CLARA Learning Powers – Belonging

This week, we began to introduce the CLARA (Crick Learning for Resilient Agency) learning powers to the children. The CLARA learning powers describe the qualities, skills and dispositions of a lifelong learner. These learning powers are not fixed or static and like a muscle, we can grow and develop them with practice.

The learning powers also give children a language to describe and discuss their learning and themselves as learners.

We had a new friend join us at ELC this week – Tamoo. Tamoo’s super learning power is belonging. We all have this power too and Tamoo is here to teach and guide us on how to grow our belonging learning power individually and as a group.

We loved meeting Tamoo!

We discussed the people that love and help us and during our play investigations, some children chose to draw the people that support them most in their lives.

BELONGING AND THE EARLY YEARS LEARNING FRAMEWORK

BELONGING
Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.

 

 

 

CLARA Learning Powers

CLARA (Crick Learning for Resilient Agency)

CLARA describes the qualities and dispositions (known as the 7 dimensions of learning power) that enable people to become aware of the way they learn and to take responsibility for their own learning journey. In R/1TB and R/1G, the children will learn about the dimensions of learning power and use this language to identify their strengths as learners, to reflect on their learning processes and to develop strategies to improve their learning further.

The seven dimensions of learning power are:

Mindful agency: being aware of my thoughts, feelings and actions as a learner and able to use that awareness to take responsibility, to plan and manage learning processes; the opposite of being ‘robotic’.
Hope and Optimism: a sense of myself as someone who learns and changes over time; the opposite is simply ‘stuck and static’.
Sense-making: making meaning by making connections so that learning ‘matters to me’; the opposite is simply ‘accumulating data’.
Creativity: risk-taking, playfulness, using my imagination and intuition in my learning; the opposite is being ‘rule- bound’.
Curiosity: the desire to ‘get beneath surface’, check things out, find out more about them, ask ‘why?’; the opposite is being ‘passive’.
Collaboration: learning with others and also able to learn if they’re not there; the opposite is either being ‘isolated’ or ‘over-dependent’.
Belonging: knowing there is someone to turn to because I am part of a supportive learning community; the opposite is feeling ‘alone’.
Orientation to learning: being open to new ideas and challenge and having the inner strength to cope with it; the opposite is either being too ‘tough’ and rigidly persistent to learn well, or too ‘fragile and dependent’ to go on learning when things get difficult.

Book Week 2019

Dear parents and families,

Alive ELC invites all children to come along and dress up as their favourite book character to celebrate Book Week! Our school assembly is on Friday 23rd August from 9 -9.30am. A friendly reminder that if Friday is your child’s day, then they need to be at the centre at 8.45 am to be ready. Everyone is welcome, however all other children will need to be accompanied by their parent and meet us at the school hall for assembly. We look forward to seeing you all there. Happy reading and creating!

 

Thursday 15/8/19

Wow! what a busy day we had at ELC today…

Log Park– We all started our morning exploring in Log Park, allowing the children to engage, interact, run, climb and laugh. The children were busy creating houses. Joel said “Tesi come to me house, come in Tesi”. We had amazing team work climbing the tree. We also had lots of creativity and collaboration as the children engaged in balancing games.

Ecology– Our children have been very dedicated to looking after Strawberry. Today we decided to celebrate the beautiful weather and take Strawberry to the oval. This learning opportunity saw Simon from HFCS join us. We were able to hold and observe the large long neck turtle from our MUDLA room. We also had the opportunity to feed the fish in the Fish Farm.

Investigation Play- We then engaged in play-based investigations, showcasing our ongoing learning powers of belonging, creativity and collaboration.

Mass- We attended the Assumption Mass with the whole school.

Afternoon investigations with R/1MC- It was great to children actively construct their own understandings and contribute to each others’ learning. They recognized their agency, capacity to initiate and lead learning. The children were able to further extend their learning, building on and challenging their ideas.

Specks of Gold

“My speck of gold is carrying the turtle”- Liam

“My speck of gold was patting the turtle and going to church”- Aisha

“My speck of gold was going to the Fish Farm and seeing the fishes and going to the log park-” Joel

“My speck of gold was school”- Arabella

“My speck of gold was going to church and my sister sitting next to me”- Aicha

“My speck of gold was sitting next to my sister at Mass”- Tesi

“My speck of gold was playing with all my friends”- Ellara

“My speck of Gold was patting the turtle and going to my class”- Ambrose

“My speck of Gold was Tesi and me was drawing on paper” – Omelia

“My speck was patting the turtle”- Arielle

Rainbows and Colour

Our inquiry learning over the last couple of days has focused on colour and rainbows as per our learning program and intentions.

