PORTFOLIO WENDY WALLACE DOB

1. PORTFOLIO WENDY WALLACE DOB PORTFOLIO Name Oscar Earnshaw DOB 3.12.08

2. Name: Oscar Earnshaw PORTFOLIO WENDY WALLACE DOB

3. My first day at On Oscar’s first day he was a little sad due to his unfamiliar surroundings. With the comfort and support from both Diana and Tabatha, Oscar began to settle with some outdoor play and equipment.

4. Date: 21.09.10 Observed by: Tabatha McIntyre Learning outcome: 4b To foster the children’s hand and eye co-ordination we have set in place an experience using the shape sorters. The aim of this experience is to thread different shapes thought the lid of the container. This morning Oscar and Tabatha sat in a quiet area while outside. Using this opportunity to involve Oscar in one of our experiences Tabatha introduce him to the shape sorter. Without any prompting Oscar took off the lid to the container and started to pull out the shapes one by one. Once empting the container Oscar looked to Tabatha who then demonstrated the next move. After Tabatha threaded a few shapes in the slots on the lid Oscar attempted to mimic her actions. As Oscar was trying to thread a circle shape through the triangle slot he began to get upset. With Tabatha guiding Oscar and showing him what slot the circle went through Oscar was able to successfully get the circle in the container. Experience: Shape sorterAim: To further the children’s hand and eye co-ordination Reasoning: IT by Tabatha for Oscar Interpretation: Oscar allows his teachers to interact with him. Oscar seeks his teachers for guidance. Oscar is able to mimic their actions. Follow up experience: To further Oscar's understanding of the shape sorter we will be continuing with this experience . Date of follow experience: 24.09.10 Evaluated by Tabatha McIntyre Date: 24.09.10 Oscar displays little interest in the shape sorter therefore we were unable to evaluate Oscar’s actions. CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

5. Observers: Tabatha and Diana Month of September Oscar’s photo gallery

6. Date: 1.10.10 Observed by: Tabatha McIntyre Learning outcome: 3b By implementing the castle into the children’s play we are providing opportunities for imaginary play. The children use the props included in this experience and created different role play scenarios which is developed by their imagination. During our morning play Oscar involved himself in the large wooden castle. Oscar implemented many different props and started creating his own little city. Oscar used his and the cars around him and manoeuvred them around the outside of the castle making quiet motor sounds. As Oscar invited the wooden people into his play he carefully placed them in different sections of the castle and then turned his focus back onto the cars. Experience: Castle playAim: For the children to use their imaginationReasoning: IT for the whole group Interpretation: Oscar is able to independently engage himself in experiences around him. Throughout his play Oscar uses his imagination by enacting motor sounds. Follow up experience: To further foster Oscar’s imagination we will be setting a corner filling it with blocks, animals and wooden people. Date of follow experience: 8.10.10 Evaluation: Oscar engaged in our construction area this morning. As Oscar did this he was playing side by side three of his peers. Oscar sat and reached into the middle where the blocks were located and would pick a block to this existing pile. Oscar spent a further 10 minutes exploring the size and shape of the blocks. Evaluated by: Tabatha McIntyre Date: 19.10.10 CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

7. Over the week the children will be making their own placemats using some cut outs of cutlery and plates. These paintings will be turned into placemats, added with their photos used to encourage the children to find their picture at the table making our meal times more interesting. Experience: Placemat ArtAim: To encourage children to sit down during meal times.Reasoning: IT for whole group • This morning for art and craft Oscar participated in making his very own placemat using cotton buds and glitter mixed with red and white paint for texture. • Using different methods Oscar would make small dots onto his piece of paper first to test out his cotton bud onto his cutlery cut outs concentrating in the corner of his piece of paper. • Once Oscar began to get the hang of it, Oscar would drag his cotton bud from the left side of the paper and work his way towards the right side of the paper covering his art with lines. Date: 7.10.10 Observed by: Diana Tong Learning outcome: 1c CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

