Tag Archives: Arabella

24/10/2019

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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

 

Our Day @ Alive 02.10.19

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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.

Growth Inquiry: Blossom Trees

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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.

 

Growth Inquiry: Living Eggs

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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

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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 12th August 2019

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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

Our Day – Monday 5th August 2019

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Today we enjoyed the beautiful sunshine and engaged in a variety of provocations that have all been designed around children’s interests and curiosities.

BIRD’S NEST PROVOCATION

A few weeks ago, the children found an abandoned bird’s nest in the park adjacent to the ELC (Grevilia Park). This morning, we took some time to observe the nest and share our knowledge, understandings and theories about the it.

What is it?

Liam: Nest

Omelia: Mud

What is it made of?

Joel: Dirt

Will: Sticks and grass and mud and dirt

Tesi: Plastic

Arabella: mud

Arielle: rubbish

What do you think is it used for?

Will: Birds to lay their eggs

Joel: Chickens make eggs and cows make eggs

Is it a bird’s nest?

Liam: Yes

What makes you think so?
Will: I see feathers so it’s a bird’s nest
Tesi: Feathers

What do you think it’s used for?
Will: For eggs to keep them all warm.
Tesi: So they can lay chicks, birdy chicks. So the mama chick put one of the little birdy chick and then she can fly.
Simon: Birds
Xavier: Bird lay the egg

Where do you think the birds are now?
Arabella: Flying
Tesi: In the trees

TARUN – BUILDING WITH BLOCKS

Nicole and Tarun spent lots of time building a garage for Tarun’s cars. He used different length blocks and manipulated them by stacking them and balancing them to build his structure. He also used different coloured window blocks and mirrored blocks. Tarun was able to name the different coloured blocks and shared the blocks with Nicole and gave directions as to where he would like the blocks placed. Tarun did a magnificent job!

PLAYING INSTRUMENTS, SINGING AND DANCING

We borrowed a box of instruments from the school including tambourines, castanets, maracas and clapping sticks. Outside, we enjoyed singing songs and learning the ‘1-2’ beat. We played our instruments and enjoyed moving to the music we were making.

PRAYER

During prayer, we set up our prayer circle and sang ‘Come Join the Circle’. We then each chose an instrument and created a ‘rainbow of sound’ as we sung our prayer song ‘Beautiful Rainbow’.

SPECKS OF GOLD

EARLY YEARS LEARNING OUTCOMES

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 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, inquiry, experimentation, hypothesising, researching and investigating

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

 

Our Visit to the MUDLA

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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.

EARLY YEARS LEARNING OUTCOMES:

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

 

 

 

 

Inquiry: Growing from Seed …… Continued

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This week we have been observing and documenting the growth of the seeds we planted a few weeks ago. The children have been using magnifying glasses to look more closely at the changes and growth in their seed and documenting their observations through drawings.

Through shared reading experiences of non-fiction books such as ‘From Seed to Sunflower’ we have also been learning about the different parts of a plant (such as root, stem, leaf and flower) and stages of seed growth (e.g. root, shoot, seedling, plant).  This has helped children to develop and use the language and terminology to describe plants and their growth.

 

Our children have been in awe of the growth of some of our seeds, particularly the snow pea seeds which are almost ready for planting.

Throughout the week, our children have been taking care of our garden by watering our lettuce and herb plants. They are becoming more aware of the needs of plants such as sunlight and water to grow.

Early Years Learning Framework:

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 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

Who Am I? Developing an Identify of Self – Part 1

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This term, children will be exploring their identities (such as physical, social, emotional, spiritual and cognitive). Our identities are shaped by our experiences and relationships. Therefore, we will be exploring important people, places, family and community in our lives through different provocations, experiences and reflections in order to build a culture of being and belonging in our Early Care and Learning Centre.

This week the children have been drawing their own self portraits. Using the mirrors, they have been looking closely at themselves, particularly their faces and the ways in which their expressions can change from a smile to frown to a silly face!  The children identified different parts of themselves such as their clothing and the features on their face such as their eyes, eyebrows, ears and nose. They then drew what they could see. These self portraits are an expression of what our children recognise in and about themselves. What a joy!

Early Years Learning Framework

Outcome 1: Children have a strong sense of identity

  • Children develop knowledgeable and confident self identities