Niina Marni Long Day Care A children and families. Welcome to week 8 learning reflection.
Learning Intention 1:
Support children in strengthening their social-emotional skills, creating foundations for respectful and trusting relationships with others.
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.
According to the Early Years Learning Framework, “Responsive learning relationships are strengthened as educators and children learn together and share decisions, respect and trust. Responsiveness enables educators to respectfully enter children’s play and ongoing projects, stimulate their thinking and enrich their learning.”
For our pretend play experiences, we planned for setting up a shop. The educator discussed about shopping, and used flash cards to show what we may get from the shop, how the shop will look like and children came up with amazing ideas. We all are excited to set up our shop and enjoy the pretend play.
Cooper: Food, garlic bread, pet shop.
Jaxon: Screws, toys, cars.
Ryan. N.: Pig (toys), apples, ball.
Deklan: Watermelon.
Ryden: Cheese, ball, animals.
Ajak: Cheese.
Adrian: Books.
Pretend play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. When they play with other children, children create social groups, test out ideas, challenge each other’s thinking and build new understandings.
Physical/active play, music and movement, kid’s yoga support children to improve balance, flexibility, strength and stamina. Children learn to combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama. They also learn to demonstrate spatial awareness.
Discussing with children about their emotions and responses to events with a view to supporting their understandings of emotional regulation and self-control is included in our everyday circle time. They are developing their understanding about emotion, talking about what makes them happy, and what they’d like to do if they don’t feel ok.
Jumping and dancing experience with the song ‘Jump jump Jossie’ strongly emphasises on turn taking and fun movement.
Learning Intention 2:
To support children’s understanding and development of a growth mindset, especially when faced with challenges.
With a growth mindset, students continually work to improve their skills, leading to greater growth, competence, and confidence.
A growth mindset supports children’s self-esteem, enables them to learn new skills, and helps them to accept new challenges and see new opportunities.
Play provides opportunities for children to learn as they discover, create, improvise and imagine.
Open ended art and craft experiences always wins children’s endless interest.
Book Making
Spotlight Term 2: ‘What’s your book about?’
Oral story telling.
Reading picture books regularly.
Creating stories in small group experiences.
Book making station always on offer.
Draw on purpose.
After reading each text, children will be encouraged to discuss what they think of the text and how it relates to their own feelings and emotions about familiar experiences and memories.
Children will learn to listen and form questions based on their prior knowledge and newfound knowledge.
Children will learn to create artwork using favourite memories and favourite parts of a book.
Trajectories:
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To support children’s expression of ideas and identity through mark-making and collaborative art experiences.
- To challenge children’s construction skills by providing loose parts and STEM experiences.
- Setting up the shop with children and their ideas.
- Book making – supporting children to use their kindy writing along with their pictures. Encouraging them to read their books to the educators, other children, and in group time (publishing).