1. December 7
An
Investigation
on Tigers 2012
ECEP 229 Instructor: Maria Roberts Erica Addoh

2. Centennial College Early Childhood Education
Student Name: Erica Addoh
Agency: Brookside Family Day
_____________________________________________________
Age range of children: 3 1/5 to 4
Centre Focus: High Scope
ANECDOTAL OBSERVATION POSSIBLE CUES
On October 1st During free play the Developmental Cues
observer watch the children dump the
animal toys on the carpet and began
Able to recognize different
mocking the noises of the animals. The
observer walked over and sat with the animals and the sounds the
children and asked them what their animals make
favorite animal was, each one of them
shouted a different animal Able to recognize color and
“Horsey!” features of the tiger
“Elmaphant!”(elephant)
Once [K] shouted “tiger!” all the
children agreed “tiger big and strong
like spider man.” [A] Said posing like
spider man. The observer got up
quickly off the floor and took a pen and
paper to write notes.
“Tiger scary …roar!” [K] Said with his
arms in the air.
“I am a tiger.” [I] jumped.
The next day the observer brought a
drawing of a tiger to the center and
asked the children what is this animal
on the paper.
“Tiger!” the children shouted

3. Possible Interests Web:
Small group experience (circle) to confirm interest in the topic: (describe all
parts of your circle)
When I brought the picture to the children and asked them what animal was
on the paper they instantly recognized the tiger and seemed very excited
when seeing it the children shouted “Tiger!” I asked them what they know
about tigers and wrote down everything I was able to copy on the paper
with the tiger’s picture.
(See above)

4. Procedure:
 Brought a drawing of a Tiger to a table with the children, during free
play.
Consider the following and fully describe how you INTEND to explore your
chosen experience with preschoolers
 How will you introduce the experience?
I will introduce the experience by reminding the children about what
animal we talked about during free play. Then gather them around
me with a story about tigers.
 What lures might you use to attract the children?
I will have a table set up with the materials I plan to use and wait for
the children to ask “what are doing?”
 Preschoolers require support and guidance to fully explore an
experience. How will you guide and support their interactions with
the materials and each other and with you? COLLABORATION
I will sit with them through the whole experience and guide them through
any of the experience that they will need guidance. Also I will ask the
children open –ended question to keep them interested and working
together.
 Closure is important in any planned experience. How will you end the
experience with the children? What guidance strategies would be
helpful to use?
To end the experience I will sit with the children and show them everything
they did and learned in a little booklet that I will create for the center and
parents to see. I will actively listen to the children and give positive
feedback.

5. BEFORE YOU BEGIN YOUR 6 EXPERIENCES IN THE PROJECT,
COMPLETE THIS GROUP (CIRCLE) TO BE SURE OF THE CHILDREN’S
INTEREST IN THE TOPIC
Arrange a date, and time to implement your chosen experience using
the elements you defined in your procedure
Evaluation and Reflection:
NOW THAT YOU HAVE COMPLETED THIS GROUP EXPERIENCE
(CIRCLE):
How did it go? ARE THE CHILDREN STILL INTERESTED IN THE TOPIC?
I think it went well with the children they seemed very excited and
interested in the tiger.

6. Rationale:
Dear Parents
In the first week of October I observed, asked question and listened to what the children’s
interest was and what they would like to learn about is tigers!
During the next weeks I will be doing activities on tigers with the children through this
experience your child will by introduce to learning science, math, sensory, literacy, social/ethical
skills.
Your child will learn about:
 What type of animal a tiger is, where are they located in the world and what do they eat
 Measure and compare the size of a tiger to other animals and the size of a tiger’s paw to the
children’s hand
 Feel different animals textures and share their ideas with others
 Draw, paint, and express their ideas
 Participate in drama (wild animals of the jungle)
 Learn the different body parts of a tiger (tiger puzzle)
We will be sending home evidence by newsletter and samples of our work. Please check in often
and share this experience with your children!
Erica Addoh
ECE Student at Centennial College

