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

 

 

 

 

 

 

 

 

 

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

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

Positive Education

The wellbeing of our children and their families is a priority. Positive Education brings together the science of Positive Psychology, developed by Professor Martin Seligman with best practice teaching to encourage and support individuals, learning centres and communities to flourish. Flourishing is a combination of ‘feeling good and doing good.’ Positive Education focuses on specific skills that assist children to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness, and encourage a healthy lifestyle.

We have been focusing on developing the following strategies which, help to build positive emotion:

  • Bucket Filling – encourages positive behaviour as children see how rewarding it is to express daily kindness and gratitude. Bucket filling and dipping are effective metaphors for understanding the effects of our actions and words on the wellbeing of others and ourselves.
  • Specks of Gold – intentionally looking for, noticing and being grateful for the good things that happen in our day – the ‘specks of gold’.

BUCKET FILLING

The educators and children have been working together to embed the language of bucket filling in our early care and learning centre. We use this language to describe how we are feeling, to describe our actions and to describe the impact our words and actions are having on ourselves and others.

We have a bucket in our centre and each time we do or say something that fills our own or another person’s bucket, we add a stone to our bucket. It’s a visual way for children to identify with the concept of bucket filling. The children feel very proud when they add a stone to the bucket and love seeing it fill up each day with stones which symbolise the kindness they are showing to others.

We have also been reading many stories about bucket filling.

SPECKS OF GOLD

Each day during our afternoon group time, we share our ‘specks of gold’ from the day. The children love sharing the best part of their day both from home and their time at our ELC. Here are our specks of gold for the week so far.

The power of these positive education strategies lies in their language – they give children (and adults) the words to describe their learning, feelings and the complex social interactions they engage in.

You may like to use the language of bucket filling and specks of gold at home too.

If you would like any further information or resources about positive education, please feel free to come and have a chat.

Nicole 🙂