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
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.
Our inquiry learning over the last couple of days has focused on colour and rainbows as per our learning program and intentions.
We have been singing some songs about colours and the rainbow during morning group time.
RAINBOW EXPERIMENT
We also went to Home 2 with some friends from the school set up a rainbow experiment for us to do. We lined up skittles around a plate, added some water and waited and observed.
Liam: It will make a rainbow because all the colours will come out.
Arielle: It will be rainbow colours because I saw it on my iPad.
Tarvae: It’s a circle.
Alana: It’s yellow.
Krisha: Rainbow
Simon: Rainbow. The colours came out.
COLOUR MIXING AND PAINTING
PRAYER
In prayer, we sang our favourite song ‘Rainbow’ by Michael Chinn. We then shared our own special prayers about rainbows.
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.
Simon was building 3D shapes with the magnetic shapes
Tarun building with blocks and wooden people
Who’s hiding?
It’s Shruti!
“It’s a magic show”
Imaginative play
Kanish lining up the diggers.
Xavier “I Superman with a mask”
Building a road
Tavae: Stacking the blocks “It’s a rainbow”
Playing hide and seek
Omelia found Frankie
Playing musical statues
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
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.
Arabella’s observation of a turtle
Xavier noticed animals in the water
Ambrose drew a fish
Aicha’s drawing
Frankie identified the different parts of a Yabby
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
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!
Frankie: “There’s my eyes and my mouth, arms, legs and my hair”.
Omelia: “Ther’s a zipper and a jacket and eyes”.
Xavier: “My eyes”
Xavier: “ears”
Olivia: “This is me smile”.
Olivia: “These are my eyebrows”
Max: Pointed to his eyes
Max: Pointed to his nose and his ears
Aicha: “I see my eyes and my nose and my hair”.
Aicha: “These are my teeth”.
Arabella: “This my eyes and my face”.
Early Years Learning Framework
Outcome 1: Children have a strong sense of identity
Children develop knowledgeable and confident self identities
