WEEK 1

Australian Professional Teaching Standards: know the content and how to teach
Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments

Professional Journal: Week 1

Educator Placement Experience This enthusiastic week marked the beginning of my professional technician placement experience as an educator. I embarked on this journey enthusiastically, eager to delve deeper into the intricacies of managing a study room tailored to the needs of children aged 0–2. My primary objective was to apply the knowledge I have acquired by actively engaging with children in the Nursery and toddler classes.

During the first week, I set specific goals to guide my progress:

Observing the Room and Understanding the Nursery's Daily Routine: I dedicated time to carefully observing the study room and familiarising myself with the nursery's daily routine. By immersing myself in the environment, I aimed to gain valuable insights into the structure and flow of the children's learning experience.

Exploring the Hidden Policy Center and Understanding the Responsibilities of Responsible Persons: I sought to uncover the intricacies of the hidden policy centre, mainly focusing on the responsibilities of Responsible individuals. Understanding their role and processes would give me valuable knowledge for effective classroom management.

Building Relationships and Engaging with the Focus Children: Recognising the importance of establishing meaningful connections with the children, I directed my attention towards those who were the focal point of my observations. Through various activities and interactions, I aimed to foster trust, create a supportive learning environment, and gauge their individual needs.

Planning and Collaborating with the Director: To ensure a well-structured and purposeful placement experience, I set out to create a comprehensive plan for the upcoming weeks. This plan encompassed the tasks I needed to accomplish and the areas I wished to explore further. I also intended to discuss this plan with my director at the placement site, seeking their guidance and input.

Reflecting upon this initial week, I am excited and determined to make the most of this valuable learning opportunity. By actively engaging with the children, familiarising myself with the nursery's routine, understanding the responsibilities of Responsible Persons, and collaborating with my director, I will gain profound insights and contribute positively to the study room's educational environment.

I am eager to embark on the second week of my placement experience, further refining my skills and knowledge as an educator.

The focus of the Week: Visual Literacy and Color-based Curriculum

Australian Professional Teaching standards know the content and how to teach (Literacy and Numeracy
National Quality Standard Quality Area 1 – Educational program and practice
National Quality Standard Quality Area 5 – Relationships with children

Goal:

The goal for this week was to familiarize children with the world of sounds, words, pictures, prints, and the joy of books. It aimed to promote verbal and non-verbal interaction among children, utilising information and communication technologies to access information, explore ideas, and express their thoughts.

Teaching Strategies:

To achieve the goal, educators employed the following teaching strategies:

Modeling Language: Educators acted as language models, encouraging children to express themselves using language in different contexts and for various purposes.
Group Time Participation: Children were invited to actively participate during group time actively, fostering communication and social interaction.

Activity:

As part of the curriculum, I conducted an activity centred around the book "My Little Book of Colours" by Roger Priddy. This book was carefully selected to assist our early learners in developing their vocabulary by associating colours and pictures. Each book page features vivid photographs showcasing different colours, accompanied by simple labels and engaging questions that help build vocabulary and capture children's interest. Additionally, the coloured page edges facilitate easy page-turning, ensuring a seamless reading experience for the children.

This activity aimed to enhance visual literacy and promote a love for reading among the children. By exploring colours, associating them with objects, and engaging in conversations about the pictures, the children had an opportunity to expand their language skills and develop an appreciation for books.

The activity aligned with the overarching goal of the week, which focused on visual literacy and language development. It encouraged children to engage with different forms of media, fostering their ability to communicate effectively and express themselves creatively.

In conclusion, the activity involving "My Little Book of Colours" was an enriching experience for the children. It provided a platform for them to engage with visual stimuli, build vocabulary, and develop a passion for books. By integrating such activities into the curriculum, we aim to cultivate a stimulating learning environment that nurtures holistic development in our young learners (https://books.google.com.au/books/about/My_Little_Book_of_Colours.html?id=VdNAvgEACAAJ&source=kp_book_description&redir_esc=y). From reading this book I plan to extend our children learn about Colour, the book offer to teach colour recognition.