8. This morning the children explored the sensory feel of the white play dough that was made by the whole group. A variety of resources were provided to the children to encourage the children to manipulate the play dough and create different items. Throughout the morning the children would come and go and then come back again and visit the play dough table. As the children involved themselves in this experience they all manipulated the play dough differently. Oscar approached the table with curiosity. He hovered around the table for a few minutes before taking a seat. Once he sat down Oscar sat there for a further few minutes and observed his peers engaging in the play dough before actively involving himself. Once comfortable Oscar picked up a plastic knife and slowly he would cut small slits in his play dough. Oscar continued to do this most of his play, simply exploring the texture and learning about cause and effect. Experience: hands on with play dough Aim: To provide messy play experiences for the children.Reasoning: CI Date: 28.10.10 Observed by: Tabatha McIntyre Learning outcome: 5d CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

9. Observers: Tabatha and Diana Month of October Oscar’s photo gallery

10. Date: 3.11.10 Observed by: Diana Tong Learning outcome: 4 By implementing an experience a day from our outdoor plan, the children showed a great interest in our throwing games with the small colourful balls and a tub. • As Oscar gathered around Diana this morning for a game of throwing. Oscar was encouraged to stand a couple of feet distance from the tub to practice his throwing skills. • Whilst some of the children were comfortable with throwing from a further distance Oscar would run to a closer distance and throw using an over arm throw to get his ball into the tub. • The game became trickier as Diana would hold the basket at a slightly raised angle for Oscar to throw the ball in. • Oscar found this interesting and continued to aim for the basket for a good fifteen minutes sometimes at close range and sometimes a few feet away. Experience: Balls in a tubAim: For the children to further their gross motor skills and confidence in throwing.Reasoning: IT for whole group CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

11. In the cupboard on the shelf we have a range of activities for the children to access throughout the day. This morning Oscar took from the cupboard the basket of puzzles. That is when Diana moved the basket to the table for easier access. As Oscar sat at the table he picked up a few different pieces and lay them out in front of himself. Oscar then attempted to push the puzzle pieces together. With Tabatha watching she joined Oscar and assisted Oscar by finding pieces to the some puzzle. After this Tabatha then connected, two out of the three piece puzzle and encouraged Oscar to connect the last piece giving a quick demonstration first. Oscar then tried to do this himself but was still having a little trouble. Lifting the piece off the table and connecting it. Tabatha further aided Oscar by holding his hands and directed his hands so that he was able to see how to manoeuvre his hands next time. With the puzzle complete Oscar took a couple of minutes to see the picture. Tabatha saw this and said “it’s a dog”. Experience: Puzzle play Aim: For the children to actively involve themselves into problem solving.Reasoning: CI by Oscar • Interpretation: • Oscar understands his wants and is able to independently implement this wants into his routine. • Oscar allows his teachers to assist him when needing guidance. • Oscar needs further assistance with manipulation with his fingers when holding objects • Follow up experience: We will be implementing sticker play into Oscar’s day to aid his fine motor manipulation skills. • Date of follow experience: 9.11.10 • Evaluation: See slide below Date: 4.11.10 Observed by: Tabatha McIntyre Learning outcome: 4 CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

12. This morning the children were given a film of stickers. This experience has been implemented as an extension to this mornings art. The reason behind this experience is to foster the children’s fine motor movement as they manipulate their fingers in order to pull the sticker off the film. Experience: Stickers Aim: To foster children’s hand and eye co-ordination skill Reasoning: IT by Tabatha Throughout this experience the children paid very close attention as they allowed Tabatha to demonstrate first the use of this exercise. After this all the children that participated displayed eagerness to take over and have a go themselves. Oscar and Tabatha worked together to pull off each sticker. As Tabatha folded the film Oscar pinched the end of the sticker with his index finger and thumb and then pulled in a down-wards motion before sticking the sticker down on the paper. After about 10 minutes Tabatha encouraged Oscar to try to do this himself. Oscar took the film from Tabatha and laid it out in front of him. Oscar then used his finger nail to scratch at the stickers waiting as they begun to peel off. Date: 9.11.10 Observed by: Tabatha McIntyre Learning outcome: 3a CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

