Introduction

Effective early childhood education hinges on the ability to observe, understand, and respond to
children's developmental milestones and individual interests. This assignment follows an
observation of a toddler engaged in drawing with colored pencils, highlighting her
developmental progress and emerging interests. It is within this context that two lesson plans
have been developed, both aimed at fostering further growth in areas such as fine motor skills,
cognitive development, and social interaction.

The Early Years Learning Framework (EYLF) serves as a foundational guide for these lesson
plans, emphasizing the importance of intentional, play-based learning that aligns with children's
developmental stages and interests (AGDE, 2022). By linking observed behaviors to EYLF
outcomes, these lesson plans aim to create meaningful learning experiences that support holistic
development. This approach not only encourages academic growth but also nurtures essential life
skills, setting the stage for lifelong learning (Siraj-Blatchford, 2009).

Lesson Plan 1: Exploring Colors and Shapes

Learning Objectives:

The first lesson plan focuses on introducing basic colors and shapes, fostering recognition and
verbal identification skills. The objectives are to enhance fine motor skills through drawing and
coloring activities and to develop communication skills through peer and educator interaction.
These objectives align with EYLF Outcome 4, where children are seen as confident and involved
learners who can express ideas and make choices (AGDE, 2022).

Learning Activities:

The learning activities are designed to be interactive and engaging, providing children with
various drawing materials, such as crayons, colored pencils, and shape stencils. According to
Berk (2013), activities that involve manipulation of objects like crayons and stencils are crucial
for fine motor development in early childhood. Children will be encouraged to draw and color
different shapes, with a focus on identifying and naming the shapes and colors they use.

Incorporating storytelling into this activity can further enhance cognitive and language skills.
Children will create simple stories around the shapes they draw, encouraging them to link their
visual creations to verbal narratives (Massey, 2013). This not only supports language
development but also fosters creativity and imagination, essential components of early childhood
learning (Whitebread et al., 2009).

Assessment Strategies:

Assessment will be carried out through observation, focusing on children's ability to recognize
and name colors and shapes. This aligns with assessment practices recommended by Carr (2001),
who emphasizes the importance of documenting children's learning in real-time. The level of fine
motor control demonstrated during the activity will also be noted, as this is a key indicator of
physical development (Smith et al., 2005). Participation in the storytelling session will be
evaluated to assess communication skills and engagement.

Learning Environment Arrangement:

The learning environment will be arranged to support these activities, with a well-lit, spacious
area that allows easy access to drawing materials and shape stencils. A comfortable seating
arrangement will be established to facilitate interaction and peer learning, which is crucial for
social development (Rogoff, 2003). This setup aligns with the EYLF’s emphasis on creating
environments that promote a sense of belonging and encourage exploration (AGDE, 2022).

Safety Considerations:

Safety is a paramount concern in early childhood settings. Non-toxic, age-appropriate art

materials will be used to ensure the children's safety (MacNaughton & Williams, 2009). The
environment will be kept free from hazards, with all materials within easy reach to prevent
accidents. This approach not only ensures physical safety but also fosters an environment where
children feel secure to explore and engage in learning (Derman-Sparks & Edwards, 2010).

Inquiry Questions:

Inquiry questions play a crucial role in guiding children's learning and encouraging critical
thinking. Questions such as “Can you find a red crayon?” and “What shape did you draw?” are
designed to prompt recognition and verbal identification of colors and shapes. Another question,
“What story can we make with this shape?” encourages children to link their drawings to
narratives, fostering both language development and creative thinking (Hirsh-Pasek et al., 2009).
Lesson Plan 2: Creative Storytelling with Drawings

Learning Objectives:

The second lesson plan aims to foster creative thinking and imagination through storytelling
based on the children’s drawings. This approach supports language development by encouraging
children to narrate their stories, thus expanding their vocabulary and verbal expression
(Vygotsky, 1978). The lesson plan seeks to enhance social skills through collaborative
storytelling with peers, aligning with EYLF Outcome 1, which emphasizes the importance of
children developing a strong sense of identity through positive social interactions (AGDE, 2022).

