Planned: The children stood around the table's edge in a small group while they watched me set the activity up. They were all very keen to participate, continually asking, "Can I have a go?" I showed the children the alphabet letters and said, "These are the letters we will find in the magical water." "Can anyone see any letters in the water?" The children said, "No." "See this glass; we will use it in the water to find our alphabet letters." I placed the glass in the water and showed them how to find a letter. "Who can see the letter in my glass?" The group replied. "Me, me." Nyiel said, "It's Ll." "Nyiel, can you find that letter on the alphabet board and cross it off?" Nyiel picked up the texta and searched for the Ll. "I found it, Jo." "Well done, Nyiel. Now cross it off with the texta." Nyiel followed the direction. While Nyiel was doing this, the other children observed what she was doing. Each child sat down and had a turn. Carter, Nyiel and Matthias followed the directions and could name the letter and cross it off confidently. Jack, Evan, Isaiah, Jenayah, Nevaeh, Eyla and Hunter enjoyed moving the glass around and watching the water produce waves. The children found a letter and needed guidance and support to find the matching letter to cross off. They were excited when they found the letters to cross with clues. Prisha, Aarvi, Kavith, Annalise, James and Lucas took charge of their learning, being able to search for a letter on their own, look through the glass and cross off their letter. Some of the children returned to the experience to have another go. Many of the children could remember the letter they found and found it again.
Link to Pedagogical Documentation
Outcomes: 5: Children are effective communicators Elements: 5.4 Children begin to understand how symbols and pattern systems work. The children could use the cup to find letters in the coloured water and match them to the same letters. Matching letters helps develop visual perceptual skills, thinking and memory skills. These important developing skills help with attention and problem-solving, which children can use daily.
Dewey Educators need to observe children to determine the experiences children are interested in and are ready for. Observing children in their play, I saw them engage in meaningful learning through sensory play. Introducing the alphabet matching game allowed the children to see the letters playfully.
Critical Reflection: I set up this learning experience to increase the children's knowledge of alphabet letters in a fun and hands-on activity. It also allowed them to visualise upper and lower-case letters and match them. I explained to the children verbally and by showing them how to engage in the learning experience. From here, I could observe how the children interacted with each other and the materials. Follow Up: Matching letters with pictures.