WEEK 10

Morning Group Time with Miss Lisna

Australian Professional Teaching Standards: Plan for and implement effective teaching and learning
Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments
National Quality Standard Quality Area 1: Educational program and practice
National Quality Standard Quality Area 5: Relationships with children
Quality Area 6: Collaborative partnerships with families and communities
Learning Outcome 5: Children are effective communicators
Respecting Aboriginal and Torres Strait Islander Peoples and Cultures

This week marks the last week of Miss Lisna's work placement in the 0–3-year-old children's room. I had the opportunity to lead the morning group this week. We started the morning group by singing the greeting song "Good Morning" and greeting each child by calling their name, and also welcoming the teachers present in the room today.

The children appeared to enjoy the activity and sat in a circle together, actively participating in singing and greeting each other. Some children seemed shy and hesitated when saying their peers' names. After the greetings, I proceeded to acknowledge our country and say a prayer to begin our learning activities for the day.

Next, I asked the children which song they wanted to sing together. Alice chose the song "Head Shoulders Knees and Toes." We started singing and choreographing the movements for the different body parts.

Our early learners learned to identify their body parts with the help of the song, making it easier for them to remember the names. The children loved this song and tried to imitate the movements that Karlyn and I demonstrated. It was a joyful and interactive experience that helped them learn and have fun at the same time.

Let's Dribble our ball (Sports Activity)

Australian Professional Teaching Standards: Plan for and implement effective teaching and learning
National Quality Standard Quality Area 5: Relationships with children
Learning Outcomes 3: Children become strong in their physical learning and mental wellbeing
Learning outcome 4; Children transfer and adapt what they have learned from one context to another
Learning Outcome 5: Children engage with a range of texts and gain meaning from these texts
Goal:
Gross motor skill development
Fundamental skill movement

The weather outside is very bright and warm, after the children had their morning tea. They engaged in outdoor learning activities to enjoy the lovely and comfortable weather.

After applying suncream, I invited some of the children to join in the dribble ball game. This activity aimed to continue their interest in ball games and physical activities, which they have enjoyed in the past few days.

I demonstrated dribbling moves a few times for the children, and some of them immediately copied my actions. They tried dribbling with smiles and laughter, even though they sometimes lost control of the ball.

A little while later, Lisna brought a cleaned large trash bin and turned it into a target for the children to practice putting the ball into. The children were fascinated and became enthusiastic about the new challenge. To avoid any conflicts, Lisna called out their names, explaining that when their name was called, it was their turn to try throwing the ball and aiming it into the prepared target.

With this activity, we hope that our early learners can improve their gross motor skills and hand-eye coordination. It also helps them exercise their hand muscles and balance their legs, while continuing to develop their thinking abilities to understand accuracy in throwing the ball into the designated target.

Popsicle Stick Push: Fine Motor Activity

Australian Professional Teaching standards know the content and how to teach
Standard Quality Area 1 ; Educational program and practice
National Quality Standard Quality Area 5 ; Relationships with children
Learning outcome 4; Children use trial and error to explore different possibilities through cause and effect.’
Learning Outcome 5: engage in enjoyable interactions using verbal and non-verbal language
Goal :
Cognitive development
Social and language development

Today, I invited the children to join in the popsicle stick push activity to further develop their cognitive skills. I prepared several containers with holes to insert the colored popsicle sticks. The activity aimed to enhance the children's five motor skills, concentration, and eye-hand coordination. Some children were very enthusiastic and eager to take on the challenge of inserting the popsicle sticks. Others patiently waited for their turn to try the puzzle.

They showed great focus as they worked to insert each stick into the plastic containers, twisting and pressing until they successfully placed the sticks inside.

During the group activity, I used the teaching method of modeling while some children were trying to complete the puzzle on the table. The children were focused as they rotated and flipped the puzzle pieces, trying to fit them into the correct shapes. I provided guidance using phrases like "no, that is not correct," "let's try turning it left," or "yes, that's correct." I also made sure to praise the children when they completed the task.

The activity provided an engaging and interactive learning experience for the children, helping them develop important cognitive and motor skills while having fun.

Final Catch-Up with the Host Supervisor

Australian Professional Teaching Standards. Engaging professionally with colleagues

Reflection on Professional Experience Placement:

As the last week of my professional experience placement comes to a close, I find myself filled with a mix of emotions. The journey has been fulfilling, transformational, and insightful. Throughout this placement, I have had the privilege of working with a wonderful host supervisor who has provided invaluable guidance and support.

Today was a significant day as my host supervisor shared the last feedback and assessment report. I feel a sense of accomplishment and pride in knowing that I consistently met the expectations and worked diligently to improve my skills and knowledge during this placement. The positive and constructive feedback on my portfolio reassures me that my efforts were recognized and appreciated.

I am thrilled to learn that my host supervisor wishes to adopt some of the strategies I implemented during the placement. Using Canva for pedagogical documentation and websites for documenting learning and professional journey seem to have made a positive impact. It is gratifying to know that my contributions will continue to benefit the learning environment even after my departure.

As I express my gratitude to my host supervisor for her unwavering support and encouragement, I realize that this experience has boosted my confidence as an educator. The constructive feedback has been instrumental in my growth and development. The insightful discussions, hands-on experiences, and the chance to observe and interact with the children have broadened my understanding of early childhood education.

However, as the week comes to an end, I cannot help but wish that the professional experience placement had been longer. The time spent here has been so enriching and rewarding that I feel a tinge of reluctance to leave. I have formed meaningful connections with the children, my host supervisor, and the team, making it hard to say goodbye.

As I prepare to move on to the next phase of my education and career, I carry with me a wealth of knowledge and experiences from this placement. The fulfillment and transformation I have experienced during this time have strengthened my passion for working with young children and ignited a desire to continue learning and growing in the field of early childhood education.