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NEED TO DO
Need to Fill Template File And Make Child Activity Plan in 1 Page Double spaced
Submit drafts of activity plans that intentionally support the child's development in specific
areas as needed according to the data collected during observations. Submit all you have for
feedback from instructor. Rember, use your observations to complete the observation and
justification to describe how the planned activity meets the needs of the child you observed./n EDU 162 Activity Plan Template (2024)
Use the following format for all of your activity plans in the JCC ECE Assessment and Observation
class. List each category (activity name, introduction, interaction, child perspective, etc.) on your
plan followed by that information. Points will be deducted for each category that is not on the plan
or not completed accurately and in detail.
Remember, the plan should be written in enough detail that anyone could pick up the plan, read it
and conduct the activity with young children. Also keep in mind this is ONE activity.
NAME AND DATE: Type your name and the date this AP will be implemented.
ACTIVITY NAME: List the name of your activity.
AGE GROUP: Age(s) of children who will be participating in this activity
STUDY TOPIC: List the study topic (commonly referred to as the weekly theme) that the class is
learning about that week.
TYPE OF ACTIVITY:
1. Discovery/Child Directed - child directed means an activity that takes place during free
play/free choice time that it is set up by the teacher in an activity area, BUT children take
the lead in the exploration of the materials. You should always be available to guide the
learning but never to dictate what they play OR
Also list here the type of activity assigned. All the following should be planned as child directed
activities: creative arts, science, language/literacy, outdoor, or sensory. Teacher Directed activities
assigned in this class are: math, circle time, read aloud, flannel or puppet activities, music and
movement.
JUSTIFICATION: Why did you choose this particular activity, based on your observations of the
children in this classroom? Be sure to consider the individual children in this classroom (their
unique personalities, interests and skills) as well as your understanding of child development to
create an activity that is developmentally appropriate for children this age and ability level. This
section details what you have observed in this early childhood classroom that relates to children's
interest and/or developmental needs. What are they currently able to do, what skills are they still
developing? What are they interested in or talking about during the day? How will this activity
address their developmental needs?
NC FOUNDATIONS DEVELOPMENTAL DOMAIN AND GOAL: List the best NCFELD goal/learning
objective (including the developmental indicator) that aligns with your justification for this activity.
Although we know an activity can address multiple goals, focus on only one.
ASSESSMENT: What will the children do to demonstrate that they have met the objective or goal
listed above for this activity? How will you measure their skill or understanding of a concept?
When implementing this activity, this is what you will intentionally want to observe as the children engage in the activity. What specifically are you looking for when you observe them doing the
activity to assess their skills and understanding? Example: The children will be able to
_(objective) by:
(doing or saying what?)
MATERIALS NEEDED: List every material or supply you will need for this activity. This includes
consumables (glue, tape, paper, etc.). If you are using a book, record/tape/cd - include the author
or artist and the title. If you are writing a plan for a song, poem, chant, flannel board story (that
doesn't use a book), you must include the words in this area or attach them separately to the plan.
List all materials discussed in your procedure.
AREA AND SET-UP INSTRUCTIONS: Explain what area of the room/or outside area will be used for
this activity. In DETAIL, tell how the area will be set up with your activity materials. For a child
directed activity, you will explain how you will set it up in advance in a child-friendly way that
allows children to explore individually or in small groups. For teacher directed activities, explain
the visuals or props you will use or how to make them if there are homemade items. Be sure to
have them prepared and ready the day of your implementation of this activity.
INTRODUCTION: Explain in detail exactly how you will introduce this activity. What visuals will you
use to stimulate their interest? What will you say or do to and connect this activity to children's
prior learning/knowledge before the activity begins. What higher-level thinking comments or
questions can you use to generate conversations and promote deeper understanding as you
reflect on prior activities or conversations with the children?
For child directed activities you may not necessarily be physically with each individual child during
the duration of the activity, so you must introduce and explain what you expect them to do. You
must explain the activity before they go to the area in which you have the activity set up. Be sure
you explain in detail exactly what you will say to introduce them to the activity and recall prior
learning.
For the teacher directed activity, be sure to list the step-by-step process in introducing the activity.
Explain what you will say/do to end the activity and get the children transitioned and ready for the
next circle time activity or next part of the day.
For both teacher directed, and child directed you need to script out here what you will say and do
(although you will not read it to the children, at least you will have thought it through.)
INTERACTIONS AND PROCEDURE:
Teacher directed-This type of activity is more scripted and planned because it is lead by the
teacher. In this section include a step-by-step procedure including what you will do and say as the
teacher, as well as, what the children will do during this activity. Be sure to include open-ended
questions throughout your procedure to demonstrate how you will promote critical thinking.
Child directed-Explain how you will work with children who choose to complete your activity.
What will you say and do as they work at the activity. Remember to focus on writing things here
that will help you accomplish your goal(s) & objective(s) of this activity. This is the area where you will engage, facility and notice learning. Script out what you might say and do in detail here to
show support for the individual child as they participate in this activity.
Plan for and write out some prompts (at least 3) that will promote engagement and critical
thinking while working towards the learning objective. Consider statements/questions to guide
them towards the stated NC FELD objectives/goals for this activity. What can you say to scaffold
their learning in that area of development? Coming up with these statements/questions will help
you to be more intentional as you guide the children during this activity.
DIFFERENTIATION/ADAPTATIONS/ACCOMMODATIONS FOR VARIOUS DEVELOPMENTAL LEVELS OF
CHILDREN IN THE GROUP: Think about the developmental levels of children in this classroom. Are
there children that might have difficulty participating in this activity or children that can
accomplish this goal easily and need an extra challenge? How would you intentionally scaffold the
learning so that all children can participate and grow while engaging in this activity? Are
adaptations needed? What considerations do you need to make for an individual child to be able
to experience this activity and reach the goal you have set? Differentiation is required for every
planned activity because all children are working on different levels.
RESOURCE: (if one was used) List where you found the activity (specific web site, or the title of
resource book, magazine or curriculum.) Note: Since some activities may not have been
researched but come from your own creativity, this section is NOT counted in the grade.
