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Dolphins Room. Teachers: Tabatha, Jenna and Ashlee. Mothers day morning tea Reasoning: IT by Tabatha, Jenna and Ashlee to celebrate Mother’s Day Aim: for our families to be spent quality time with their children in their classroom and outside environment.

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Dolphins room

Dolphins Room

Teachers:

Tabatha, Jenna and Ashlee


Dolphins room

Mothers day morning tea

Reasoning: IT by Tabatha, Jenna and Ashlee to celebrate Mother’s Day

Aim: for our families to be spent quality time with their children in their classroom and outside environment

Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families. In the Dolphins room Jenna, Ashlee and I aim to create a welcoming environment where all children and families are respected and actively encouraged to participate to ensure learning experiences are meaning full.

So to implement the following we invited all our Mother’s to a morning tea in the Dolphins room. We were happy to see that a number of our Mothers were able to make it and engage in a number of learning experiences along side their child. Inside Tabatha had a range of experiences in place for both the children and the adults to explore together. Sitting down at the table they were able to help each other achieve to make a beaded necklaces and at another table they could work together on collaging little people.

Outside Jenna and Ashlee was busy helping the children and their mums decorate a large poster, participate in a few sack races as well as build different creations with our mega blocks..

Analysis of learning and link to the EYLF

Links to EYLF:

Outcome 1: Children have a strong sense of identity

d) Children learn to interact in relation to others with care, empathy and respect

Outcome 2 children are connected with and contribute to their world

a)Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

Outcome 3: children have a strong sense of wellbeing

a) Children become strong in their social and emotional wellbeing

  • Analysis of learning

  • Children are able to engage in different experiences with their mothers while in their class room environment.

CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input

Date: 11.5.12

Observed by: Tabatha McIntyre


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Happy Mothers day!


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Let’s Make Music!!

Reasoning's: from this weeks Spontaneous use of the instruments

Aim:To engage the children in a creative music experience whilst exploring and analysing the various sounds.

By engaging the children in a music and movement experience enables the children to begin to develop funds of knowledge regarding music such as beats, and rhythm, which can also incorporate mathematical concepts as they begin to count the beats. This experience also provides children with the opportunity to engage in a creative experience where they can freely express themselves.

Again the children had the choice of which instrument they wished to play whilst sitting in a circle. We sand a song while we played our instruments before standing up and moving our whole bodies to music whilst playing our instruments. All the children enjoyed this creative experience as well as developing learning dispositions and skills of enthusiasm, reflexivity, and experimentation.

Analysis of learning and link to the EYLF

Links to the EYLF

Outcome 2: Children are connected with and contribute to their world

a) Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

Outcome 5: Children are effective Communicators

a) Children interact verbally and non-verbally with others for a range of purposes

Outcome 4: Children are confident and involved learners

a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

  • Analysis of learning

  • Children engage in a creative music experience

  • Children use both verbal and non verbal communication

What’s Next? This experience will be repeated throughout the week

CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input

Date: 11.05.12

Observed by: Jenna Stafford


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Reading with friends

Reasoning: S- By Alex and Morgan as they began reading and laughing together in book corner

Aim: For children to use their language and reading skills independently and with their friends

As children learn through play it is important to provide children with the opportunities to initiate their own play experience with their peers. After all our wonderful mother’s left this morning some of the children initiated an experience with the story books. Morgan would turn the pages whilst Amelia W, Derek and Alex N looked on, they would point to the pictures and then laugh. This experience enabled the children to engage in a literacy experience which will strengthen then the children’s developing funds of knowledge regarding the processes and skills involved in reading and writing. This experience also supported the children to engage in both verbal and non verbal communication with their peers.

Analysis of learning and link to the EYLF

  • Analysis of learning

  • The children are engaging in a literacy experience.

  • Children are engaged in verbal and non verbal communication

  • Children initiated their own play experience.

  • Links to the EYLF and Principles

  • 2.Partnerships

  • Outcome 4: Children are confident and involved learners

  • a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

  • b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

  • c) Children transfer and adapt what they have learned from one context to another

  • Outcome 5: Children are effective Communicators

  • Children interact verbally and non-verbally with others for a range of purposes

What’s Next?

The books are always available to the children to engage with. Quiet reading times are encouraged in the Dolphins room.

CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input

Date: 11.5.12

Observer: Tabatha McIntyre


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Self Portraits

Reasoning: EI by Ashlee to engage the children in an experience to help strengthen the children’s sense of identity.

Aim: To engage the children in an experience which requires them to think about what they look like and to transfer this onto paper.

During the month of May, the Dolphins will be learning to identify themselves as individuals in society. We are incorporating the idea of identity into our art experiences where children have the chance to examine their reflection in the mirror, talk about who they see and what features they have and then transfer their perception onto paper. This idea will eventuate into a clearer understanding for the children, that they are individuals whose actions can impact the world around them.