Learning Activities:

The lesson begins with a drawing session where children use various art supplies to create
pictures. This initial activity serves as a foundation for the subsequent storytelling session, where
each child is invited to describe their drawing and create a story around it. According to
Malaguzzi (1996), such activities are instrumental in helping children make sense of the world
around them by expressing their thoughts and ideas through art and narrative.

To further enhance the collaborative aspect of this activity, group discussions will be
encouraged, where children build on each other’s stories. This approach not only fosters social
interaction but also encourages children to engage in collective problem-solving, an essential
cognitive skill (Smith et al., 2005). The use of art as a medium for storytelling also allows
children to explore different forms of expression, catering to diverse learning styles and needs
(Derman-Sparks & Edwards, 2010).

Assessment Strategies:

Assessment in this lesson plan will focus on observing the complexity and creativity of the
story’s children create. Documenting the children’s use of language and their ability to express
ideas will provide insights into their cognitive and language development (Carr, 2001). The level
of collaboration and peer interaction during the group storytelling will also be evaluated, as these
are key indicators of social development (Bandura, 1986).

Learning Environment Arrangement:

The environment will be arranged to support storytelling, with a designated circle time area
where children can comfortably share their drawings and stories. Visual aids, such as picture
cards or props, will be provided to stimulate storytelling ideas and facilitate the creative process
(Rogoff, 2003). This setup not only encourages participation but also helps create a sense of
community, where children feel valued and heard (AGDE, 2022).

Safety Considerations:

Monitoring the use of art supplies will be essential to prevent accidents. The sharing space will
be kept free of sharp objects or hazardous materials, ensuring a safe environment for all
participants (MacNaughton & Williams, 2009). By prioritizing safety, educators can create a
secure and nurturing environment that allows children to focus on their learning and creativity
(Berk, 2013).

Inquiry Questions:

Inquiry questions will be used to guide the storytelling process and encourage deeper thinking.
Questions like “What is happening in your picture?” and “Can anyone add to this story?” are
designed to prompt children to think critically about their drawings and collaborate with peers in
building a narrative (Vygotsky, 1978). Another question, “How do you think this story should
end?” encourages children to think about story structure and plot development, fostering their
narrative skills (Massey, 2013).

Rationale and Justification

The rationale behind these lesson plans is rooted in the principles of play-based learning, as
advocated by the EYLF. Play-based learning is recognized as a powerful tool for promoting
holistic development in early childhood, as it allows children to explore, experiment, and express
themselves in a supportive environment (AGDE, 2022). By focusing on creative expression and
storytelling, these lesson plans aim to develop a range of skills, including cognitive, social, and
language abilities, which are critical for children's overall development (Whitebread et al., 2009).

The emphasis on fine motor skills and verbal identification in the first lesson plan aligns with the
observed developmental needs of the child, who demonstrated an interest in mark-making during
the initial observation. This approach is consistent with the EYLF’s emphasis on responding to
children’s emerging skills and interests, thereby creating meaningful and relevant learning
experiences (Siraj-Blatchford, 2009). Similarly, the second lesson plan’s focus on storytelling
builds on the child’s demonstrated interest in drawing, providing an avenue for further language
development and social interaction (Vygotsky, 1978).

These lesson plans are designed to be developmentally appropriate, engaging, and inclusive,
providing opportunities for all children to participate and succeed. By fostering creativity,
communication, and collaboration, these learning experiences aim to support the child’s holistic
development, laying the foundation for future learning and growth (Berk, 2013).

Conclusion

In conclusion, the development of intentional, play-based lesson plans is crucial in early

childhood education. By linking observed behaviors to EYLF outcomes, educators can create
meaningful and relevant learning experiences that support holistic development. The lesson plans
presented in this assignment emphasize the importance of creativity, communication, and
collaboration in fostering children’s cognitive, social, and language skills. Through thoughtful
planning and a deep understanding of children’s developmental needs, educators can provide
experiences that not only enhance learning but also nurture a lifelong love of exploration and
discovery (AGDE, 2022).
 References

Australian Government Department of Education [AGDE]. (2022). Belonging, being, and

becoming: The Early Years Learning Framework for Australia (2nd ed.). Australian
Government Department of Education.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Prentice-Hall.

Berk, L. E. (2013). Child development (9th ed.). Pearson.

Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human

development. Sage Publications.

