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Created with Fabric.js 1.4.5 Reflection double click to changethis text! Drag a cornerto scale proportionally. ECEP 131 Child at the Centre of the Curriculum The most important thing I have learned about curriculum planning, preparation, and implementation is that a curriculum experience does not have to be complicated for it to be effective and interesting. Most especially with toddlers who are still developing their cognitive skills such as counting, measuring, and categorizing, simple activities that do not require more than two steps are developmentally appropriate. I have learned this by assessing my planned activities and realizing that the simple experiences I have implemented (e.g. musical experience with various instruments and brining the bubbles during outdoor time) had more participation and engagement from the toddlers compared to morecognitively complex experiences (e.g. one-leg and two-leg hopscotch with numbers) that may not have been the best in terms of developmental appropriateness. My chosen artifact for this particular course is a small collage of photosfrom our Curriculum Implementation project in class. We were tasked tocome up with and implement an activity that is appropriate for toddlers.The toddlers from the Lab School then came in to participate in the activitywe have prepared. Our team chose to do a planting experience and introducescience concepts (e.g. plants need water, soil, and sunlight to grow).The children were able to plant their own seeds in a small Jiffy pot and wereable to take them home. There was also an area where some plants and leaveswere laid out along with rules, magnifying glasses, and notepads with pencilsto encourage exploration and documentation.
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