Dolphins Room

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# Dolphins Room - PowerPoint PPT Presentation

Dolphins Room. Teachers: Tabatha, Jenna and Ashlee. What objects are Purple? Reasoning : E from this weeks ‘Where does this colour belong?’ group time Aim : To engage the children in a fun experience regarding the colour green.

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Presentation Transcript

Dolphins Room

Teachers:

Tabatha, Jenna and Ashlee

What objects are Purple?

Reasoning: E from this weeks ‘Where does this colour belong?’ group time

Aim: To engage the children in a fun experience regarding the colour green

To help further the children’s funds of knowledge on colours all the Dolphins and their educators are wearing different colours each day, today's colour is green! As children learn through play it is important to provide children with fun and exciting experiences which engage their existing funds of knowledge.

This morning during group time the Dolphins engaged in a whole group experience which required them to be shown a card with a colour on it and to locate something of the same colour within the Dolphins room. This experience enabled the children to engage in the use of mathematical terminology such as “same”, and “different”. The children also began to verbally acknowledge and discuss the various colours throughout our room. Joshua had a turn of finding something out room that was purple, he walked over to the alphabet mat and found a purple square by holding his colour card up to the mat and saying “same”.

Analysis of learning and link to the EYLF

Outcome 4: Children are confident and involved learners

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

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

• Analysis of learning
• The children are engaged in a fun learning experience.
• The children engage in verbal communication.
• Children engage in mathematical concepts

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: 4.5.12

Observed by: Jenna Stafford

Mega blocks

Reasoning: E from CI by Henry K, Dominic and Antonio on the 26.4.12

Aim: For children to build towers using only the one colour

Children learn best through play so it is important to provide children with experiences which enable them to share their funds of knowledge with both peers and educators. This construction experience enables the children to develop dispositions for learning such as creativity, persistence and cooperation as they work together to achieve a goal. The children are also developing a range of skills such as problem solving and colour recognition as they focus searching for the one colour to build with.

Today I encouraged some of the children to help me find the purple blocks in the mega block box. Joshua, Sophie, Mila, Amelia, Oscar and Darcy helped me and we decided that it was treasure that we were looking for. Joshua and Darcy went right to the bottom to find as many purple blocks they could and they began to make their own purple castles. The team work was great as we all sifted through the box. Mila began stacking the blocks all by herself as she pulled them out.

Analysis and learning and link to the EYLF

Principles and Outcomes

5 Ongoing learning and reflective practice

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

Outcome 5: Children are effective Communicators

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

• Analysis of learningThe children engage in the use of mathematical terminology
• The children are developing a range of skills such as hypothesizing, investigating and problem solving

What next? Continue to set up a block building corner with each colour separated into its own space and have pictures of different types of simple towers or buildings the children can follow the picture of how to build it, what block shape to use and what colour to build it in.

Date: 4.5.12

Observer: Ashlee McGovern

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

A surprise for our mummies!

Reasoning: EI by Ashlee to engage the children in a craft experience for mothers day

Aim: To engage the children's creativity as they create a wonderful card for their mothers

Today the Dolphins had the opportunity to engage in a craft experience with paint. Due to the craft being a special surprise for all our mothers we won’t mention exactly what the children were doing, however we will say they had lots of fun doing it. This experience enabled the children to engage in a creative experience which also required the children to develop dispositions for learning such as commitment and creativity. During this experience the children also engaged in verbal communication as they chose the coloured paint they were going to use as well as using descriptive language when asked what they were doing.

This experience also enables the children to develop a strong sense of identity as they learn to interact in relation to others with care, empathy and respect.

Analysis of learning and link to the EYLF

• Outcome 4: Children are confident and involved learners
• b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
• 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
• Children interact verbally and non-verbally with others for a range of purposes
• Analysis of learning
• The children are participating in the preparation of mother’s day.
• The children are able to explore their sensory skills as they use their hands to feel the paint.

What’s Next? We will continue to make Mother’s day gifts.

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: 4.5.12

Observed by: Tabatha McIntyre

Our colour Cube

Reasoning: S by Tabatha

Aim: For children to name the colours they see.

With each and everybody sitting I brought out my coloured cube. I explained that I was going to roll my cube and which ever colour it landed on was the colour my friends were to call out.

After we did this a few times I moved to selecting individual children to name the colour on their own. By doing this I was able to see who knows their colours and who still needs a little more help remembering.

I was pleased to see that a majority of my friends were familiar with their primary and secondary colours. With only a couple of friends still unsure of certain colours I was delighted too see that their peers gently reminded them of the correct colour.

After we did this a few times I selected a couple of friends (the ones who sat beautifully) to throw the cube themselves and name the colour it landed on.

Mila, Derek, Oscar and Joshua were happy to throw the cube and help their fellow peers indentify the colours.

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

c) Children become aware of fairness

Outcome 4: Children are confident and involved learners

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

• Analysis of learning
• The children grow confidence as they start to express themselves in a large group while also getting great verbal appraisal when giving the correct answer.
• The children start to understand turn taking as they wait for it to be their turn.
• The children gather more knowledge of their colours through listening to their peers.

What’s next? We will continue with the colour cube

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

I= Evaluation IT = Intentional Teaching PF = Parent Feedback

Date: 4.5.12

Observed by: Tabatha McIntyre

Stuck on the colour.

Reasoning: S by Ashlee

Aim: For children to recap on the colours they learnt this week..

As the Dolphins Colour Week comes to an end, we have much to talk about and sum up in order for the children to gain additional knowledge of their colours. The children have been looking at and observing colour cards, the colours on our clothes and the colours around us as we talk about them and many of the children have been able to identify a large variety of colours including light and dark shades of colours.

Today for group time I put together a game much like twister where the children could go and stand on a colour and identify it to the class. One by one I asked the children to pick a piece of paper which had a coloured circle on it; red, yellow, green, blue and purple, the colours we have been focusing on this week.

With each turn, the children gave their answers and with the few that were unsure we helped as a class.

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

c) Children become aware of fairness

Outcome 4: Children are confident and involved learners

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

• Analysis of learning
• The children grow confidence as they start to express themselves in a large group while also getting great verbal appraisal when giving the correct answer.
• The children start to understand turn taking as they wait for it to be their turn.
• The children gather more knowledge of their colours through listening to their peers.

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

I= Evaluation IT = Intentional Teaching PF = Parent Feedback

Date: 4.5.12

Observed by: Ashlee McGovern

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 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

Room Daily Plan for Date: 4.05.12

Date Written: 3.5.12 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