24/10/2019

To start off a very hot day, we went outside and engaged in some water play, to stay nice and cool.

As it started to heat up, we made our way into Home 2, where we all engaged in a range of inquiries. Some of us engaged in socio-dramatic play, such as pretend cooking, dress-ups and role play. Kunal noticed a milipede and was observing how they moved. Some of us enjoyed building and construction using the Lego and blocks and others enjoyed creating a range of artwork using paint, the whiteboards and pencils.

Tesi and Jon started creating patterns using the lose parts.

Tesi: “white, black, white, black, white oh, black comes next”.

Jon: “Black, white, white, black, white, black”.

Tesi: “Look Jon, we need a white”.

 

Specks of Gold

My speck of gold was playing with the doctor set- Haniya

My speck of gold was playing with Tavae- Tarun

My speck of gold was doing prayer- Arabella

My speck of gold was playing with the books – Olivia

My speck of gold was making a truck- Liam

My speck of gold was playing with Arielle- Tesi

 

What is Nature? What Grows?

As we continue our project and inquiry ‘growth’, we are incorporating the use of digital technologies as a tool for children to express and further explore their knowledge, understandings, theories and concepts of our natural world.

Today the following questions were posed to the children whilst sitting outside in our garden:

What is nature?

What grows?

Children’s initial responses were:

Frankie: leaves

Krisha: tree

Kunal: I see birds.

Charlie: The trees and pears.

Ojasvi: I see it up there (points to the tree), the leaf.

These children were then invited to use the iPads to take photos e.g. Frankie to take a photo of leaves, Krisha of a tree, etc.

Arabella viewed one of her photos more closely.

Nicole: (teacher): What do you see?

Arabella: A leaf.

Nicole: Do you notice anything about this leaf?

Arabella: I see the lines on the leaf, a long line.

Nicole: I see that line too. Can you see any other lines?

Arabella: Some go there and there.

Nicole: I can see those lines too. I wonder why the leaves have these lines?

Arabella: They there to grow.

Other children such as Will, Liam, Ellara, Xavier and Jon became intrigued by the children photographing our environment. They added their theories about nature and growth and also took photos of their ideas.

Krisha: It’s the grass

Xavier: the tree

Omelia: the leaf

Jon: I photo the tree, the sky, the tree the sky.

Ojasvi: And the tree fell down.

Jon: I take photo of the grass.

Ellara: Plants and nature is Australian.

Will: A tree and I also took a photo of the sun and me.

During our afternoon group meeting, we shared the photos that children took during the day.

The questions were again posed to the children:

What is nature?

What grows?

The children responded:

Jon: Water

Arabella: Flowers

Olivia: Plants

Ellara: We can make the grow by seeds and water

Charlie: You put the seed in the ground and it grows

Kunal: I photo of the sun.

Sharing learning, ideas and understandings with each other enables children to not only express their own learning but to also learn from others. This group meeting gave children the opportunity to contribute to a growing and collective understanding of nature and the environment. Group meetings also encourage the understanding that learning is not a linear or isolated process but rather collaborative, ongoing and lifelong.

The children’s ideas and theories of nature and growth have evolved over the day and will continue to do so as we explore these questions in different ways, with different materials and tools and through opportunities to share with each other.

 

 

 

 

Exploring our Curriculum – Ecology and Numeracy

ECOLOGY

We explored some stems of cut sunflowers and sunflower seeds in the beautiful sunshine today. The children weren’t given the name of the flower or any information about it prior to interacting with it. They instinctively smelt the flower and invited me to do the same. They used their sense of touch to feel the petals and the centre of the flower – “it tickles” said Charlotte. They held the sunflower seeds in their hands and then planted them into our garden bed. They have a growing understanding of what plants need to grow – water and sun.

Charlotte: It’s a flower.
Omelia: It needs water.
Sarah: It’s big.
Omelia: And it needs sun
Charlotte: I want a sunflower for my mum.
Sarah: When is my seed growing.? Do you have to wait for it?
Mishka: Wow! You smell it. It a flower (Nicole gave her a seed). It for the birdy. They like it. They eat the seeds.
Will: It’s a yellow flower. It smells.
Tesi: I know what this is, it’s a sunflower. It look like the sun!

NUMERACY

We have begun to create our own shop with cash registers and some empty food and household boxes. Henry, Tarun, Jon and Xavier loved playing the shopkeeper and customer.

At our shop the children were taking the items to the light/dark room and then bringing them back to the cash registers at the table.

They were using greetings as they approached the cashiers – ‘hello!’ The cashiers were making a ‘beeping’ sound as they processed the items through the cash register. The cashiers were pressing numbers on the cash registers and then telling the customer the amount of money the item cost ‘$30 dollars’. The customers were passing money to the cashiers and then then saying ‘thank you, bye’.

Children were developing their oral language, engaging in transactional language, exchanging greetings and using their experiences in context; demonstrating numeracy understanding and concepts including number and money.

