Holy Family Catholic School Early Learning Blog LDC -4 (Term -1/Week 5)

Nina Marni, all our amazing learners and wonderful families,

Welcome to our first term & week five blog.

Learning Intention:1

To nurture and deepen each child’s innate sense of agency in decision making and routine/self-help tasks.

Why?

The sense of agency is defined as the sense of oneself as the agent of one’s own actions. This also allows oneself to feel distinct from others and contributes to the subjective phenomenon of self-consciousness.
In the approved learning frameworks, agency is defined as being able to make choices and decisions to influence events and to have an impact on one’s world. Supporting children’s agency is about recognizing that children have a right to make choices and decisions and can initiate their own learning.
Children who have opportunities to effectively assess and manage risk at an early age will be better equipped to deal with risk as an adult. It also creates a learning environment where children can identify their limits, seek help when need, and supports children to explore, experiment and cope with the unexpected.
There are many benefits to children participating in decision making, such as learning to consider the needs of others, developing problem-solving skills and it can increase their commitment to making decisions work.

ILP’s: All children

This week we focusing with our children to learn some important self-help skills including their own decision-making skills and understand our daily routines.

Self-help skills are a set of essential life skills that allow children to perform daily tasks independently. These skills include dressing, feeding, hygiene, and other personal care tasks that promote independence and self-reliance. By teaching children self-help skills, we can help them become more confident and capable individuals.

Here are some examples that children are learning by self help skills like,

Communication: Children can learn to express their needs, wants, and feelings using words and gestures.

Dressing: Children can learn to put on and take off their clothes, shoes and socks.

Feeding: Children can learn to use utensils, pour liquids, and clean up after themselves.

Hygiene: Children can learn to wash their hands with using soap regularly and independently.

Tidying up: Children can learn to put away toys, books and other items in their designated places.

In Our Early Learning Center educators are teaching children about self independent and also supporting them during their daily practice.

In our daily routine,

Consistent support and rituals on arrival and departure by educators (unpack / packed bags including water bottle, hat, shoes/socks, spared dirty cloths etc.)
Educators discuss around the role we play in self-care practices by Role modelling with applying sunscreen, healthy eating with different cutlery, washing hand with soap, putting hats on head etc.
Educators discuss about what children enjoyed. Provide opportunity for all children to be the decision maker, drive our learning and experiences.
A visual daily routine to be implemented and discussed during group time each day
Educators discuss in group time, what is next in the routine with the children to help set a strong foundation for predictability and support the ease of transitions for children in daily practice.
Encouraged children to help as a community helper roles e.g. Ask help for packing and cleaning Indoor/outdoor area with friends with providing enough direction.

Willow said to educator, I like to do cleaning. I can do myself.

Dawn told Jess, look jess I am faster then you.

Rita said, I am sweeping floor. Now floor look nice and clean teacher.

Holy asked educator, I want some more sunscreen teacher for my hand please.

Henry told holly, did you put sunscreen on your face?

Charlotte putting some more lattece on her burger with making sound like more….more.

Children loved to do yoga practice on our quite time. They trying to do some postures according to the picture.

Learning Intention:2
To support children’s expression of ideas and identity through mark-making and art experiences.
(Revisiting this learning intention to extend their book making experiences)

Why:
• Mark making simply refers to the creation of different patterns, lines, textures, and shapes.
• Mark-making is not just about early writing; it is a sensory and physical experience which can be enjoyed by all ages and abilities.
• As well as early writing, mark-making can develop into mathematical representation and creative expression.
• Making marks enables children to develop their hand eye co-ordination and fine motor skills through practicing to hold a tool,
• deciding what grip suits them best, which hand feels most natural and through making small, controlled movements using the tool.
• By giving children, the opportunity to explore different mediums of mark making, it engages them in sensory play and allows them to discover exciting new materials.
• This helps to enhance a child’s critical thinking, brain development and language development, which gives them the ability to
• build onwards more complex learning tasks in the future.

ILP’s: All Children.

Chidren enjoyed variety of different experiences with friends and educators. They all are looked very engaged and involved in their own world.

Children talked and giggled during the play time.

Harrison, Sadie, Dawn, Holly, Henry & Yuri putting their emotions by drawing.

Bentley and Willow trying to draw some alphabates and focusing some litracy.

charlotte making some patterns on playdough.

CHILDREN MAKING THEIR OWN BRACELET AND NECKLACE : –

Beading activity with Children is very useful for improving their creativity, Visual fine motor skills ,developing their cognitive skills & Social /Communication skills. Making patterns from beads, choosing colors for a bracelet, or deciding what to make with various materials like beads with different coloured & shape of pasta, are all fantastic challenges that helping children to improve their cognitive skills. Children looked very engaged and focused in this activity. During this experience children practice their great eye – hand co ordiantion. Learned sharing and taking turns with other children. Children did that experience is under educaotr supervision.

Sebastian focusing very nicely to putting some beads on treads.

Luca and Bentley also trying to make some baracelets.

COMMUNITY VISIT WITH FRIENDS AND EDUCATORS.

Learning Intention 3:
Sacred symbols are special and important.

Why?
Doctrinal Insights from the Catholic Tradition that support this Enduring Understanding include:
Sacred symbols remind us that God is close to us, and with us.
• In my Catholic learning environment, I can see many sacred symbols.
o Candle flames remind us that God is with us.
o The Bible reminds us of God’s love for us through special stories.
o The Cross reminds us of Jesus.
o Water is used for special blessings
• Sacred symbols are used in my school/ELC and in church celebrations, prayer and liturgy. (CCC1145)
Other faith traditions also have sacred symbols

ILP’s: All Children.

The Sign of the Cross is a prayer to God.

The Sign of the Cross is a prayer with actions and words.
The words remind us that God is called Father, Son and Holy Spirit. T
he actions represent the symbol of the Cross, and that prayer involves our head, heart and body.

God has established prayer as a means for us to communicate with him. Through prayer, we can praise God, ask for forgiveness, thank God for all he’s done, and let our requests be made known to him. Prayer allows us to open our hearts to God and let him know our innermost thoughts and desires.

Children actively taking part in our regualr daily prayer practice. They all are taking turns to light up the candles and blow the candles. Children also learning prayer slowly. They all children are doing amazing job during prayer time. we all educators are very proud of them. Keep it up my friends.