Journal and Reflection: Week 5
(11 March – 15 March 2024)
Learning Mathematics – SHAPES
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 2.5 Literacy and numeracy studies.
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Australian Curriculum: Mathematics
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EYLF Learning Outcome 2. Children are connected with and contribute to their world
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EYLF Learning Outcome 4. Children are confident and involved learners
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Teaching strategies: Sustained shared thinking, co-constructing, intentional
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Play pedagogy: Guided, purposefully-framed play, open-ended play
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Today, Lisna led a maths session for preschoolers that focused on shapes. Using ice sticks and 2D and 3D shape cards, the children replicated shapes from the cards they chose. This hands-on lesson reinforced children's understanding of geometric forms while also developing fine motor skills and spatial awareness.
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Lisna used excellent teaching practices, such as collaborative thinking, co-construction of knowledge, and purposeful planning, to scaffold children's learning. She directed and promoted shape-related talks, teaching children to think critically and solve problems cooperatively. The exercise was built using play pedagogy, allowing children to explore freely within a structured learning environment. This technique promoted autonomy and creativity while ensuring that learning objectives for shape recognition and manipulation were accomplished.
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The purpose of teaching mathematics using shape identification and modification is to help children grasp geometric shapes and spatial relationships. Hands-on exercises with 2D and 3D shapes teach children to identify, classify, and modify shapes, creating a firm basis for future mathematical ideas.
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Children's fine motor skills will be improved via hands-on activities that use materials such as ice sticks and shape papers to manipulate and create forms. Furthermore, children will develop spatial awareness and a better comprehension of geometric relationships. Collaborative solving issues and ongoing collaborative thinking during shape exploration will improve critical thinking abilities. Children will also improve their vocabulary and language abilities via shape-related talks. Finally, this strategy seeks to establish a positive attitude regarding mathematics and learning through engaging, play-based activities.
What's next?
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Continue engaging the children in learning about shapes: 2D and 3D
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Extend the learning and explicitly include space, position, spatial awareness
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Create/build using 2D and 3D shapes
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Green play dough St Patrick’s Day is coming.
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 2.5 Literacy and numeracy studies.
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Australian Curriculum: Mathematics
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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, open-ended play
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This activity is part of the St. Patrick's Day celebration and can be linked to mathematics and scientific education by teaching children about measurement and conducting a science experiment to manufacture green playdough, which is associated with St. Patrick's Day.
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This exercise teaches children about volume, capacity, and proportions by allowing them to measure ingredients and create playdough. They can use measuring cups, spoons, or scales to precisely measure each ingredient, enhancing their awareness of measurement units and their application in real-life circumstances.
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Link to Science Learning:
Making playdough requires a chemical reaction between flour, salt, water, and food colouring, making it a science-related activity. Children may observe and engage in this scientific experiment, seeing experience how the materials are mixed and formed into a moldable dough. They can learn about material qualities, the effects of mixing different chemicals, and the principle of cause and effect in scientific procedures.
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Link to the St. Patrick's Day celebration:
Children can relate to the cultural celebration of St. Patrick's Day by making playdough with green food colouring. They can learn about the significance of green in Irish culture, as well as the holiday's traditions, which will help them comprehend cultural diversity and global celebrations better.
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This project offers children a hands-on and engaging approach to learn about measurement and science principles while simultaneously commemorating cultural holidays. It encourages critical thinking, experimentation, and creativity as children investigate mathematics and scientific concepts in a fun and relevant setting. It also promotes cultural knowledge and appreciation, which helps children better understand their surroundings.





Parachute time.
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 2.5 Literacy and numeracy studies.
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Australian Curriculum: Mathematics
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EYLF Learning Outcome 2.Children are connected with and contribute with their world
-
EYLF Learning Outcome 4. Children are confident and involved learner
-
Teaching strategies: Sustained shared thinking, co-constructing, intentional
-
Play pedagogy: Guided, purposefully-framed play, open-ended play
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Parachute Time
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In this activity, children engage in parachute play, which involves utilising a vast, colourful parachute to encourage physical exercise, coordination, teamwork, and social contact. The parachute is controlled in various ways, including lifting and lowering it, shaking it, and creating waves or ripples to provide a dynamic and exciting experience for children.
Parachute time is a structured educational activity that promotes children's physical development, social skills, and well-being. It encourages children to engage in active play and learn via movement and discovery. Even though parachute play primarily focuses on physical activity and social interaction, it also offers opportunities to integrate literacy and numeracy concepts. For instance, children can practice following instructions and listening skills as they respond to verbal cues during the activity.
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Educators can incorporate counting or colour recognition games into parachute play to reinforce numeracy skills.
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Link to Physical Environment: the activity takes place in a suitable physical environment, such as a spacious indoor or outdoor area, where children have ample room to move around safely with the parachute.
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Connection to Mathematics: Mathematical ideas like measuring, patterns, and spatial awareness are all incorporated into parachute play. Children can observe the parachute's dimensions and form, measure distances when coordinating movements, and observe patterns in how the parachute rises and falls.
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Teaching tactics: To promote meaningful learning experiences during parachute time, educators use continuous shared thinking, co-constructing knowledge with children, and careful planning. Teachers interact with children to help them develop cognitively, socially, and emotionally.
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Play Pedagogy: In a secure and encouraging setting, structured opportunities for learning and exploration are provided through guided, intentionally framed play or parachute play. Through open-ended play, children can exhibit creativity and autonomy in their interactions with the parachute, which is supported by instructors who offer guidance and direction.

