‘Living With Pets’ – Safety Talk

Our Philosophy:

We will provide and emergent and responsive curriculum for all children based from the philosophy of the service, provocations of educators and a child’s strength and interests as well as the interest of the group.

We will foster a sense of wonderment of the natural environment and resources as an integral part of children’s learning and support children to become ecologically conscious and to understand the interdependence of all living things.

On Wednesday afternoon a group of our children attended a safety talk with R/1TD and R/1GC in the school titled ‘Living Safely with Pets’.

As we continue to learn through our ‘growth’ inquiry, this talk was a wonderful opportunity for children to learn more about how to take care of living things – themselves and their pets.

We met a beautiful dog called Darcy whose owner taught us how to keep ourselves safe around dogs, including how to approach an unknown dog we would like to pat and what to do when faced with an angry dog.

EARLY YEARS LEARNING FRAMEWORK

Outcome 3: Children have a strong sense of wellbeing.

Growth Inquiry: Blossom Trees

Our Philosophy:

We will foster a sense of wonderment of the natural environment and resources as an integral part of children’s learning and support children to become ecologically conscious and to understand the interdependence of all living things.

We recognise the role of context and environment in children’s learning and therefore we will extend children’s learning experience into the wider community through connections with the school and wider school community.

We will provide an emergent and responsive curriculum for all children based on the philosophy of the service, provocations of educators and a child’s strength and interests as well as the interest of the group.

In the school, the children and educators have observed many trees beginning to grow flowers.

A group of children ventured with Nicole into the school to view the flowering trees more closely.

Nicole: What can you see?

Tesi: Flowers

Xavier: Pink flowers

Omelia: Leaves

Tesi: They have flower and also they got something in there

Arabella: The leaves

 

Nicole:What are they? Those creatures flying around the flowers?

Arabella: Bees

Tesi: I can see them but they camouflage 

 

Nicole: Why do you think the bees are flying around the flowers?

Arielle: It wants to fly

Omelia: It like to eat honey like us

Tesi: They want to collect nectar and bees make honey 

 

Nicole: Where is the nectar?

Tesi: Flowers. Bees look up in the trees and bees sip it up in their tail and then wee it and bees have queen bee.

Through this observation, the children demonstrated an awareness and understanding of the natural world. They made connections between what they already know about blossoms and bees and what they were observing. Through the group discussion, children shared knowledge and gained new understandings.

EARLY YEARS LEARNING FRAMEWORK

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

Outcome 4: Children are confident and involved learners.

Outcome 5: Children are effective communicators.

 

Moon Lantern Festival

Our Philosophy:

We recognise the role of context and environment in children’s learning and therefore we will extend children’s learning experience into the wider community through connections with the school and wider school community.

Next week, we and the school will be celebrating the Moon Lantern Festival. This includes making lanterns, which will be judged by Mr White (the principal of the school) for a special competition. We will also be attending the Moon Lantern Festival assembly on Friday 13th September.

We have been learning about the Moon Lantern Festival this week.

Today we began to make our lanterns. We used our learning power of creativity to design and make our lanterns. We used materials such as cardboard, paper, pop sticks, patty pans and tissue paper. Some of our friends from 3IB and 3JM in the school came and helped us. We made lanterns of different shapes and colours, including a dragon, lion and fish lantern.

EARLY YEARS LEARNING FRAMEWORK

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

Outcome 4: Children are confident and involved learners.

Library and Music

We recognise the role of context and environment in children’s learning and therefore we will extend children’s learning experience into the wider community through connections with the school and wider school community.

LIBRARY VISIT

Eamann, Tavae, Omelia and Xavier wanted to visit the library today. We read the book ‘Baa Baa Blue Sheep’ by Tony Wilson. It was a story about sharing, compromise and belonging.

What did you like about the story?

Omelia: I like the blue sheep.

Eamann: the baa baa black sheep.

Tavae: the wool.

Xavier: the black.

The children then chose their own books and read them with each other and Nicole.

MUSIC LESSON

Liam, Shruti, Arielle, Aicha and Tesi attended a music lesson with Mrs Crisp in the school. We learnt about the ti-ti ta rhythm (using the song ‘Cherry Beets’), and practiced different beats with their hands, feet and instruments. We did lots of singing and movement!

EARLY YEARS LEARNING FRAMEWORK

Outcome 4: Children are confident and involved learners

 

Growth Inquiry: Living Eggs

Our Philosophy: We will foster a sense of wonderment of the natural environment and resources as an integral part of children’s learning and support children to become ecologically conscious and to understand the interdependence of all living things.

Today, we have spent much time observing our eggs. We were engaged in conversations with each other about what we were observing.

PIPPING AND HATCHING

We learnt that pipping is the term used when the baby chicks first cracks the shell.

And that hatching is when the baby chick breaks open the shell and emerges.

It was with great excitement that we saw two chicks hatch from their shells today.

Did you know that you can tell the gender of a baby chick by its colour?

Reflection of what we observed today:

William: They came out.
Omelia: They are two mummy chickens.
Ellara: I hope they are good luck.
Aicha: I think one boy and one girl.

