NiNa Marni Dear LDC 3 children and families and welcome to our weekly blog.
Learning Intention -1
Support children in strengthening their social-emotional skills, creating foundations for respectful and trusting relationships with others.
Why:
- Positive Education is an approach to education that blends academic learning with character & well-being.
- According to the Berry Street Education Model, human beings are hardwired for connection. Emotionally, physically, mentally, and neurologically, we depend on connections with others to grow, develop and maintain our wellbeing.
- Preparing students with life skills such as: optimism, resilience, growth mindset, engagement, and mindfulness amongst others.
- Positive education is based on the science of well-being and happiness
- Supporting children to understand and manage their own feelings, thoughts, and behaviour.
- Developing the ability to communicate with empathy, care, and respect.
- Developing the ability to respond appropriately to other people’s feelings.
- To encourage the development of children’s innate exploratory drive, a sense of agency and a desire to interact with others.
- Supporting children to develop the capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others.
ILP’s:
ILP’s: all children
Teachers scaffolding learning :
- Visual provocations for discussion around positive education (bucket filling)
- Introduce concept of ‘Speck of gold’.
- Create visual display of bucket filling and specks of gold. Gain children’s voice.
- Facilitating group games with a strong emphasises on fairness and turn taking
- Positive reinforcement for desired behaviours
- Shared reading experiences with books about feelings and kindness.
- Using new Picture Exchange Communication System (PECS) symbols for my turn/ your turn (Encourage empathy through highlighting children’s feelings. and involving others in providing comfort and support.
- Trialling bucket filling lists.
- During circle time, discuss with children about their emotions and responses to events with a view to supporting their understandings of emotional regulation and self-control.
- Support children to engage in and persevere at tasks and play.
Environment as third teacher :
- Implementing new choice boards/reflecting on the effectiveness
- collaborative art experiences, enabling children to express themselves alongside others.
- Dramatic play spaces will be intentionally set up and supported by educators to help
- children develop their formation of relationships, emotional and social skills.
- Provide opportunities for children to contribute ideas through non-verbal modes e.g., visual prompts/support.
- Providing fidget tools when needed.
- Creating space and opportunities for unstructured play.
- Provide a range of active and restful experiences throughout the day and support children to make appropriate decisions. regarding participation.
- Provide physical and emotional support to children – staying. in proximity and verbalising social information to encourage positive peer interaction.
- Dramatic play spaces so children develop their formation of relationships emotional and social skills.
- Provide a range of active and restful experiences throughout the day and support children to make appropriate decisions regarding participation.
Leraning Intention 2
To encourage children’s expression of ideas through collaborative arts-making experiences in Visual Arts.
Why:
- Promotes teamwork, cooperation and respect for diverse ideas.
- Support learning, comprehension, and expressive communication.
- Nurtures creativity, encourage innovative thinking, and expand the horizons of imagination.
- Children learn to express their ideas and imagination through art
- Encourages children to experiment with unknown materials and use new methods and techniques to achieve their desired effect.
- Foster a sense of community and collective achievement.
- Helps boost children’s self-confidence and decision-making skills in the future.
- Helps children to process at their own speed and remember what to do, and in what order
- teacher scaffolding Learning
- provide resources that encourage experimentation with mark making different tools such as crayon, paintbrushes, chalk, fine-tip pens, pencils, texts and various surfaces such as paper, corrugated cardboard, foil, concrete, tiles.
- collaborative canvas painting
- support children to work vertically as well as horizontally, for example on the tabletop easel, paper hanging on the
- fence outside, painting with water on the brick wall.
- offer inviting visual art provocations, with natural materials such as flowers and fruit, or photographs, to stimulate mark making
Teachers scaffolding Leraning :
- place paper and mark making materials on the ground, for engagement in the prone position (laying on the tummy)
- painting with leaves, herbs and collage with natural materials
- finger painting using Perspex screen (also connects to learning intention regarding children’s social development, when a child is positioned on each side)
- outdoor water ‘painting’ with donated syringes
- Stonework outside in dirt
- Stick wrapping with fabric strips/lace/wool.
- Regular community walks
Specks of Gold!!
Community walk always had great fun and most loved experience in children .