BRIANNA’S FAREWELL

The children have begun creating a farewell book for Brianna by creating an artwork for her and sharing what they are grateful for and love most about Brianna.

Tesi: Thank you Brianna for making all the lovely food for us. I like it when Brianna read stories to me.
Deanna: Brianna read me books and she make lovely food.
Simon: Brianna make me happy. She fills my bucket.
Charlotte: Brianna puts glitter in my bucket. She play with me.
Xavier: Brianna read stories to me.
Omelia: Thank you for Brianna being outside. Brianna play with me.
Joel: I like Brianna because she gives me food and does the prayer circle song.
Tavae: Brianna helps me with the blocks.
Will: I like her making lunch for us because I love it a lot.
Sarah: I like the food

PRAYER

During prayer today we read the book ‘Will You Fill My Bucket?’ by Carol McCloud. We then shared ways others have filled our bucket today.

Will: Tavae filled my bucket by playing with the trucks.

Joel: Mum and Dad make me feel nice and filled my bucket and I pat my dogs and that fill their bucket.

Simon: My mum and dad filled my bucket. They make me happy.

SPECKS OF GOLD

Tesi: My speck of gold is seeing all the pictures and seeing myself.
Jon: Playing in the sand and the water and doing the shopping.
Joel: Playing PJ masks and playing with Tesi and Omelia.
Mishka: Doctors.
Simon: Playing my friends.
Omelia: My speck of gold is playing with Tesi and Xavier and Joel and Sarah.
Xavier: Playing with Omelia.

17/10/2019

To start off our wonderful morning, we went outside to engage in a range of provocations based around the children’s interests. Many children were engaged in painting, whilst other children enjoyed engaging in play that strengthened their gross motor skills and encouraged creativity and curiosity.

After playing outside for quite some time, we progressively made our way into Home 2, where we had the opportunity to explore other provocations that encouraged socio-dramatic play, problem solving, curiosity, creativity, perseverance, love of learning and zest. Take a look at our learning.

Specks of Gold

My speck of gold is playing with Aisha- Olivia

My specks of gold was playing with Ariel and my friends to hunt millipedes- Tesi

Playing with Tesi- Ariel

My speck of gold was playing with Olivia- Omelia

My speck of gold was playing with Omelia – Kunal

08.10.2019

Tavae follows the dots mapping the letters in his name. He is very proud when he’s finished and asks to keep doing more as he can sense he is mastering the shape of the letters in his name

Eman follows the letters from his name. It takes a lot of concentration but he continues…

Charlie wrote her own name and showed it to Palwinder, as she did so, she realized she had left out a letter, so she quickly fixed it and proudly showed it off!

Today in home 2, children engaged in a variety of Experiences based on writing provocations based in their interest and self-identity. Some of the children focused on writing their names and identifying the letters in their names.

Outside we enjoyed playing group game ‘Wheels on Bus’ and by taking turns and sharing we are building our ‘belonging’ with group.

All the children asked to play chicken dance during group time and enjoyed dancing on the music.

Janine played wheels on the Bus’ song on her guitar during the morning group time and children were using the same context outside singing and playing together.

Links to EYLF:

Outcome 1:
Children have a strong sense of identity.

  • Children develop knowledgeable and confident self identities
  • Children learn to interact in relation to others with care, empathy and respect

Our Day @ Alive 02.10.19

Today was a very hot day which meant our outdoor time was limited. The children engaged  in water play and water paint activities outside in the morning, then moved into Home 2 a little earlier to avoid the peak UV  and participate in some indoor activities.

In Home 2, they were engaged in a variety of provocations based on their interests. Children were busy doing activities such as book reading, light table, dinosaurs, puzzles, home corner and block play.

We also celebrated Xavier’s 4th Birthday today with some dancing and a birthday cake for afternoon tea.

Our Prayer

Xavier: Thank you god for playing with Omelia.
Kunal: Thank you God for playing with Liam and Jasmeh.
Arabella: Thank you God for playing outside with the bars.
Krisha: Playing with Liam.
Omelia: Thank you god for playing with Olivia.

Link To EYLF      

Outcome 1:Children have a strong sense of identity
1.1 Children feel safe, secure, and supported.

1.4 Children learn to interact in relation to others with care, empathy and respect.

Our day Full of fun at Alive today

We love encouraging kids to play, be it indoor or outdoor play.  Today the ELC children engaged in some water play activities. We filled up the baby baths with warm soapy water where the children had the opportunity to engage in scooping, pouring, soaking and squeezing, using measuring cups, pots and sponges. Children benefit from the relaxing and repetitive nature of scooping, pouring and running their hands through the water. They develop crucial social skills when they are working with just one other child or a whole group. It is a great way for children to learn to share and take turns as they share the physical space and the play items in the water.

Water play offers many opportunities for children to problem solve, question, explore and experiment. They are investigating water science, finding out what floats and sinks, or how water moves in different shapes, when we pour it in different container. Children learn and use the language of mathematical terms like “more than” or “less than, full or half  full half empty etc.

