‘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.

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.

 

 

 

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

 

 

 

 

 

 

 

 

 

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.

PLAYGROUND

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

MUSIC AND DANCE

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.

PAINTING, DRAWING AND EXPRESSION

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.

SEEDS

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.

SPECKS OF GOLD

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.

MINDFULNESS AND PRAYER

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.

FRIENDSHIP

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.

COUNTING

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.

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

 

 

 

 

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