13. To further familiarize the children with each of the primary colours we implemented an art experience that involves these three colours. As the children took part in our finger painting they spoke with their teachers about the colours and were encouraged to name them as they used them. • This morning Oscar engaged in finger painting, the teacher invited Oscar and asked him to join her. Oscar was unsure to begin with and only used his left point finger and slowly moved it across the paper. • As Oscar became more comfortable with the texture on his finger he used his thumb and middle finger on his left hand. When Oscar was asked what colour he was painting with he answered, “Colours.” • This activity allowed the children to explore different colours and different textures using one of their five senses. Experience: Finger painting Aim: Explore primary coloursReasoning: IT for Tahlia and Charlie L Date: 16.11.10 Observed by: Renee C Learning outcome: 4c CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

14. Observers: Tabatha and Diana Month of November Oscar’s photo gallery

15. With Christmas fast approaching the children are making their own Christmas stocking. Using an outline of a stocking and pastel coloured paint the children are decorating their own personal stocking to their liking. Oscar took his time to get started with his art. After looking into the pot and moving the cotton bud through the paint Oscar then pulled the cotton bud from the pot and applied it to his stocking. With each touch the cotton bud made with the paper Oscar was able to watch before his eyes the cause and effect of paint. Oscar applied small amounts of paint at a time before inspecting each added colour. After decorating his stocking Oscar spent some time exploring the texture of the paint. Once putting his hand in the paint pot Oscar would move his fingers around feeling the thick gooey texture. Experience: Christmas StockingAim: To start preparing the children for the coming holiday.Reasoning: IT Date: 1.12.10 Observed by: Tabatha McIntyre Learning outcome: 4c CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

16. Date: 14.12.10 Observed by: Tabatha McIntyre Learning outcome: 1d While outside Oscar initiated a game of Peek a boo with his peer, Henry. Using the window as the object to hide behind both boys displayed their ability to interact, without any prompting or encouragement from their teachers. After observing Tabatha and Henry play a short game of peek boo Oscar walked over and stuck his head in the window looking for his peer to come out again. When Henry did again reveal himself Oscar said “boo” and giggled. This encouraged Henry to pull his head back in and out of the window a couple more times. Before long Henry walked away and Oscar took his place allowing Tabatha to continue the game saying boo when he appeared and asking “where’s Oscar when he was hidden?”. Experience: Peek a booAim: To interact freely with peers Reasoning: CI by Oscar with Henry P • Interpretation: • Oscar is interacting with his peers and teachers. • Oscar displays the ability to communicate throughout this game. • Follow up experience: To foster Oscar’s interaction with his peers we will be implementing “row row row your boat” for music and movement • Date of follow experience: 15.12.10 • Evaluation: (SEE BELOW SLIDE) CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

17. Date: 15.12.10 Observed by: Diana Tong Learning outcome: 1d This morning the Starfish children joined Diana and Tabatha for a game of “row, row, row your boat”. Through this game the children would link arms and push and pull each other back and forth whilst we would sing the song. Experience: Row your boatAim: To interact freely with peers Reasoning: F for Oscar Oscar joined Diana this afternoon for a game of row row. With Diana holding her arms out and encouraging Oscar to take hold of them. Oscar quickly placed his hands out holding onto Diana’s. Diana sung the song first once whilst Oscar participated through watching and learning. Once we were done, Diana asked “shall we do that again?” and Oscar babbled and smiled. Together Diana and Oscar would move along to the song by moving each other forwards and backwards through linking hands for rowing action. For rock your boat, Diana and Oscar would link hands and sway from side to side pretending as though we were rocking on a boat along the sea. CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

