Dolphins Room

1. Dolphins Room Teachers: Tabatha, Jenna and Ashlee

2. Walking stilt racing Reasoning: E and CI From 9.5.12 jumping sack race by Henry K, Henry P and Elizabeth W. Aim: For children to further their balance and coordination skills As an extension from yesterday’s (9.5.12) jumping sack races Grace, Antonio, Henry K, Henry P, and Elizabeth W all took part in a walking stilts race. This experience incorporates learning dispositions of cooperation, confidence, persistence as well as reflexivity as the children engage in this social experience. The children are encouraged to lay the stilts on the ground and then as they hold the string they are to then step onto the stilts. Once they have gotten their lance they are then free to race each other. Analysis of learning and link to the EYLF Links to the EYLF Outcome 4: Children are confident and involved learners a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating Outcome 5: Children are effective Communicators a) Children interact verbally and non-verbally with others for a range of purposes • Analysis of learning • Children develop learning dispositions of cooperation, enthusiasm, persistence and reflexivity. • Children engage in both verbal and non verbal communication. What’s Next? This experience will be made available throughout the week, CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input Date: 10.5.12 Observer: Tabatha McIntyre

3. We found a Rainbow Reasoning: CI by Grace while playing outside Aim: For children to resources their own learning While outside this morning Grace was lucky enough to locate a rainbow on the grass. As Grace shouted “look Tab, a rainbow!” Elizabeth, Henry K, Dominic and Henry P ran over to inspect their friends finding. As the children looked at the rainbow they independently went into a discussion about the colours they saw. Henry K pointed out that he could only see three colours. Henry P noted out loudly that he could see red, Elizabeth added “and I see yellow”. To further the children’s interest and knowledge in the rainbow I asked “where did the rainbow come from and how was it made?” understanding that this was a very tricky question for the children I was ready for any answer. However I was extremely surprised when Henry answered “ all the things around us is making the rainbow”. Grace said “the sun makes the rainbow” and then Elizabeth told me that it comes from the sky. I added to this by saying the sun is reflecting off all the objects in the playground and making a colourful rainbow for us to look at. See slide below for pictures Analysis of learning and link to the EYLF Links to the EYLF and Principles 2.Partnerships Outcome 4: Children are confident and involved learners b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating  Outcome 5: Children are effective Communicators a) Children interact verbally and non-verbally with others for a range of purposes c) Children express ideas and make meaning using a range of media d) Children begin to understand how symbols and pattern systems work e) Children use information and communication technologies to access information, investigate ideas and represent their thinking • Analysis of learning • The children are exploring their environment. • The children are furthering their colour recognition • The children are participating in a group discussion What’s Next? ? Providing the children are still interested. We will look at other things that help us learn more about rainbows. CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input Date: 10.5.12 Observer: Tabatha McIntyre

4. We found a Rainbow Reasoning: CI by Grace while playing outside Aim: For children to resources their own learning

5. Let’s Make Music!! Reasoning's: CI by Oscar, Devan and Alex from this weeks Spontaneous use of the instruments Aim: To engage the children in a creative music experience whilst exploring and analysing the various sounds. By engaging the children in a music and movement experience enables the children to begin to develop funds of knowledge regarding music such as beats, and rhythm, which can also incorporate mathematical concepts as they begin to count the beats. This experience also provides children with the opportunity to engage in a creative experience where they can freely express themselves. During free play Devan asked me if I could put on the bear hunt. As the bear hunt story come through the speakers. Devan started to jump up and down shouting “The bear hunt”. This got Alex and Oscar’s attention. All three boys stood at the CD player listening to the bear story. After about a minute Oscar walked over to the instrument tub and took out a handful of instruments and walked back over to Alex and Devan. Oscar then shared his instruments withhis friends and with some help they attached the wrist bells to their wrists and held onto the shakers. With their instruments ready to use Oscar, Alex and Devan made music as they they listened to the story. Depending on what part of the story we were up to, depended on how the boys used their instruments. At certain times of the story they would moved their arms and hands really fast making their instruments sound loud and then really slow quiet moves at others times. Analysis of learning and link to the EYLF • Links to the EYLF and Principles • 1. Secure, respectful and reciprocal relationships • Outcome 4: Children are confident and involved learners • a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity • b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating • Outcome 5: Children are effective Communicators • Children interact verbally and non-verbally with others for a range of purposes • Analysis of learning • Children engage in a creative music experience • Children use both verbal and non verbal communication What’s Next? This experience will be repeated throughout the week CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input Date: 10.05.12 Observed by: Tabatha McIntyre

6. Let’s Make Music!! Reasoning's: CI by Oscar, Devan and Alex from this weeks Spontaneous use of the instruments Aim: To engage the children in a creative music experience whilst exploring and analysing the various sounds.

