UNDERSTANDING THE MULTIFACETED ROLE OF THE EARLY YEAR’S PRACTITIONER
During the two weeks I spent at my practicum site, my observation began
on the very first day. One of the first things I noticed was the classroom
management strategies used by the teacher, who also serves as the principal.
Each morning, she personally greeted each child and their parent at drop-off,
taking time for a brief chat with the parents. Every child greeted her with a
hug, which clearly showed the strong relationship she has built with them. This
daily routine made it evident that the children felt safe, welcomed, and
emotionally connected in the environment.
For worship time, the teacher would call the children together, and
without needing additional prompts, they lined up right away. This indicated
that they were already familiar with the morning routine and understood the
classroom rules. Throughout the day, transitions between activities and breaks
were smooth and conflict-free, suggesting that the children were well-prepared
and knew what to expect during these moments.
The teacher made each activity exciting and engaging, which kept the
children enthusiastic and actively involved in the learning process. Of course,
as with any classroom, there were occasional moments of disruptive behavior.
When these situations arose, the teacher approached the children calmly and
used questions like “What happened?” or “Why are you crying?” to help
understand and resolve the issue quickly and effectively.
Overall, I observed a warm, structured, and engaging classroom
environment where positive relationships, clear expectations, and proactive
management strategies supported a smooth and happy learning experience.
Activity
Plan
The story that I chose to do as my activity is Little Red Riding Hood.
After reading the story there was activities that was based on little
red riding hood.
Aleon was able to spell the word “RED”.
Zayne wasn’t able to spell the word “RED”.
The prompts that made for the role-playing.
Theme: Storytelling
Sub-Theme: Listening to your parents’ advice and not talking to
strangers
Name of Activity: Little Red Riding Hood
Date: 20/03/2025
Age Group: 3–5 years
Special Needs: Yes – One child in the group has autism and Down
syndrome. Special consideration was made to include her in a way that supports
her sensory and emotional needs, using visual aids, repetition, and simple,
clear language.
Duration:
1 hour and 30 minutes
Previous Knowledge:
Before delivering the storytelling activity, I planned how I would
introduce the story, considering the children's developmental level and
interests. I also reflected on how to highlight the key messages of the story —
the importance of listening to parents and not speaking to strangers.
The children had been exposed to simple stories before, so I knew they
were familiar with basic story structure (beginning, middle, and end) and could
follow along with visual aids. I also ensured that materials were inclusive,
with props and pacing adjusted to support the special needs child.
Learning Outcomes (Strands):
By the end of the storytelling session, children will be able to:
Identify the color red and recognize it in the story.
Identify the wolf as a character and understand his role in the story.
Recognize and name different colors shown throughout the story (e.g.,
Red Riding Hood’s cloak, the forest, the basket).
Identify the cookies in Little Red Riding Hood’s basket.
Understand the moral of the story: always listen to your parents and do
not talk to strangers.
Objectives:
(a) Knowledge:
Children will:
Learn that the wolf tricked Little Red Riding Hood by pretending to be
her grandmother.
Identify different colors present in the story.
Learn how Little Red Riding Hood got her name and understand her role as
the main character.
(b) Skills:
Children will:
Develop cognitive skills by following the plot and sequencing events in
the story.
Practice oral language and sound imitation by mimicking the sound of a
wolf.
Experience and express emotions such as surprise, curiosity, and empathy
during storytelling.
(c) Attitudes:
Children showed strong interest and enthusiasm throughout the
storytelling session.
They demonstrated a positive attitude toward participating in the
activity and were eager to contribute their thoughts and ideas.
(d) Dispositions:
As the facilitator, I approached this lesson with a thoughtful and
interactive mindset.
My aim was to make the story engaging from beginning to end, including
the planned follow-up activity.
The session encouraged children to be curious, attentive, and
imaginative while building on their listening and communication skills.