7. Reflection of the experience
The idea of building the jungle came from when I asked the children where do tiger’s live they
called out many different places including a jungle. I thought it would be neat to start the
curriculum out with a place for tigers to live. The children enjoy finger painting and using the
paint brushes on the large mirror paper. I placed green paint in the center of the table and the
children asked for other colors they began to explore on their own using different colors. When it
was time to go outside a child pick up a leave and said “we can put this on the jungle.” I thought
that was a great idea and was happy that they were expanding this jungle into their own creation
all the children began collecting leaves for the jungle experience.
Masks
Creating the mask was very interesting because the children were able to understand the different
parts of creating an animal face. The children expressed their vision on how a tiger should look
some put 5 eyes on the paper plate others put two some wanted to add different material other
than the eyes, nose and mouth which I thought was interesting. One child said “I want to put a
red puff on the tiger for my mommy.” Another said “can I put sprinkles for the strips?” their
imagination want wild and the also began speaking about other animals. “Can I make a lion?”,
“Mine going to be an orange monkey.”
Literacy and Sensory
I found a book which would help me with the sensory and literacy experience. After nap time I
sat at a table with the book and waited for the children to walk up to me I placed the book down
on the table and asked “what animal is this on the cover?”
“A tiger” a child answered when I opened the book there was a picture of the same tiger but this
time on the nose was fur for the child to touch. The child reached out and touched the nose and I
asked how does it feel?”
“Soft, and look the tiger is orange and black!” The child replied then continued “can you read
this book to me.” Once I started reading more children surrounded me the children called out the
names of the animals they recognized on each page and commented on how the fur felt and the
color on each picture of an animal before I could ask a question the children seemed to enjoyed
the literacy and sensory experience.
Body Parts
The tiger puzzle seemed a little difficult for the children; I used the scaffolding technique with
the children by putting the puzzle together once for them to see, then shuffling the pieces on the
table for the children to put together. When they seemed stuck I would ask question like “which
part of your body is the head connected to?” In this curriculum I followed Vygotsky's theory on
scaffolding a child when they seem to need help in a curriculum just so that it is easier for them
to explore and understand.
Math
Math seemed exciting for the children when they seen the printout of the paw print they seemed
amazed on how big it was, some believed their hand was way bigger than the tiger paw and I guess
that if they kept on measuring the hand it would grow as big as the paw. This activity was done in a
small group. The children counted with me, when I counted the size of the paw and also counted with
me when sizing their own hand and others.

8. Dramatic Play
Dramatic play was really fun. Since my curriculum was based on an animal, the children began
talking about other animals so I thought of having the children wear masks of different wild animals
for the last experience. The children began mimicking and role playing different animals and
talking about different things the animals do “I run fast like a Zebra!”
“I am strong like a tiger, roar!”
The children seemed to have enjoyed the dramatic play so much the next day for my celebration
of the project. I placed the masks back on the table for the children to put the mask on then they
joined me at the carpet. I asked them what animals do they like and why. And what did they
learn about tigers.
“Monkey! I’m a Monkey!”
“Giraffe are tall!”
“Elephants!”
“Tigers are soft and big!”
I asked them question like what was their favorite part during the time we learned about tigers,
most of them liked the painting and wearing the masks. After circle time the children were able
to play freely with the mask. At the end of the day when the parents came to pick up their child I
showed them the scrapbook I created and wrote the name of the child on the mask they wore to
they can take it home with them.

9. Kwhl chart
K(know) W(what do we want H (how will we learn L
to know) it)
Red Marker is the Blue Marker is Through experience
children’s idea’s and questions that I want from 6 domains areas
questions to introduce to the of curriculum.
children from their
ideas.
Cat What type of animal Art They Identified
Halloween is a tiger? Creating mask different feature of
Tiger eat me Drawing tigers the tigers face when
Finger painting creating the mask
And knew the
different colors of all
the material
introduced
What does tigers eat? Language Used their words to
Soft Books about Tigers express the different
Hairy and wild animals textures of the fur.
Black and orange Animal sounds Shouted out animal
Animal songs(tiger) sounds
Spoke about where
tigers lived
In the jungle Where do tigers live? Science
big Learning the Recognized the
scary different parts of the different body parts
fast tiger of the tiger
How big is a tiger? Sensory Acknowledged the
Spider man Book of different different feel of the
Roar texture of animal fur textures introduce to
and skin them
Math Mearsured and
Comparing the size compared siz by
of a tiger to other counting out loud
animals
Measuring a tiger’s
paw to a child’s hand

10. Global Citizenship and Equity Reflection
By Erica Addoh
My interaction with the children, ECE and parents during the project process
contribute to creating a respectful relationships by the communication. I made sure
to communicate with my teacher the parents and children.
I would share my ideas with my ECE in advance, and then take her advice or
opinions on the projects I planned, instead of debating with her or taking her
opinion to heart; I’d listen to her perspective and share mines, and learned from it.
With the parents I would update them with a newsletter on the curriculum that has
taking place or when they drop/pick up their child I would talk to them about how
their child reacted to the experience positively which caused myself and the parent
to be more comfortable in talking to each other.
The respectful relationship I built with the children when communicating with
them is actively listened to them and by giving them positive feedback I showed
interest in their thoughts which showed them what they were saying was important
to me.
The belief of scaffolding and allowing a child to have the hands on experience is
something that influenced me when interacting with children I asked open-ended
questions and allowed them to take the experience to the next level and explore as
much as they can, with just a little help from me if needed.
The children and I learned about the world together as I introduced this curriculum
project to them I did not know much about tiger’s but once doing my research and
involving the children who asked many question we both figured out the answer
together instead of me just telling them.