7. Self Portraits Reasoning: EI by Ashlee to engage the children in an experience to help strengthen the children’s sense of identity. Aim: To engage the children in an experience which requires them to think about what they look like and to transfer this onto paper. During the month of May, the Dolphins will be learning to identify themselves as individuals in society. We are incorporating the idea of identity into our art experiences where children have the chance to examine their reflection in the mirror, talk about who they see and what features they have and then transfer their perception onto paper. This idea will eventuate into a clearer understanding for the children, that they are individuals whose actions can impact the world around them. Today I introduced Group 1 to a new style of self portrait. For this experience I implemented pre-cut facial features and a circle piece of paper and the children were able to paste and stick the features onto the circle. First they took a look at themselves in the mirror and then transferred their ideas onto the paper. Many of the children were able to independently paste on the glue and stick the features on the circle by themselves. They each were given a choice of eye colour out of green, blue or brown and everyone chose the correct colour of their eyes with or without looking in the mirror again. Devan, Darcy, Elizabeth M, Amelia M, Morgan, Oliver, Zane, Ariane, and Holly completed their face, while Dominic and Grace continued with painting their self portrait. The children are developing a greater sense of self by observing that they each have their own individual features and bodies. Analysis of learning and link to the EYLF Links to the EYLF Outcome 1: Children have a strong sense of identity c) Children develop knowledgeable and confident self identities Outcome 2: Children are connected with and contribute to their world Outcome 3: Children have a strong sense of wellbeing a) Children become strong in their social and emotional well being • Analysis of learning • Learning to identify our features • The children develop an awareness of themselves as individuals What’s Next? This experience will continue as we are learning to identify who we are CI - CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input EI = Educator Input Evaluation IT = Intentional Teaching CM = Community Input Date: 10.5.12 Observed by: Ashlee McGovern

8. Self Portraits

9. EYLF Learning Outcomes Summary Outcome 1: Children have a strong sense of identity a) Children feel safe, secure and supported b) Children develop their emerging autonomy, inter-dependence, resilience and sense of agency c) Children develop knowledgeable and confident self identities d) Children learn to interact in relation to others with care, empathy and respect Outcome 2: Children are connected with and contribute to their world a) Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation b) Children respond to diversity with respect c) Children become aware of fairness d) Children become socially responsible and show respect for the environment Outcome 3: Children have a strong sense of wellbeing a) Children become strong in their social and emotional well being b) Children take increasing responsibility for their own health and physical wellbeing Outcome 4: Children are confident and involved learners a) Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity b) Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating c) Children transfer and adapt what they have learned from one context to another d) Children resource their own learning through connecting with people, places, technologies and natural and processed materials Outcome 5: Children are effective Communicators a) Children interact verbally and non-verbally with others for a range of purposes b) Children engage with a range of texts and gain meaning from these texts c) Children express ideas and make meaning using a range of media d) Children begin to understand how symbols and pattern systems work e) Children use information and communication technologies to access information, investigate ideas and represent their thinking  Source: Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia

10. EYLF Principles Summary The following are five principles that reflect contemporary theories & research evidence Concerning children’s learning & early childhood pedagogy. The principles underpin practice that is focused on assisting all children to make progress in relation to the Learning outcomes. 1. Secure, respectful and reciprocal relationships Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in their learning. Through a widening network of secure relationships, children develop confidence and feel respected and valued. They become increasingly able to recognise and respect the feelings of others and to interact positively with them. They also help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork. 2. Partnerships Educators create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful. In genuine partnerships, families and early childhood. Educators value each other’s knowledge of each child, value each other’s contributions to and roles in each child’s life, trust each other, communicate freely and respectfully with each other, share insights and perspectives about each child and engage in shared decision-making. Partnerships also involve educators, families and support professionals working together. 3. High expectations and equity Early childhood educators who are committed to equity believe in all children’s capacities to succeed, regardless of diverse circumstances and abilities. Children progress well when they, their parents and educators hold high expectations for their achievement in learning. Educators recognise and respond to barriers to children achieving educational success. In response they challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children. 4. Respect for diversity There are many ways of living, being and of knowing. Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families. Educators honour the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. They value children’s different capacities and abilities and respect differences in families’ home lives. Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. When early childhood educators respect the diversity of families and communities, and the aspirations they hold for children, they are able to foster children’s motivation to learn and reinforce their sense of themselves as competent learners. 5 Ongoing learning and reflective practice Educators continually seek ways to build their professional knowledge and develop learning communities. They become co-learners with children, families and community, and value the continuity and richness of local knowledge shared by community members, including Aboriginal and Torres Strait Islander Elders. Reflective practice is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision-making about children’s learning. Source Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia

11. Room Daily Plan for Date: 11.05.12 Date Written: 10.5.12 Initials: TM, AM, JS CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous FI = Family Input = Evaluation EI = Educator Input IT = Intentional Teaching CM = Community Input