We have been singing some songs about colours and the rainbow during morning group time.

RAINBOW EXPERIMENT

We also went to Home 2 with some friends from the school set up a rainbow experiment for us to do.  We lined up skittles around a plate, added some water and waited and observed.

Liam: It will make a rainbow because all the colours will come out.

Arielle: It will be rainbow colours because I saw it on my iPad.

Tarvae: It’s a circle.

Alana: It’s yellow.

Krisha: Rainbow

Simon: Rainbow. The colours came out.

COLOUR MIXING AND PAINTING

PRAYER

In prayer, we sang our favourite song ‘Rainbow’ by Michael Chinn. We then shared our own special prayers about rainbows.

SPECKS OF GOLD

 

 

 

 

 

 

Our Day – Monday 12th August 2019

We hope all families enjoyed a beautiful weekend. 

SEEDS AND PLANTING

During our morning group time, we explored a variety of seeds using our senses of sight, touch and smell. The seeds were of various shapes, colours and sizes.

This afternoon, Brianna worked with a small group of children to observe and analyse the seeds further.

Omelia: Beans. These are nice. This is pineapple
Joel: (smelt the seeds) cheese, it’s beautiful.
Xavier: pumpkin seeds
Ellara: These feel like sausages, I love sausages!
Omelia: They’re like lemon, lemon pumpkin!
Arabella: Lemon is yellow

This morning we had some friends from year 4 in the school help us plant some strawberry and flower seedlings in pots which we will sell at the Spring Fair in October.

We planted flowers and strawberries as the children decided a few weeks ago that this is what they would like to grow. We will also be growing some carrots from seed.

CONSTRUCTION WITH WOODEN BLOCKS

We have borrowed some construction blocks with pegs from our friends in the school. These blocks enabled some wonderful collaboration and creativity.

Joel, Liam and Will were building with the outdoor construction blocks.

Will: I know what way.

Liam: Well this is the engine right?

Will: What are you making?

Liam: An engine. You put a engine into your car.

Liam was rearranging the blocks, placing them on top, taking them off and manipulating them.

Liam: I don’t need this one.

Joel: Yes, you don’t need this one.

Liam: Come here! (he takes off another block and replaces it with another block).

Liam: A engine, I making a engine.

Joel: I love engine.

Liam: This engine is going to look cool.

Joel: Cool, super, super, cool.

Nicole: How are you going with your engine?

Liam: This engine makes stuff work.

Nicole: Tell me more about how it makes stuff work.

Liam: That’s the turn off button.

Nicole: What does the engine do?

Liam: It turns on and makes this sound ‘pish’.

PRAYER

Our prayer today was about caring for plants.

Children then shared their own special prayers.

 

SPECKS OF GOLD

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children feel safe, secure, and supported
• Children learn to interact in relation to others with care, empathy and respect

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
• Children become aware of fairness

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

• Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Special Visitors from the Archdiocese of Adelaide

This afternoon we had some special visitors from the Archdioceses of Adelaide. Father Phillip Marshall, Teresa Lynch and Denise Ritzena had a tour of our beautiful centre and then joined the children for prayer.

We sang our welcome prayer song ‘Join the Circle’, set up our prayer space and then viewed a slideshow of our learning from the week. Children then shared their specks of gold.

Liam: Join the circle song.

Arabella: Join the circle song.

Aisha: Playing with my friends.

Joel: The plants and the trees.

Tesi: Making the scones.

Our visitors then joined us for afternoon tea. We enjoyed the scones that Brianna, Tesi and Aisha made with jam and cream.

It was a wonderful opportunity to share the community and belonging we are building at Alive – Parafield Gardens.

Have a wonderful weekend everyone 🙂 

 

Shared Reading

This week, we have been reading the following books related to children’s interests in birds and their lifecycles. The children have enjoyed listening to the stories and engaging in discussions about the story’s plot and characters.