18. Observers: Tabatha and Diana Month of December Oscar’s photo gallery

19. For art and craft this week the children will concentrate on primary and secondary colours. The children will have their hand painted and place their hand onto the paper, slowly adding another colour to create a mixture of colours for the final product. This morning Oscar engaged in hand painting. As Tabatha started to paint Oscar's hands he wiggled while giggling. After being able to paint his hand Oscar looked to Tabatha. Tabatha saw this as Oscar asking what to do next and she encouraged Oscar to pat his hand all over his paper. Oscar did this filling the right side of his paper with yellow paint. After this Tabatha added blue paint to his hand and encouraged him to do this same thing. As Oscar moved his hand around Tabatha asked questions like “What does the paint feel like?”, “What colour does blue and yellow mixed together make? The last colour Tabatha added to Oscar’s hand was red. Experience: Hand PaintingAim: To experiment with primary colours to make secondary colours. Reasoning: CI Date: 4.01.11 Observed by: Tabatha McIntyre Learning outcome: 1c CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

20. In the Starfish room there is a wooden lock box with several doors and latches for the children to experiment with use their cognitive and fine motor abilities to open doors discovering small nooks and crannies. Experience: Lock boxAim: Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating Reasoning: CI by Charlotte and Oscar • Through experimentation and trial and error, Oscar and Charlotte were able to work together to fasten and unfasten several types of locks discovering cause and effect. • Oscar would work on one end opening flaps and pulling open doors, whilst Charlotte sat on the other end unfastening hooks. • Charlotte then made her way over to the other side and Oscar sat back and watched on as Charlotte began to fiddle with the chain and hook to unlock the yellow door. Charlotte was able to successfully lock and unlock the door using the chain and bolt. Date: 5.01.11 Observed by: Diana Tong Learning outcome:4b CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

21. Date: 6.01.11 Observed by: Tabatha McIntyre Learning outcome:4b To foster the children’s hand and eye co-ordination we have provided an experience using the shape sorters. The aim of this experience is to thread different shapes thought the lid of the container This morning Oscar and Tabatha found a quiet spot in the starfish room and engaged themselves in the shape sorting container. With two shape sorters sitting in front of Oscar he began taking all the shapes out from one container. After emptying only one he began finding the correct slots to slid the shape through. Picking up the star shape first Oscar went to slot it in the square slot. This of course would not go through so he immediately went for the next slot until finding the star slot. Tabatha sat next to Oscar the entire time waiting to give direction but found that Oscar was able to fill the container up again using trial and error without her assistance. Experience: Sorting shape Aim: Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating Reasoning: CI by Oscar • Interpretation: • Oscar displays the ability to use problem solving skills as he works through this experience. Oscar also displayed the ability to do this experience without assistance from his teachers • Follow up experience: To further Oscar’s fine motor skills we will be introducing Oscar to a threading experience • Date of follow experience: 17.01.11 • Evaluation: While Oscar sat with Lauren and Lauren demonstrated the use of the stringing activity Oscar walked away not interested. • Date: 28.01.11 Evaluated by Lauren Smart CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

22. Observers: Tabatha, Diana, Lauren and Renee Month of January Oscar’s photo gallery

23. Experience: Painting our environment Aim: for children to share and interact with one another. Reasoning: S While outside this morning Tabatha brought out a bucket with several paint brushes. She then encouraged the children to join in and help her paint the surroundings. By providing this experience the children are building on their sharing skills whist cooling off. As soon as the children spotted the bucket of water they quickly ran over. After they had picked up a paint brush they started painting the window. While the children were crowding each other Oscar slipped in under everyone and got himself a nice close seat near the bucket. By doing this Oscar was positioned near the water and the window therefore not having to move much. Oscar used his whole arm as he moved it up and down painting the large part of the window. • Date: 2.02.11 • Observed by: Tabatha McIntyre • Learning outcome: 2c CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