EARLY YEARS LEARNING FRAMEWORK

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

Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators

 

Growth Inquiry: Living Eggs

Our Philosophy: We will foster a sense of wonderment of the natural environment and resources as an integral part of children’s learning and support children to become ecologically conscious and to understand the interdependence of all living things.

One of inquiry projects this term is ‘Growth’. We have been learning about how plants and animals grow. We have been particularly interested in birds and their life cycles after finding a nest in Grevillia Park.

Today we were very excited to receive ‘Living Eggs’.

Living Eggs is a two week comprehensive program providing us with all we need to successfully hatch chickens in our ELC.

Today we received:

Embryo eggs – we have 10 eggs. ready for hatching in  1-3 days.

An incubator – An electronic thermostat ensures accurate temperature control for a high hatch rate. The large viewing windows allow the children to see all stages of hatching.

A brooder box complete with heat light, bedding, feed and waterer is supplied which allows teachers and children easy observation and access to the chicks.

The children are very excited about our eggs and have been observing the eggs, sharing their knowledge and understandings, hypothesising and theorising about what will happen and asking lots of questions. What wonderful learning!

 

Nicole: What can you see?

Tavae: I see a flying thing (feather). That’s a chicken one. The wing is getting out. They going to cry.

Ellara: That egg can hatch. All the eggs can hatch.

Tavae: And then it can jump.

Arabella: They can’t jump.

Tavae: I can see a mummy one.

Arabella: They are baby ones.

Will: How do the feathers grow?

 

Nicole: What do you think will happen to the eggs?

Will: If that is too hot and they have to come out and I put them in my jacket so then they be all warm.

Tavae: It’s going to lay down on my jumper and it’s going to do it on my hand.

Arabella:  They all go hatch.

Will: Are they going to hatch overnight?

Ellara: They can hatch.

 

Nicole: What does hatch mean?

Will: The eggs are breaking.

Ellara: Their shells are breaking

Tavae: And they eat the shell, the chicken. And it got that bit water in there (in the egg) and it going to crack out.

Liam: When there is a bruise they hatch.

 

Nicole: How do they hatch out?

Liam: They push themselves out.

Will: They push the egg and it breaks and then they come out

Tavae: They are going to get bigger when they eat they dinner

 

Nicole: Does anyone have any questions about the eggs, hatching and the chickens?

Liam: Why is there a feather on that egg?

Tavae: They don’t fly. Why they can’t?

William: How do the chicks squish themselves into the eggs?

 

EARLY YEARS LEARNING FRAMEWORK

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

Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators

 

 

Our Week of Learning – Literacy and Numeracy

We believe children have the right to be supported in their learning in all areas of their development –  physically, cognitively, emotionally, socially and spiritually. We see children’s learning as integrated and connected. Learning is a social practice and through interactions and play experiences children develop their literacy and numeracy skills.

This week we have observed many examples of children’s literacy and numeracy understandings. We will use these observations to plan and program provocations to build and grow our children’s literacy and numeracy.

We do this with the support of the Government of South Australia Department for Education and Child Development Indicators for Literacy and Numeracy in Pre-School. The indicators have been developed to support teachers to extend and enrich every preschool child’s numeracy and literacy learning.

NUMERACY

Indicator: ‘I analyse, read and organise the data in my world’

One of our provocations this week was a table of different seeds and beans for the children to explore. Initially designed as a sensory experience, it also emerged as a wonderful numeracy activity. The bowls of beans and seeds got mixed up over the week and the children began to sort them.

Will

Will: I put the black ones in this bowl

Nicole: Why only black ones?

Will: So they not all mixed up. I’m still working on these.

Nicole: What if I put these in this bowl?  If I put these in here what else would you add?

Will:  Just those ones

Arabella

Indicator: ‘I analyse, read and organise the data in my world’

Arabella joined Will at the sorting table. She had some white beans and put them all in a bowl.

Nicole picked up an orange lentil and asked if Arabella if she would put that in the bowl with the white beans . Arabella said ‘no it’s not white’.

Shruti and Aicha

Indicator: ‘I analyse, read and organise the data in my world’

Nicole: The seeds got all mixed up and now we have to sort them out.

Shruti starts putting some seeds in a bowl.

Nicole: Why are you putting those in there Shruti?

Shruti: These are white

Aicha: I’m putting the white inside

Nicole: What about this bowl?

Aicha:   Black

Nicole: And this bowl is empty, are there any seeds you could put in here?

Aicha:  Orange ones.

Aicha: Look how many I have

Nicole: How many are there?

Aicha started counting. She counted to 13. We counted together demonstrating 1 to 1 correspondence. There were 18 seeds.

Tesi and Arielle

Indicator: ‘I quantify my world’

During outdoor play, Tesi asked for a little basket so she could collect ‘treasure’ Her and Arielle wandered through the yard collecting natural items from the gardens.

Tesi: Look Nicole, this is our first treasure.

Arielle: the second…. more treasure.

Nicole: How many have you found?

Arielle: 2

Tesi:  Let’s find some other…. look treasure.

