Clay Worms Case Study
Video 1 clay
Planning will usually begin from observations of the children’s interests, strengths, needs, and behaviours (Ministry of Education n.d.)
Clay worms & snails:
Intention of experience:
Fine motor and gross motor muscles, social communication, identifying shapes, experimenting with texture & form, 3D sculpture, use of moulds,
Literacy: Teacher to use descriptive language on the properties of clay such as, body, bone dry, coiling, crock, greenware, jolley, kidney leather hard, potter’s clay, paper clay, potter, raw, slurry stoneware, terracotta, to throw a pot, wedging, water absorption.
I would also have to accept that if a child builds another creature apart from my jumping point of worms and snails then that is …show more content…
I would not push the children who felt this way or who were not interested in this experience.
Intended learning Outcome:
I think that my clay worms and snails clay experience encourages young children how to learn to mould a 3D material such as a lump of wet ball clay into an art form. I think that children learn that by shaping physical items such as wet clay with their own hands can be a tangible and positive medium. It also teaches children learning by doing. According to McLachlan, Fleer and Edwards (2013, p. 6) teachers may plan for children to experience learning through play. My worms and snails supports the EYLF by encouraging
Conversations amongst the children would result as clay is a textural and sensory material and the role of the teacher would be to be a co-learner not necessarily dominating the …show more content…
According to Arthur et al. (2015, p. 288) word webs can build a visual representation of their understanding, and of their personal growth during an experience.I would like to have a mental running reflection on how I personally believed that my clay experience had gone, if it went well, why, could I modify this experience to make it even better and if not by simply repeating the experience again later in the week, month or the teaching period.
Reflective questions that I would ask myself after an experience:
Were there enough choices given to the children today?
How did all of the children in my room use the resources provided?
Was there something play based that I did not think of or did not foresee?
Did I believe the children enjoyed clay worms and snails?
Do I know if it was my activity that influenced their choices with the clay or was it up to that child themselves who made the