24. Date: 3.02.11 • Observed by: Tabatha McIntyre • Learning outcome: 2b Experience: Chinese Corner Aim: Children respond to diversity with respectReasoning: IT for whole group As today is Chinese New Year, the Starfish have been celebrating by participating in some Chinese themed activities including our Chinese food corner. • As the Starfish children entered the room upon arrival this morning the first activity they walked straight over to was the Chinese food corner. • During Oscar’s play he spent time taking all the cooking utensils off the table and stacking them into his arms before walking over to the wooden sink and dropped them in the opening. • As Oscar was clearing the table Kristian was removing the kitchen utensils from the sink & returning them to the table reversing all Oscar’s hard work. • They continued to do this both back and forward. Interpretation: Oscar is using the resources around him and initiating his own play. As Oscar stacks up the resources he is using coordination and balance to move the items from one area to another. Follow up experience: to further his interest in dramatic play we will set up a shop adding baskets and or shopping trolleys to feel with items of his own choice Date of follow experience: 14.01.11 Evaluation: Oscar was away the week we implemented the shopping. However this week we have the doctor’s surgery set up. Today Oscar was encouraged to join Tabatha in this area. Oscar played in this area for about 5 minutes before walking away. Date: 23.02.11 Evaluated by Tabatha McIntyre CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

25. Experience: Valentines Day Art Aim: For the children to experiment with different mediums. Reasoning: It by Lauren for whole group For art and craft this week the children will be decorating love hearts. They will be using red and gold glitter paint and sponge paint brushes. • This morning for art and craft Oscar decorated love hearts which will be hung up in the room for Valentines Day. • Oscar used his left hand to hold on to the sponge brush. He would hold the top of the sponge brush in a palmer grip and softly bang the sponge down on to the love heart paper.He would then pick up the glitter shaker and slowly shake the glitter on to his love heart paper. Lauren asked Oscar what colour paint he was using and what shape he was painting? Oscar was able to repeat after Lauren saying “red”. • Date: 10.02.11 • Observed by: Lauren Smart • Learning outcome: 2b CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

26. Observers: Tabatha, Diana, Lauren and Renee Month of February Oscar’s photo gallery

27. Date:4.03.11 Observed by: Tabatha McIntyre Learning outcome: 1d Outside this morning we set up a table with African animals. This table was set up to encourage the children to explore and play using their own imaginations. While Oscar and Sophie were outside this morning they travelled and explored each of the experiences together. Oscar and Sophie played on the bikes together, engaged in the junior engineer set up together and even played with the African animals together. While sitting at the table with the animals I observed from a distance and listened as Oscar and Sophie were singing and babbling to each other and passing the animals back and forth. After giving both Oscar and Sophie some time to interact and bond I walked over and asked what they were doing. To this Oscar gave me a large smile and handed me the elephant. When I asked him what does the elephant do Oscar replied by moving his arm up near his face and made the sound of an elephant. Experience:Socializing Aim:For children to participate in small world imaginary play. Reasoning: CI by Oscar and Sophie Interpretation: Oscar is forming a friendship with Sophie. Oscar responds to the interaction with Sophie by exchanging babble. Oscar also is able to communicate to his teachers as he mimicked the actions and sounds of the animals to Tabatha. Follow up experience: To foster Oscar’s interactions with peers we will be implementing ‘Row row row your boat’ into our music movement. Date of follow experience: 12.03.11 Evaluation: See slide below CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

28. Experience: Row, row, row your boat Aim:To encourage and provide opportunities for Oscar to interact with his peers. Reasoning: F for Oscar. This morning the children took part in a game of “Row rowrow your boat”. This game had been implemented into our routine to encourage the children to interact with one another as they hold hands and follow actions together. Tabatha initiated this game at first with Oscar. Oscar happily took Tabatha's hands and followed the actions as Tabatha sung the song. Right at the end when Tabatha sung the line “don’t forget to scream” Oscar let out a very loud scream. By the time Oscar and Tabatha had gone through the song the first time Kristian and Ethan had come over to join us. With some new friends joining the game we started the song again and followed along to the actions. After going through the song the second time Tabatha encouraged the children to change partners. Oscar and Ethan paired up and Tabatha and Kristian paired up. • Date: 10.03.11 • Observed by: Tabatha McIntyre • Learning outcome: 3b CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