Carr, M. (2001). Assessment in early childhood settings: Learning stories. SAGE Publications.

Christie, J. F., & Roskos, K. A. (2006). Standards, science, and the role of play in early literacy
education. In D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek (Eds.), Play=learning:
How play motivates and enhances children’s cognitive and social-emotional growth (pp.
57-73). Oxford University Press.

Claxton, G., & Carr, M. (2004). A framework for teaching learning: The dynamics of
disposition. Early Years, 24(1), 87-97.

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias education for young children and
ourselves. National Association for the Education of Young Children.

Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A mandate for playful
learning in preschool: Presenting the evidence. Oxford University Press.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in
theory and practice (3rd ed.). Pearson Education Australia.

Malaguzzi, L. (1996). The hundred languages of children. In C. P. Edwards, L. Gandini, & G.

Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—
advanced reflections (2nd ed., pp. 1-3). Ablex Publishing.
Massey, S. L. (2013). From the reading rug to the play center: Enhancing vocabulary and
comprehensive language skills by connecting storybook reading and guided play. Early
Childhood Education Journal, 41(2), 125-131.

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

Smith, P. K., Cowie, H., & Blades, M. (2005). Understanding children’s development (4th ed.).
Blackwell Publishing.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Harvard University Press.

Whitebread, D., Basilio, M., Kuvalja, M., & Verma, M. (2009). The importance of play: A
report on the value of children’s play with a series of policy recommendations. Toy
Industries of Europe.
Appendix

Pre-Service Teacher: __Student Name__

Student ID: _______________________

Subject Code: __GDECE104

Child’s Name: N/A Age: 12-24 months

Date & Time: December, 2013 Location: Indoor Classroom
Observation:
(what have you observed about the child at the time? what was he/she doing? any pictures as
evidence?)
What was observed: The toddler was sitting at a low table with a piece of paper and a selection of
colored pencils. The child grasped a colored pencil with a palmar grasp and began making marks on
the paper. The educator sat nearby, occasionally commenting on the child’s actions, such as, "What
color are you using?" or "You're making lines on the paper."

Child's actions: The toddler showed interest in the different colored pencils, occasionally switching
pencils and making marks of different colors on the paper. The child also glanced at the educator
occasionally, responding to comments with brief verbal or non-verbal cues like nodding or pointing
at the paper.

Environment: The room was set up with low tables and chairs, making it accessible for toddlers.
There were various art supplies and materials within reach, encouraging independent exploration.

Analysis/Interpretation of the Observation:

(what is the learning behind the observation? Think about Developmental Milestones, Learning
Dispositions, child’s interest, learning/development demonstrated
Developmental Milestones: The child demonstrated fine motor skills appropriate for their age, such
as grasping and manipulating a pencil. The use of the palmar grasp suggests the child is in the early
stages of developing the pincer grasp.

Learning Dispositions: The child showed curiosity and persistence by continuing to explore
different pencils and making marks on the paper. The occasional interaction with the educator
indicates emerging social communication skills.

Child’s Interest: The child appeared to be particularly interested in the colors and the process of
making marks on the paper, which suggests a natural interest in art and creative expression.

Learning/Development Demonstrated: The child’s engagement in this activity supports cognitive

development (understanding cause and effect), fine motor development (pencil grasp and control),
and social-emotional development (interaction with the educator).

EYLF/VELDF Learning Outcomes:

Outcome 1: Children have a strong sense of identity. The child is beginning to interact with the
educator and is demonstrating an emerging autonomy by choosing and using the pencils
independently.

Outcome 4: Children are confident and involved learners. The child displayed curiosity and
creativity by exploring different colors and making various marks on the paper.

Outcome 5: Children are effective communicators. The child responded to the educator’s
comments, demonstrating early communication skills.

Extension of the Learning:

(How would you extend the child’s learning or development based on your observation?)
How to extend learning: To further support the child’s development, introduce a wider variety of
drawing materials, such as crayons or chalk, and provide opportunities to explore different textures
and colors. Encourage the child to talk about their drawings to develop language skills. Activities
could include drawing shapes and naming them, or even storytelling based on their artwork to
enhance cognitive and linguistic skills.

Mentor Teacher Feedback:

Mentor Name: Signature: