Niina marni preschool children and families and welcome to the end of week 6!
Learning Intention 1
To encourage children to consider the safety and wellbeing of themselves and those around them, creating an inclusive and respectful learning environment
Why
- 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 needed, and supports children to explore, experiment and cope with the unexpected
- To support children’s understanding of God’s love and how we can embrace his teachings.
- Inclusive education recognises the right of every child and young person – without exception – to be included in general education settings. It involves adapting the environment and teaching approaches to ensure genuine and valued full participation of all children and young people.
- Recently educators have noticed many children seeking additional physical challenges within our environment. We aim to ensure that children are taking ownership over their safety as well ensure that that all educators are using consistent strategies.
- 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
| Teacher scaffolded learning: |
| Community helpers: encouraging children to take ownership and pride over our community and enabling moments of regulation (one-to-one) interactions Shared Reading: One Hundred Languages & Monster and Me. Discussions around feelings, differences, acceptance, respect Ensuring consistency amongst educators, aligning with the Berry Street Model. Focus on giving children time and tools to ‘de-escalate’ using positive feedback as strategy to encourage positive interactions Connecting as a community through group and partner games Group reading of children’s books that include diverse characters |
| Environment as the Third Teacher: |
| displaying risk assessments in areas of discussions (from last week) Buddy’s from Holy Family that act as positive role models Provocations that promote partner, small group investigations emotions provocation providing sensory/fidget tools to de-escalate at moments of dysregulation organise the indoor and outdoor learning environment in ways that promote small group interactions and play experiences (for example: block building, sensory play, home corner – add natural elements and/or set up home corner outside |
This week the children ventured out to the wider school community to help pick up rubbish using tongs and a bucket. They absolutely love doing their part to keep our community and God’s world looking beautiful and healthy and have engaged in story time and discussions about why we do this .
Earth day:
For Earth Day this week they read ‘Louie and Skippy Save the Sea’ and ‘My Country’. This led to discussions about how to care for our land by picking up rubbish. Whilst doing this the children noticed there was lots of food waste in the school yard – another link to our Inquiry project!
Sensory experiences to support regulation:
This week the educators set up more sensory experiences for the children as a way of supporting children’s development of self-regulation and grounding.
Bookmaking
Spotlight Term 2: Illustrators draw things on purpose
ILP’S: AG, IP, JD, AA, MG, RM,
Weekly focus
Using mentor texts during booking making
Showcasing children’s completed books at group times
Mentor Texts
Details in illustration: Save the Sea
Day/Night: One Hundred Languages
Part of embedding bookmaking into the learning environment is supporting and fostering a love of literacy and storytelling.
This week the children engaged in group experiences such as a group singing of 5 little speckled frogs and bug in a rug. We also notice and respect the role of dramatic play in early literacy and the way it supports children’s emerging literate identities through play. When children engage in dramatic play in areas set up by educators and in their own creation, they take on various roles and when you stop and listen, you can hear their oral language through their role play and interactions with one another.
Inquiry project
What we want to know
-what other foods grow at this time of year?
-how long until the oranges will be ripe
-how do plants grow? What makes them the same and different?
-how does the weather affect the growth of plants and trees?
-could we grow our own plants?
What we’ve learnt
– Autumn is referred to as fall is some countries
-there are more bugs in our environment in Autumn
-not all trees drop their leaves
-some leaves turn purple before dropping
-lettuce, strawberries, cherry tomatoes, spinach, eggplant are growing in our environment
Resources and experiences
-Multimedia: for research and data collection
-library visits
-older school students
-veggie gardens/orange trees
-Mr McCarthy
-rooted plants: documentation
-Save the Sea
Trajectories:
-Diving deeper into inquiry project and ecology – lead to working towards more sustainable practices and implementing a worm farm
-Begin community walks and discussions with the children commencing school in term 3