National Quality Standard Quality Area 1 – Educational program and practice
National Quality Standard Quality Area 5 – Relationships with children
Learning Outcome 5: Children are effective communicators
Respecting Aboriginal and Torres Strait Islander Peoples and Cultures
Australian Professional Teaching Standards: Plan for and implement effective teaching and learning

Group Time Routine in the Nursery Room

During the first part of the week, specifically on Monday and Tuesday, I had the opportunity to spend time with the children during our group sessions. It was noted that some children only attended on these specific days, such as Jesse and Asa. I reintroduced myself to the children in these sessions and led the group time activities.
To begin the session, we initiated a cheerful atmosphere by singing "Hello, Good Morning." This served as a way for our early learners to greet their peers and teachers. Following the song, we prayed, expressing gratitude for our families, teachers, and peers.
After the prayer, we engaged in the Acknowledgment of the Country. During this activity, we practised symbolic gestures such as reaching the sky, touching the ground, hugging ourselves, and expressing gratitude to the Digadigal people. This exercise aimed to foster a connection with the land and respect for the Indigenous culture.
Throughout the morning group time, we focused on practising our routine together. Our early learners actively participated in the group gathering, demonstrating their developing sense of well-being and social skills. As part of our routine, we encouraged the children to say hello and call out their friends' names individually, fostering a welcoming and inclusive environment.
It is worth mentioning that during the Acknowledgment to Country activity, we emphasised the importance of respecting and appreciating diversity. This was a valuable opportunity to teach the children about different cultures and the significance of acknowledging and honouring the land's traditional custodians.
The group time routine in the nursery room provided a structured and engaging environment for the children to develop social skills, a sense of belonging, and cultural awareness. By actively participating in these activities, our early learners are encouraged to greet their peers, express gratitude, and respect diversity.

Australian Professional Teaching Standards: Plan for and implement effective teaching and learning
Exploring Sustainability in the service
National Quality Standard Quality Area 1 – Educational program and practice
Learning Outcome 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
Learning Outcome 5: Children are effective communicators

Goal :

Literacy skill (recognize colour)
Five Motor skills development (hand and eye coordination)
Social skills ( communication and learn have a turn)
Cognitive skills (Problem solved, trial and error)

Implementation of Nursery Group Observation (DAP 1 Small Group) :

Focus on Learning Literacy about Color

During my observation of the Nursery group, I mainly focused on learning about colours. Miss Lisna, one of the educators, had prepared an engaging activity centered around sorting balls made from recycled bottles. This activity provided the children with an opportunity to not only recognise different colours but also explore cause-and-effect relationships while engaging in colour sorting.

The activity began with Miss Lisna introducing the sorting balls to the children, explaining the purpose of the activity and its connection to learning about colours. The children were encouraged to observe the various colours of the balls and identify them. This allowed them to develop their colour recognition-skills and reinforce their understanding of different hues.

As the activity progressed, the children had the chance to explore cause-and-effect relationships. By manipulating the sorting balls, they discovered they could create different patterns and arrangements by sorting the balls by colour. This hands-on experience fostered their cognitive development and critical thinking skills as they connected their actions and the outcomes they observed.

Furthermore, the activity offered an opportunity for the children to practice sorting. They were encouraged to group the balls based on their colours, fostering their classification skills and logical thinking. The children actively participated in a meaningful literacy experience centred around colours by engaging in this sorting process.

Using recycled bottles for the sorting balls also promoted an understanding of sustainability and the importance of caring for the environment. Miss Lisna took the opportunity to discuss the concept of recycling with the children, encouraging them to reflect on how reusing materials can contribute to a more eco-friendly world; overall, implementing the observed activity in the Nursery group provided a rich and interactive learning experience for the early learners. By engaging with the sorting balls made from recycled bottles, the children deepened their understanding of colours and developed skills in cause-and-effect reasoning, sorting, and environmental awareness.