Journal and Reflection: Week 7
(25March – 29March 2024)
Easter Celebration: A Celebration of Diversity
Link to:
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National Quality Standards Q1 Educational Program and Practice
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Australian Teaching Standards 2.1 Content and teaching strategies of the teaching area
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Australian Teaching Standards 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
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EYLF Principles. Aboriginal and Torres Strait Islander perspectives
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EYLF Practices. Cultural responsiveness
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EYLF Learning Outcome 2. Children are connected with and contribute to their world
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Play pedagogy: Purposefully framed play, Modelled play
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Teaching Strategies: Sustained shared thinking, co-constructing, facilitating
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This week, the Easter spirit overflowing our preschool! To commemorate this special day, we set out on a creative trip. A range of art and craft activities, as well as a fun cookie-decorating experiment simulating Easter eggs, helped the children experience the joy of Easter.
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Despite the festive enjoyment, this week offered an opportunity to explore ethnic diversity within the context of Easter traditions. We emphasize the need of developing cultural knowledge and respect. We related our Easter activities to the theme of cultural diversity, recognising that Easter customs differ between cultures. We hoped to foster reconciliation by embracing Aboriginal and Torres Strait Islander perspectives, as well as increase our children's awareness and respect for Indigenous cultures.
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One of the highlights of our Easter celebration was the collective effort to decorate egg-shaped cakes. The children collaborated to convert ordinary cakes into vivid works of art, reflecting the range of cultural customs and expressions of Easter celebrations around the world, through extending shared thought, co-construction, and facilitation.
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As we continue to reflect on this week's events, we become aware of the powerful influence that cultural awareness and purposeful play can have on developing young minds and instilling empathy, understanding, and appreciation for the richness of human diversity. Going forward, we intend to continue our efforts to foster inclusion, cultural knowledge, and connection among our preschool community.
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Let’s made our Easter Egg (Art and Craft Learning)
Link to:
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National Quality Standards Q1 Educational Program and Practice
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National Quality Standards Q3 Physical environment
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Australian Teaching Standards 3.3 Use teaching standards
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Australian Teaching Standards 4.2 Manage classroom activities
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Australian curriculum. Science
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EYLF Learning Outcome 2.Children are connected with and contribute with their world
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EYLF Learning Outcome 4. Children are confident and involved learner
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Teaching strategies: Sustained shared thinking, co-constructing, intentional
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Play pedagogy: Guided, purposefully-framed play
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In our art and craft session, we went on an exciting voyage of creativity and imagination as we created our own Easter eggs. The educator, Lisna, conducted the project, which was aimed to engage the children in a joyful artistic endeavour while also promoting learning across multiple domains.
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Lisna delivered egg-shaped cardboard cutouts and gave the children a range of materials for painting their Easter eggs. From natural items like black beans and dry macaroni ribbons to vivid glitter and sparkling beads, the materials provided a variety of textures look, colours, and forms for the children to explore.
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Children displayed optimism and enthusiasm as they experimented with numerous combinations and layouts of materials to decorate their Easter eggs. With collaboration and guidance from Lisna, children were encouraged to think imaginatively and utilise their imaginations to turn simple cardboard forms into pieces of art.
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The activity's ultimate purpose was to foster children to be creative and imaginative by decorating egg-shaped canvases with accessible materials. We hoped that by allowing children to investigate and represent themselves artistically, we could create connections with their surroundings while also instilling confidence as well as engagement in their educational journey.
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When we reflect on this crafting and artistic experience, we are reminded of the effectiveness of play-based learning to foster children's creativity, problem-solving abilities, and expressing themselves. In the future, we are going to keep to provide interesting and stimulating possibilities for children to discover and create, instilling a love of learning and a sense of belonging to the world around them.
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Easter Bunny Art and Craft Learning
Link to:
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National Quality Standards Q1 Educational Program and Practice
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National Quality Standards Q3 Physical environment
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Australian Teaching Standards 3.3 Use teaching standards
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Australian Teaching Standards 4.2 Manage classroom activities
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Australian curriculum. Science
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EYLF Learning Outcome 2.Children are connected with and contribute with their world
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EYLF Learning Outcome 4. Children are confident and involved learner
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Teaching strategies: Sustained shared thinking, co-constructing, intentional
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Play pedagogy: Guided, purposefully-framed play
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In our activity of art and craft session, children went on a beautiful voyage of creativity as they created their own Easter bunnies. Based on Australian cultural customs, where Easter is celebrated with the expectation of presents from the Easter bunny, this activity gives a meaningful chance for children to engage with their surroundings when showing themselves artistically.
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Children began constructing the Easter bunny's head out of cardboard. They next attached cotton balls to the cardboard, making the bunny's fluffy fur, with the assistance of instructors. This hands-on method not only supported the development of fine motor skills, but also encouraged children to imagine and bring to life their unique view of the Easter rabbit.
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When children engaged on their crafts, they naturally discussed the meaning of Easter and the Easter bunny tradition in Australian culture. Educators led meaningful exchanges about the value of compassion and giving during Easter, while children excitedly awaited the Easter bunny's goodies.
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Throughout the exercise, children displayed enthusiasm and engagement in the process of learning, actively experimenting with various materials and ways to take the Easter bunnies to live. This method not only improved their artistic abilities, but also strengthened their connection to cultural practices and their awareness of the world surrounding them.
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As educators, we are motivated by the children's passion and ingenuity, and we are dedicated to giving them with additional opportunity to participate in purposeful and meaningful learning activities. By providing a learning environment that stimulates curiosity, discovery, and cultural knowledge, we hope to inspire children to become comfortable and involved learners who feel connected to and support to their world.
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Made Easter Hat together (Art and craft learning)
Link to:
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National Quality Standards Q1 Educational Program and Practice
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National Quality Standards Q3 Physical environment
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Australian Teaching Standards 3.3 Use teaching standards
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Australian Teaching Standards 4.2 Manage classroom activities
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Australian curriculum. Science
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EYLF Learning Outcome 2.Children are connected with and contribute with their world
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EYLF Learning Outcome 4. Children are confident and involved learner
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Teaching strategies: Sustained shared thinking, co-constructing, intentional
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Play pedagogy: Guided, purposefully-framed play
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In preparation for the approaching "Easter Hat Festival" at St. Joseph Long Daycare in Roseberry, the educator Lisna asked children to make their own Easter hats. The children's joy and passion were evident, as they excitedly welcomed the opportunity to express their uniqueness and originality via this festive activity.
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Children gather to start their Easter hat-making journey, they immediately choose the supplies they need and claim their positions at the crafts table. They jump right into the project at hand, each ready to bring their own vision to reality.
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Using a range of materials such as beads, glitter, and shimmering powder, children went on an artistic adventure, meticulously embellishing the Easter hats using bright decorations. They helped and encouraged one another by sharing discussions and brainstorming together, sharing ideas and approaches to improve their projects.
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Throughout the exercise, children displayed confidence as well as participation in their learning path, taking responsibility for their works and freely showing themselves using their artwork. As they worked intensely to create their Easter hats, they additionally improved their fine-motor abilities but also gained a better awareness of the importance of cultural festivities and community customs.
As educators, we were truly inspired by the children's passion and cooperative spirit, and we are dedicated to supplying further possibilities for them to participate in intentional and significant experiences of learning that foster imaginative thinking, confidence, and a sense of belonging to their world. By engaging instructed along with purposefully-framed play, we want to inspire children to develop into active participants in their educational journey and be prepared to make meaningful contributions.