Arielle:  It’s too big.

Nicole: Let’s look at our treasure.

Tesi: There’s bark and rock

Nicole: How many do you have?

Tesi:  1…2…3…4…5

Nicole: How many pieces of bark do you have?

Arielle: 4

Tesi: And 1 rock. 4 and 1 makes 5.

Tesi: Nicole look more treasure; a leaf

Nicole: A big leaf

Will, Tavae and Tesi

Indicator: “I measure and compare my world”

Indicator: “I quantify my world”

In a patch of our garden, will found a number of feathers of different colours, sizes and textures. Tavae and Tesi were intrigued and together they all collected some of the feathers in a bowl.

Will: There was an emu here

Tavae: I found one. Oh! it’s not going on my hand .

Will: There’s a lot of feathers Tesi. I’m just collecting them.

Tesi: I got one Nicole. It was there. Hey look! Feather!

Will: Guys an emu has maybe been here because these feathers are bigger. Got any more feathers? I been selecting them.

Nicole: How do you think the feathers got here?

Tesi: The birds.

Tesi: I think bird has wings and they can flap their wings and fly.

Aicha: They came from up that tree and then came here.

Will: I don’t know how it got here. They came in the night and I wasn’t here. Maybe the wind got strong and it got colder and the feathers blew off.

Tavae: I think the bird got died.

Arielle: The birds died.

Tarun

Indicator: “I quantify my world”

Tarun spent time matching the number stones to the number cards.

 

Tavae

Indicator: ” I explore and understand my place and space in the world”.

Tavae is very interested in turtles and loves caring for our turtle, ‘Strawberry’. He was drawn to the turtle puzzle and concentrated and persisted for a long time to complete the challenging puzzle. He flipped and rotated puzzle pieces to fit them together.

Tavae: You help me Nicole.

Nicole: You have a go and do the pieces you can and then I will help you if you need me.

Tavae: Look Nicole this big one it go here see? And this one? 

Nicole: What do you think Tavae?

Tavae: I can’t do this.

Nicole:  Let’s try this.

Tavae:  Oh look it does work.

Nicole: Oh but there’s a little gap, they all need to fit together remember.

Tavae:  Hmmm I think this one goes this way, no that way. No. Hey look! It goes this way.

LITERACY

Tesi

Indicator: “I represent my world symbolically”.

Tesi has been learning to write her name. Tesi knows the different letters of her name and can write some of the letters. To scaffold the process of writing her name, we have been using tracing dots to form the letters. Tesi is now drawing the  tracing dots herself to support herself in writing the letters.

Arielle

Indicator: “I engage with texts and make meaning”.

Arielle: I made a book

Nicole: How wonderful! Tell me more about your book.

Arielle: I use the paper to make the book. The book is about me and Tesi.

 

 

 

 

Our Day – Monday 26th August 2019

Today we enjoyed a wonderful day of belonging and learning.

MUSIC

Outside, we enjoyed playing various instruments including xylophones, tambourines, castanets, clapping sticks and egg shakers. We practiced different beats and playing music fast, slow, soft and loud. We enjoyed singing various songs such as ‘Twinkle, twinkle Little Star’, ‘B-I-N-G-O’, ‘5 Little Speckled Frogs’ and ‘1,2,3,4,5 Once I caught a Fish Alive’.

BELONGING – WHAT IS A FRIEND?

We continued to develop our understanding of ‘belonging’. We watched the following Sesame Street song and then discussed ‘what is a friend?’

Tesi: Share his favourite toy.

Will: Share the food.

Joel: We share the cookie.

Liam: Share his favourite ice-cream.

MORNING TEA – BELONGING

With such beautiful weather today, we had a ‘picnic’ morning tea outside. It was a lovely opportunity to sit together, eat together and demonstrate our belonging. We also took some time to ‘look up’ – and we admired the trees, sky and sun as we listened to the many sounds of the birds that live around us.

KITCHEN SCIENCE – RAINBOW EXPERIMENTS

Today, we continued our investigation of colour and rainbows with another experiment.

On a plate, we poured some milk and used the pipets to drop food colouring into the milk. We then dipped a cotton bud into dishwashing detergent and placed this in the middle of the milk and food colouring mixture. We were amazed by what happened.

Arielle:It moved

Joel:The colours splashed and the colours mixed to purple and blue and it make a rainbow experiment.

Max:It made a rainbow and it was beautiful

Simon:It push it

SPECKS OF GOLD

Arabella:Going outside.

Arielle:Playing with Tesi.

Omelia:Playing with Tesi and Xavier.

Simon:Having fun playing with my friends. I played hide and seek.

Charlotte:The rainbow.

Xavier:Playing outside with Tesi.

Max:Mummy and daddy and playing together. Playing with you (Nicole)

Eamann:Playing outside.

Tesi:Playing with friends, playing doctors.

 

Book Week 2019

On Friday, we had a wonderful day celebrating ‘Book Week’. We had so much fun dressing up as our favourite character from a story and enjoyed viewing the ‘Book Week’ assembly at the school.

 

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.