the experience is being conducted.
 Teaching children to roll, squish or to press the roll and then cutting out various shapes from the play
dough.
 Encouraging children to construct different and new structures
 Encouraging them to make various things out of the playdough.
 Asking them open ended questions, like “are you enjoying this ?”, “will you do this at home?’.
References
Australian Government Department of Education Employment and Workforce Relations for the Council of
Australian Governments (2009). Belonging, being & becoming: The early years learning framework for
Australia. Retrieved
from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_
the_early_years_learning_framework_for_australia.pdf
Herrington, S., & Brussoni, M. (2015). Beyond physical activity: the importance of play and nature-based play
spaces for children’s health and development. Current obesity reports, 4(4), 477-483.
Holt, N. L., Lee, H., Millar, C. A., & Spence, J. C. (2015). ‘Eyes on where children play’: A retrospective study of
active free play. Children's Geographies, 13(1), 73-88.
Hong, C. S., & Gabriel, H. (2018). Sensory motor activities for early development. Routledge.
Ilari, B. (2015). Rhythmic engagement with music in early childhood: A replication and extension. Journal of
Research in Music Education, 62(4), 332-343.
Laukkanen, A., Pesola, A., Havu, M., Sääkslahti, A., & Finni, T. (2014). Relationship between habitual physical
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Professional Experience Plan Template
activity and gross motor skills is multifaceted in 5 to 8 year old children.‐ ‐ ‐ Scandinavian journal of
medicine & science in sports, 24(2), e102-e110.
Moyles, J. (2014). The excellence of play. McGraw-Hill Education (UK).
Sulkin, I., & Brodsky, W. (2015). Parental preferences to music stimuli of devices and playthings for babies,
infants, and toddlers. Psychology of Music, 43(3), 307-320.
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