29. By providing the peg boards as a cognitive experience the children have the opportunity to expand on their fine motor development as they use the small muscles in their hands and fingers to hold and position the pegs. Experience: Peg Boards Reasoning: It by Tabatha for whole group Aim: For children to match the pegs to the coloured sheet underneath. Oscar had a turn with the peg boards. Once setting this experience up Oscar walked over and took a seat. I stood back waiting to see what he would do, ready to give direction if needed. However Oscar started taking the coloured pegs from the basket one at a time and placing them into the holes on his board. As Oscar worked through the pegs he was very cleverly matching up the coloured pegs to the coloured spots on the sheet under the board. When I noticed this I pointed to the red peg and asked “What colour is this?” Oscar answered “R”. I then moved on and asked him what colour the rest were. Oscar answered correct each time saying either “gr”, “blue” and ”ye”. Date: 18.03.11 Observed by: Tabatha McIntyre Learning outcome: 4b CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous = Evaluation IT = Intentional Teaching PF = Parent Feedback

30. Today we encouraged the children to explore a new way of painting by using the window as a canvas before placing a sheet of paper over the top to achieve a print. The children had a selection of coloured paints to choose from at their freewill. Many different techniques were explored as this experience had no constraints to their expressions and ideas. Experience: Window paintingReasoning: IT by Lauren, for whole group, children to explore a variety of colours and different ways of painting. Aim: Open creative experience that encourages the children to select techniques, colours and methods to create their own outcomes. For art and craft this morning Oscar participated in window painting. Oscar was able to freely pick what colours he wanted to use as he painted the window. Oscar would use his right hand in a palmer grip. As Oscar was provided with enough space he would slowly paint the window creating long lines down and across the window. With some help from Lauren, Oscar was able to stick the piece of paper down on the window we then both used our right hands to slowly rub the piece of paper back and forth. Once seeing the finishing product Oscar was asked what colours he could see. Date: 17.3.11 Observed by: Lauren Smart Learning outcome: 4b CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

31. Observers: Tabatha, Diana, Lauren and Renee Month of March Oscar’s photo gallery

32. We have a range of different experience set up on the cupboard shelves for the children to access throughout the day. We set up these experiences to provide children with experiences to stimulate their minds while also providing opportunity to socialise with their peers. This morning Oscar and Daniel did just that. During free play Oscar took from the cupboard the stacking resources. As he took it down he guided it over near book corner. Oscar sat down and then started the process of empting the rods of each of the pegs. As he did this Daniel walked over and took a sit in front of him. Oscar’s reaction to this by smiling and offering Daniel a peg. Daniel reached out and took the peg and placed it on his finger. Daniel then, with the peg on his finger reached out to Oscar and Said “Hello”. Oscar responded by mimicking Daniel’s actions. Together they then started to pick each of the pegs off the floor and thread them back on their rods. In between doing this they would laugh and giggle to one another. Experience: Forming FriendsReasoning: S and CI by Oscar and Daniel Aim: For the children to engaging in conversation. Date: 5.04.11 Observed by: Tabatha McIntyre Learning outcome: 3b CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

