Frogs On A Lily Pad

Frogs on a Lily Pad

Creating an engaging and developmentally appropriate learning experience plan (LEP) for young children involves careful planning and understanding of early childhood education principles. This lesson is designed for older toddlers aged 24 to 36 months and aims to foster imagination, physical coordination, and critical thinking through a playful and interactive story activity centered on frogs and pond life. The plan integrates story reading, imaginative play, and movement activities to support language development, motor skills, and social-emotional learning, while also considering individual modifications for diverse learners. Ensuring safety, fostering family partnership, and creating a respectful, supportive environment are integral components of the lesson plan.

Sample Paper For Above instruction

Introduction

In early childhood education, developing a comprehensive learning experience plan (LEP) that combines literacy, movement, and social interaction is essential for nurturing young children's holistic development. For toddlers aged 24 to 36 months, it is vital to design activities that stimulate imagination, support language acquisition, enhance gross motor skills, and accommodate diverse learning needs. This paper presents a detailed LEP titled "Frogs on a Lily Pad," which employs a story-based approach coupled with imaginative role play to foster engagement and learning among preschool children.

Objectives and Goals

The primary goal of this LEP is to encourage imagination and build children's coordination and physical skills through a playful, story-centered activity. Specifically, the objectives include:

1. The children will listen attentively to a story and use critical thinking to respond to narrative questions.

2. The children will engage in imaginative pretend play by acting as frogs in a pond.

3. The children will develop gross motor coordination by hopping from lily pad to lily pad, mimicking frog movements.

These objectives align with developmental benchmarks in language, cognitive, and physical domains appropriate for toddlers, emphasizing experiential learning and active engagement.

Materials and Resources

The materials incorporated into this LEP are carefully selected to support engagement and facilitate instruction:

- The book "Jump, Frog, Jump!" by Robert Kaplan, which is age-appropriate and aligns with the lesson theme.

- Green felt or cloth cut into lily pad shapes to serve as visual and tactile props.

- A frog puppet to serve as an engaging storytelling tool.

- An iPad or Smart Board for multimedia support, including videos that reinforce lesson content.

Additionally, vocabulary words such as net, lily pad, jump, pond, and under are introduced to expand children's language skills and thematic understanding.

Introduction/Prompt

The lesson begins with the educator using a frog puppet to capture children's attention. The puppet initiates a dialogue, asking if children have ever seen frogs in their yards or ponds, thus establishing a familiar context. The frog puppet shares its love for playing in ponds and hopping on lily pads, setting the scene for the story. This engaging prompt sparks curiosity and prepares children for active participation. The teacher then introduces the book, inviting the children to observe the cover and make predictions, encouraging emergent literacy skills and comprehension.

The Main Lesson

The core activity involves reading "Jump, Frog, Jump!" aloud with expressive storytelling that emphasizes rhythm and repetition, suitable for emergent readers. During the reading, the teacher pauses to ask questions about the animals encountered in the story, such as "Who got caught in the net?" and "How did the frog escape?" These questions promote critical thinking and recall skills.

Following the story, children participate in a dramatization activity. The outdoor or designated carpet area is set up as a pond, with lily pads scattered across the "water." The teacher guides children in helping place lily pad props, ensuring inclusive participation. The children are then prompted to pretend they are frogs, hopping from lily pad to lily pad when the teacher calls "Jump, frog, jump!" They are encouraged to croak "ribbit" to promote expressive language. This movement activity enhances gross motor coordination and allows children to embody the story, reinforcing learning through physical play.

Individualized/Modifications

To support diverse learners, modifications are incorporated. For example, for a child with visual impairments, the teacher positions the child close during story reading, describes images in detail, and provides tactile cues. For children with hearing difficulties, visual supports such as signed vocabulary or gestures accompany verbal instructions. These strategies ensure all children can actively engage and benefit from the lesson, fostering an inclusive environment that respects individual needs.

Assessment

Assessment is conducted through anecdotal notes and observation during activities. The teacher monitors children’s participation, noting their ability to recall story details, respond to questions, and coordinate hopping movements. A checklist is used to track responses to the story questions and participation in the movement activity, providing authentic insight into their comprehension, language development, and physical skills.

School-to-Home Connection

To extend learning beyond the classroom, a communication note is sent home informing families about the story and vocabulary words introduced ("net," "lily pad," "jump," "pond," "under"). Suggestions are provided for parents to encourage jumping like frogs at home, fostering family engagement and reinforcing vocabulary in everyday contexts. This strategy promotes continuity of learning and strengthens home-school partnerships without incurred costs.

Safety and Clean-Up

Safety precautions involve inspecting the activity area to ensure a clean and hazard-free environment, especially inspecting the carpet for sharp objects. Post-activity, children are guided to gather lily pads and place them in designated storage, fostering responsibility and routine. These procedures teach children about safety and responsibility in a developmentally appropriate manner.

Closure

The lesson concludes with a fun and engaging activity—watching a short YouTube video of "Jump, Frog, Jump!" which allows children to reinforce the story and vocabulary through audiovisual means. The video may be played multiple times, encouraging children to sing along and reinforce language patterns. This upbeat closure leaves children energized and satisfied, effectively signaling the end of the lesson.

Conclusion

The "Frogs on a Lily Pad" LEP effectively combines literacy, movement, and social-emotional learning to promote early childhood development. Its design reflects an understanding of developmental needs, cultural inclusivity, and safety considerations. By integrating story-based activities with physical play and family engagement, this lesson supports a comprehensive approach to early childhood education, fostering a love for learning, physical health, and community involvement. Such planned experiences are instrumental in laying a strong foundation for lifelong learning and development.

References

• Kaplan, R. (1995). Jump, Frog, Jump! Green Willow Books.
• Bredekamp, S., & Rosegrant, T. (1992). Reaching Potentials: Transforming Early Childhood Curriculum and Assessment. National Association for the Education of Young Children.
• National Association for the Education of Young Children (NAEYC). (2021). Developmentally Appropriate Practice in Early Childhood Programs. NAEYC.
• McLennan, A. (2014). Play and Development in Early Childhood. Pearson.
• Ginsburg, K. R., & the Committee on Communications and the Committee on Psychosocial Aspects of Child and Family Health. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182–191.
• Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
• Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.
• National Early Childhood Technical Assistance Center. (2020). Inclusive Practices in Early Childhood Education. NECTAC.
• Hoff, E. (2013). Language Development. Cengage Learning.
• Harms, T., Clifford, R. M., & Cryer, D. (2014). Early Childhood Environment Rating Scale, Third Edition (ECERS-3). Teachers College Press.