Yesterday I introduced some of the Dolphins to a new style of self portrait. For this experience I implemented pre-cut facial features and a circle piece of paper and the children were able to paste and stick the features onto the circle. First they took a look at themselves in the mirror and then transferred their ideas onto the paper. Many of the children were able to independently paste on the glue and stick the features on the circle by themselves. They each were given a choice of eye colour out of green, blue or brown and they were each able to choose the eye colour to match their own. Vienna, Jesse, Derek, Joshua, Grace and Frankie completed their face, while Alex N and Charlottecontinued with painting their self portrait.

The children are developing a greater sense of self by observing that they each have their own individual features and bodies.

Analysis of learning and link to the EYLF

Links to the EYLF

Outcome 1: Children have a strong sense of identity

c) Children develop knowledgeable and confident self identities

Outcome 2: Children are connected with and contribute to their world

Outcome 3: Children have a strong sense of wellbeing

a) Children become strong in their social and emotional well being

  • Analysis of learning

  • Learning to identify our features

  • The children develop an awareness of themselves as individuals

What’s Next? This experience will continue as we are learning to identify who we are

CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input

Date: 11.5.12

Observed by: Ashlee McGovern


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Self Portraits


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EYLF Learning Outcomes Summary

Outcome 1: Children have a strong sense of identity

a) Children feel safe, secure and supported

b) Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

c) Children develop knowledgeable and confident self identities

d) Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

a) Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

b) Children respond to diversity with respect

c) Children become aware of fairness

d) Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

a) Children become strong in their social and emotional well being

b) Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

c) Children transfer and adapt what they have learned from one context to another

d) Children resource their own learning through connecting with people, places, technologies and natural and processed materials

Outcome 5: Children are effective Communicators

a) Children interact verbally and non-verbally with others for a range of purposes

b) Children engage with a range of texts and gain meaning from these texts

c) Children express ideas and make meaning using a range of media

d) Children begin to understand how symbols and pattern systems work

e) Children use information and communication technologies to access information, investigate ideas and represent their thinking

 Source:

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia

EYLF Learning Outcomes Summary

Outcome 1: Children have a strong sense of identity

a) Children feel safe, secure and supported

b) Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

c) Children develop knowledgeable and confident self identities

d) Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

a) Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

b) Children respond to diversity with respect

c) Children become aware of fairness

d) Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

a) Children become strong in their social and emotional well being

b) Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

c) Children transfer and adapt what they have learned from one context to another

d) Children resource their own learning through connecting with people, places, technologies and natural and processed materials

Outcome 5: Children are effective Communicators

a) Children interact verbally and non-verbally with others for a range of purposes

b) Children engage with a range of texts and gain meaning from these texts

c) Children express ideas and make meaning using a range of media

d) Children begin to understand how symbols and pattern systems work

e) Children use information and communication technologies to access information, investigate ideas and represent their thinking

 Source:

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia


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EYLF Principles Summary

The following are five principles that reflect contemporary theories & research evidence

Concerning children’s learning & early childhood pedagogy. The principles underpin practice that is focused on assisting all children to make progress in relation to the Learning outcomes.

1. Secure, respectful and reciprocal relationships

Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in their learning. Through a widening network of secure relationships, children develop confidence and feel respected and valued. They become increasingly able to recognise and respect the feelings of others and to interact positively with them. They also help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.

2. Partnerships

Educators create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful. In genuine partnerships, families and early childhood. Educators value each other’s knowledge of each child, value each other’s contributions to and roles in each child’s life, trust each other, communicate freely and respectfully with each other, share insights and perspectives about each child and engage in shared decision-making. Partnerships also involve educators, families and support professionals working together.

3. High expectations and equity

Early childhood educators who are committed to equity believe in all children’s capacities to succeed, regardless of diverse circumstances and abilities. Children progress well when they, their parents and educators hold high expectations for their achievement in learning. Educators recognise and respond to barriers to children achieving educational success. In response they challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children.

4. Respect for diversity

There are many ways of living, being and of knowing. Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families. Educators honour the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. They value children’s different capacities and abilities and respect differences in families’ home lives. Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. When early childhood educators respect the diversity of families and communities, and the aspirations they hold for children, they are able to foster children’s motivation to learn and reinforce their sense of themselves as competent learners.

5 Ongoing learning and reflective practice

Educators continually seek ways to build their professional knowledge and develop learning communities. They become co-learners with children, families and community, and value the continuity and richness of local knowledge shared by community members, including Aboriginal and Torres Strait Islander Elders. Reflective practice is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision-making about children’s learning.

Source

Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia


Dolphins room

Room Daily Plan for Date: 14.05.12

Date Written: 11.5.12 Initials: TM, AM, JS

CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input

= Evaluation EI = Educator Input IT = Intentional Teaching CM = Community Input


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