33. Experience: Play dough Reasoning: S due to the wet weather outside Aim: For children to use the play dough tools to mould objects using their play dough. Due to the wet weather outdoors, we have incorporated some indoor activities including play dough. The Starfish children have been moulding their play dough into different shapes using rollers, cookie cutters and scissors. • Oscar participated in play dough moulding during indoor play this morning. • Oscar would choose the rolling pin to mould his play dough with. Upon picking up the rolling pin Oscar would hold the rolling pin sideways and started making indents into his play dough making circular patterns. • Oscar then turned his rolling pin flat and began to press onto his play dough softly. • Date: 06.04.11 • Observed by: Diana Tong • Learning outcome: 4a, 4b Interpretation: Oscar is able to independently select different resources during his play episode. Follow up experience: We will continue with play dough for Oscar to further his hand manipulation skills. Date of follow experience: 7.04.11 Evaluation: Oscar sat at the table observing his peers before joining in on this experience. With some encouragement Oscar picked up a variety of tools and explored different ways in which you can mould play dough. Evaluated by Tabatha McIntyre Date:21.04.11 CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

34. Experience: Sea creatures Reasoning: FI by Oscar’s family as he is beginning to learn to swim. Aim: For children to identify at least 3-5 sea creatures. For art and craft this week the children will be focusing on different sea animals. The children will be provided with different coloured paints, glitter, cotton buds and paper with sea animal outlines. For art and craft this morning Oscar sat down and decorated different sea animal out lines. Oscar used various techniques to create his artwork. when using the cotton bud he would make circular, lines and dot patterns on his paper. Also provided was a spray with pink and purple paint inside with a little help Oscar was able to push down on the big red pump button and watch the colours come out onto his paper. Once all the paint was on the paper Oscar was encourage to grab a pinch of glitter from the glitter box and sprinkle it on her paper. • Date: 05.04.11 • Observed by: Lauren Smart • Learning outcome: 4a, 4b CI - Child Initiated E = Extension F = Follow up S = Spontaneous = Evaluation IT = Intentional Teaching FI = Family Input

35. Observers: Tabatha, Diana, Lauren and Renee Month of April Oscar’s photo gallery

36. Play Dough Reasoning: IT- allow the children to explore their fine motor skills Aim: To further develop on the children’s fine motor skills through making things using play dough I sat down at the table as the children joined me where we began to play with play dough. Oscar, Madison, Alexander and Edward sat down and joined me where we began to create things with the play dough using the different shapes, cutters and rolling pins. Oscar sat down at the table where he began to pull apart the play dough placing it together. He picked up the cutter with his right hand and cut the play dough. Once he had finished he held up the play dough while saying “car!” • Analysis of learning and link to EYLF • Outcome 5: Children are effective Communicators • c) Children express ideas and make meaning using a range of media • The children had the opportunity to explore their fine motor skills • The children used their dramatic play skills as they explored different objects through play dough making Date: 12.05.11 Observed by: Samantha Wade CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous = Evaluation IT = Intentional Teaching PF = Parent Feedback

37. Making Jam Sandwiches • Reasoning: F for Sophie • Aim: To involve Sophie in a real cooking experience making jam sandwiches Oscar sat at the table this morning making his very own morning tea. I gave Oscar a face washer before starting and encouraged himto wash his own hands. I would pass around the jam jar for Oscar to have a smell of. I would ask Oscar how the jam smelt and Oscar would try and lick the side of the jar. Using a butter knife, I would pick up a small amount of jam and put it in the centre of the piece of bread. I would then demonstrate what to do with the knife as I would spread my own jam onto my bread. Oscar then got a turn at spreading his own jam onto his piece of bread and had a little bit of assistance from either myself or Lauren. Once Oscar had his turn at making his own jam sandwiches, he enjoyed eating them too for morning tea. Analysis of learning and link to EYLF 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 By making our own sandwiches, the Starfish children are engaging in health and hygiene practices by washing their own hands. The starfish children are also furthering their self help skills as they use utensils to spread and eat with. What next? Make play dough with the children next week to extend on this cooking experience. CI - Child Initiated E = Extension F = Formal follow up S = Spontaneous = Evaluation IT = Intentional Teaching PF = Parent Feedback Date: 13.05.11 Observed by: Diana Tong

38. 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