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


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.


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

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.


A Week in the Life – Alive Catholic Early Care and Learning Parafield Gardens

We have had a wonderful week of fun, adventure, curiosity, friendship and learning.


We moved our bodies and had lots of fun on the playground.


We love to move, dance and sing! This week we have been exploring movement to music through games and improvisation. The children loved playing musical statues, singing nursery rhymes, playing musical chairs and moving like different animals to the music.


Children share lots about their experiences, understandings and interests through drawing, painting and expression. They communicate their understanding of the world and their curiosities. Educators use this knowledge to plan and program provocations that will engage children and contribute to their development as learners and citizens.


Brianna has been saving seeds from different vegetables when cooking. We used our senses to learn more about pumpkin and capsicum seeds. The ELC is contributing to the Spring Fair which will be held at the school in October. We are going to grow some plants to sell at the Spring Fair. We had a discussion about what we should grow and in the end decided on carrots, flowers and strawberries.


Each afternoon, we share our specks of gold. These are the best things about our day. This helps to build an ‘attitude of gratitude’ and a positive mindset.


During prayer, we have continued to learn the sign of the cross. We have read stories from the bible and prayers from ‘Pray with Me’. We have shared our own prayers of gratitude and sung songs.

In mindfulness, we have continued to practice our ‘rainbow breathing’ and relaxation.


It is so heart warming to see the many relationships and friendships that are being established between children, thus developing strong emotional and social wellbeing.


Children have been exploring number to 10 this week, including:

  • recognising numbers
  • ordering numbers
  • counting collections of objects
  • matching numerals to collections of objects

Thanks for sharing our learning with us. Please leave a comment for your child if you wish. Happy weekend and we look forward to next week’s learning and wonder.














Our Visit to the MUDLA

This morning we visited the MUDLA (multi-disciplinary learning area) in the school.

The children explored and viewed the many different animals such as hopping mice, green tree frog, long-necked turtle, yabbies and a variety of fish.

Some children documented their observations through drawings.

Our friends in year 5/6 showed us Memphis, a bearded dragon. We had the opportunity to look closely at Memphis.

What can you see?

Aicha: I see his tail.

Omelia: and legs.

Will: It’s sticking to his body (the dragon was attached to Asher’s jumper)

Kanav: He’s stuck

Liam: His legs are moving.

Some of us then stroked and patted Memphis gently.

What does Memphis feel like?

Aicha: Spikey

Arabella: Bumpy

Hani: I don’t like lizards

Tavae: I didn’t touch it.

Kanav: Feeled good.

Olivia: I touched it on the back. It was spiked and rough at the back.

We love exploring our environments and learning more about animals.


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

  • Children become socially responsible and show respect for the environment

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