Materials/Resources/Equipment:
• Storybook (Little Red
Riding Hood)
• Television
• Bag (for props or
visuals)
• Popsicle sticks (for
character puppets)
• Pictures related to the
story
• Bristol board (for
visuals or story sequencing)
• Hands-on worksheet (to
reinforce learning)
Differentiated Strategies:
To accommodate different learning styles and abilities in the group, I
used a combination of visual, auditory, and kinesthetic strategies.
• I introduced the story
Little Red Riding Hood using a television to play a video version. This allowed
children to see and hear the story, helping to build familiarity and engagement
before reading it aloud.
• I paused the video at
key moments to ask questions and encourage interaction.
• I included a
mini-lesson on the color red, using objects and pictures to support visual
learning.
• These strategies were
especially supportive for the child with autism and Down syndrome, providing
structure, repetition, and visual cues.
Procedure:
Introduction:
I greeted the children warmly and introduced the day’s story: Little Red
Riding Hood. I asked if they had heard of the story before to activate prior
knowledge and get them engaged.
Step 1: Visual Introduction via Television
o
I
played the story on the television.
o
Throughout
the video, I paused to ask guiding questions such as:
o
“What
color is her cape?”
o
“What
animals do you see?”
o
“Who
is that character?” (Pointing to the wolf or grandma)
Step 2: Group Reflection
• After the video ended,
I asked the children if they enjoyed the story.
• I then told them we
would read the same story from a book to reinforce their understanding.
Step 3: Story Reading (Book Format)
• I read the story aloud,
showing the illustrations as I went along.
• This helped strengthen
listening skills and vocabulary.
Step 4: Interactive Questions
o
I
asked comprehension questions to assess whether they had been paying attention.
o
I
invited them to identify characters from the story and recall details, such as:
o
“Who
tricked Little Red Riding Hood?”
o
“What
did the wolf pretend to be?”
o
“What
color was her cape?”
Step 5: Closure / Recall & Moral Discussion
o
I
repeated some of the earlier questions to reinforce learning.
o
I
explained the moral of the story in simple terms:
o
“Always
listen to your parents.”
o
“Don’t
talk to strangers.”
o
I
ensured the explanation was clear and age-appropriate so all children,
including the one with special needs, could understand the key message.
Assessment (Authentic):
• Questioning: Throughout
the session, I asked questions related to the story to assess comprehension.
Some children were able to answer accurately, showing they were engaged and
understood key elements.
• Observation: I closely
observed the children during both the video and read-aloud sessions. While many
were attentive, especially during the video and interactive moments, a few
younger children were distracted by peers or objects in the classroom.
• Participation: I
assessed engagement through participation in discussions, responses to
questions, and involvement in role-play activities.
Follow-Up Activities (for Subsequent Lesson):
1. Role-Playing: Children
will act out scenes from Little Red Riding Hood using simple props. This helps
reinforce story comprehension and encourages emotional expression.
2. Coloring Activity:
Children will color images related to the story (e.g., Red Riding Hood, the
wolf, the basket), helping to reinforce recognition of colors and characters.
3. Hands-On Worksheet: A
simple matching or sequencing worksheet based on the story will be used to
reinforce recall and comprehension.
Reflection:
How do you think the lesson
went?
I believe the lesson went well. The children were able to learn about
the color red and identify the main characters in the story.
What worked well in this
lesson?
Using the television to introduce the story was very effective. Pausing
the video to ask questions and discuss what was happening helped maintain
engagement. Role-playing also worked particularly well — the children were
excited to take part, and even the child with special needs was included by
being one of the props, which made the activity inclusive and meaningful.
How can you use what worked
well in your next lesson?
I will continue using multimedia (like videos) and interactive
strategies such as role-playing in future lessons, as they help maintain
interest and cater to different learning styles.
What did not go well?
Some of the younger children were distracted during the read-aloud
portion. It was a bit challenging to hold their attention without visual or
movement-based engagement.
If you could teach the same lesson again, what would you do differently?
Next time, I would try to implement strategies to help the younger
children focus better, such as seating arrangements that reduce distractions or
using props during the reading to keep them visually engaged.
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