In the afternoon we experimented with a sink or float activity. The children placed various item into the water after discussing whether it would sink or float.

We first talked about what it meant to sink and float. Tesi said “It go to the bottom” for sink. We all agreed that sink meant it would go under the water and if it floated it would stay on top of the water.

WILL IT SINK OR FLOAT?

Each child picked an item from the basket then told the group whether it would sink of float and then dropped the item into the water. I then asked them what happened.

Ellara (Bracelet): Float! It sinked in!

Omelia (Wooden Spoon): Into the water. It floats!

Joel (3D Magnet): It will float! Yes it did. Oh, it sinked.

Tesi (Wooden Block): Um, I don’t know, maybe under. It floats!

Tavae (log): Sink. Yes it sink. Brianna: Are you sure? Joel: It float.

Tarun (Rock): Under

Xavier (Small truck): Float.  It float!

Ellara (Pine cone): Float. Yes, it did!

 

____________________________________________________________________

Early this morning some of the children were talking about their firework painting they had done yesterday. Liam and Deanna were able to explain what they had done, using card board strips and the paints, and direct how to set that up again for those children who were not here yesterday.

There are some more photos of our day at centre.

Specks of Gold 

Tesi: My speck of gold is float and sink

Krisha: Play with Liam

Ellara: Playing with Deanna

Deanna: Playing with Ellara

Omelia: My specks of gold is playing with Tesi

Xavier: My speck of gold is playing with Omelia

Liam: Making a camera

Tarun: Spraying Tavae

Link to EYLF

Outcome 2. children are connected with and contribute to their world
2.3-Children become socially responsible and show respect for the environment
Outcome 3: Children have a strong sense of wellbeing
3.1. Children become strong in their social, emotional and spiritual wellbeing
Outcome 4: Children are involved and confident learners
4.1. Children develop dispositions for learning such as cooperation, creativity, persistence and reflexivity

4.2. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

 

Firework Painting Activity 30/09/2019

The Fireworks Painting was inspired by reading the story The Night Before New Year’s written by Natasha Wing and illustrated by Amy Wummer.

Today we Created Fireworks with Paint!

Using some of the left over cardboard rolls from gift wrapping and paper towel we created different length ‘firework’ fans for printing with paint. The print pattern created by the cardboard roll fans mimics that of fireworks brilliantly and children can create as many different size and coloured fireworks as they like.

Learning Opportunities

Imagination and Creativity
Using different materials to paint such as cardboard rolls etc.
They learn about different shapes, patterns & geometry firework make and paint those on paper.
Cause and Effect
They learned about what will happen when we light fireworks, they have mixed different colours to make new one.
Language development – New vocabulary such as fireworks, New Year’s Day, etc., as some children only know the firework meaning in their home language only.

There are some observations we made, after the book reading, of the children’s knowledge about fireworks.

The night before New year’s – Book

What were they dreaming about?
Liam: The fireworks

When do we see fireworks?
Omelia: At night.

Where do you go to see fireworks?
Joel: I just don’t know where the firework
Liam: when my sister went to see some fireworks, but I didn’t get to go but we drove with my cousins and we saw fireworks

WATCHING A VIDEO OF FIREWORKS
Omelia: They use the fireworks to make lights. For a party.
Xavier: That’s so loud.
Liam: I can see the clouds. I saw a letter.
What shapes do they make?
Joel: They make circle, like bang circle!

Link to EYLF:

EYLF Outcomes:
Learning Outcome 4, Learning Outcome 5
Sub Outcomes:
4.3 Children transfer and adapt what they have learned from one context to another.
5.4 Children begin to understand how symbols and pattern systems work.

Our Thursday – 26/9/2019

Today we had the opportunity to explore our creativity, kindness, collaboration and curiosity character strengths. We engaged in a range of play, such as socio-dramatic play, drawing, puzzles, blocks, cars and using the cardboard boxes to make a range of creations.

Specks of Gold

Playing with my friends to make a house bed –Aisha

My speck of gold was doing the dragon dance – Tesi

My speck of gold was climbing – Arabella

My speck of gold was playing hide and seek- Kunal

My speck of gold was playing outside – Olivia

Playing in the sandpit- Nityapriya

Playing with Max- Haniya

My speck of gold was blowing up the bouncy- Liam

 

Early Years Learning Framework

Outcome 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation, 37confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

 

Terrific Thursday

A highlight of the day included our outdoor play. We used the equipment from the exploration space at our school. Allowing the children to play on the sensory crash mats and balance beam, stimulates multiple senses and encourages children to interact more with their world. It supports visual processing, spatial orientation as well as self regulation. Children are also stimulating different parts of their brains, exploring their feelings and well being (strength work / gross motor). Children gain a sense of control in the space. Have a look at our fun!

The weather was so beautiful we also enjoyed visiting the playground.

Thank you to the choir girls for singing to us this afternoon.