 

EARLY YEARS LEARNING OUTCOME

OUTCOME 5: Children are effective communicators

 

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

 

What is God’s Name?

This morning, Tesi bought a book from the prayer table to Nicole and asked if Nicole could read it to her. A small group of children listened to the story ‘What is God’s Name?’ by Sandy Eisenberg Sasso.

Nicole spoke to the children about God and how God can be many things to many people. For example, when painting God can be ‘artist’ or when we are sad and lonely, God can be ‘friend’.

Nicole asked the children, what name do you have for God?

Tesi said “God is children”.

Hani said “God is Aliza (her sister)”

Joel said God is “drawing”.

 

Our Day – Tuesday 6th August and Wednesday 7th August 2019

COLOUR EXPERIMENTS

We have been exploring colours and the colours of the rainbow. We conducted an experiment using different coloured water to see what colours could be made when mixed together. Paper towel is placed in the coloured water which then transfers into the adjacent cup.

Aicha: There’s yellow and blue and red.

Frankie: It’s (the colour) is going up and down.

Liam: You put yellow and blue make green

Will: Yellow and red make orange.

Ambrose: Red.

Arielle: Orange with yellow and red.

Tesi: Purple is blue and red.

COLOUR MIXING

Children have also been mixing primary colours to make secondary colours of orange, green and purple.

BIRDS AND NESTS

We watched the following video about the life cycle of birds. We had a discussion about this story.

Ellara: I found a bird with one eye with Uncle Mark and Lucy. I put it in my new shoe box
Will: birds to lay their eggs to keep them warm.
who would live in it?
Ellara: Birds when they want to get food they fly and get food
Tesi: they eat worms
Shruti: Birds are fly, in the sky.
Aicha : I had a bird at my old house.

Tesi: They eat worms.
Will: There were 6 eggs.
Joel: Then they hatched.

Tavae: The red bird is the daddy.
Liam: Why do birds lay eggs? How do they make eggs?
Will: Why do they have wings?

Some children have been using clay as a language to express their knowledge, understanding and experience of birds and their lifecycle.

Aicha: I make a worm because I need to feed the bird. I making the bird house. I squish, squish.

Olivia: Mine is really squishy. I’m a little bird. Birds eats the worms and they actually lay eggs and they fly and play like that stuff and one I’m a little bird, I like being with the other bird’s.

Aicha: And now I’m going to squish and make a house. The nest. Im going to make a lot of eggs inside and then they crash, I look after them. Nicole, you know at my old house I had a bird but it died.

Olivia: I making a cloud because the birds flies to the cloud.

Aicha: Nicole, this (nest) is like this, a circle.

We watched another video, of a bird hatching. We recorded the children’s comments as they watched the bird.

Tavae: It’s making a door to come out
Krisha: It’s a bird
Will: When it’s in its egg it doesn’t have its feathers yet
Frankie: The eggs wobbles
Aicha: The bird is wobbing the egg to go out
Frankie: It’s getting out
Omelia: A crack
Kanal: Crack
Frankie: It’s hatching
Aicha: It’s getting out.
Xavier: It’s getting out.
Ambrose: A egg.
Olivia: It looks like chicken trying to get out the egg

Tavae: The bird is coming out.
Frankie: It’s a girl.
Aicha: The head has come out.
Liam: It try to crack and it used its beak so it can get out the egg.
Frankie: It stuck
Tavae: It like a monster. The bird got a foot.
Will: The bottom still stck
Aicha: It don’t fly
Frankie: And the feathers make it fly.

NAMES

Some children have been working in small groups with Nicole in Home 2 on identifying and writing their names.

PLAY BASED LEARNING

Using their skills of creativity, curiosity and imagination, our children have engaged with different materials and resources in their play.

PRAYER

SPECKS OF GOLD

EARLY YEARS LEARNING FRAMEWORK

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children feel safe, secure, and supported
• Children learn to interact in relation to others with care, empathy and respect

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children learn to interact in relation to others with care, empathy and respect

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• 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 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children become aware of fairness

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• 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 THREE: CHILDREN HAVE A STRONG SENSE OF WELLBEING
• Children take increasing responsibility for their own health and physical wellbeing

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS.

  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children express ideas and make meaning using a range of media

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children interact verbally and non-verbally with others for a range of purposes