Journal and Reflection:
Week 4
Professional Journal: Week 4
-
Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments
-
Australian Professional Teaching Standards: know the content and how to teach
-
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
This week, our group time began with a focus on fostering a sense of belonging among the children. We started by displaying photos of their families and educators. The children could recognise their peers and call out their friends' names, further establishing their sense of belonging in our classroom through developing bonds with their peers and familiar educators.
During this group session, Jessie took the lead in the morning group. The children could greet their peers and educators in the room today. Jessie encouraged the children to say "hello" and wave their hands to all their friends in the nursery room.
Some children who recently joined the nursery were shy, but Lisna took the initiative to give each new child a round of applause and a high five. This gesture ensured that the new children in the nursery felt a warm welcome and didn't feel unfamiliar or estranged from their peers and teachers.
Creating a welcoming and inclusive environment is crucial for the social and emotional development of our students. We foster a sense of community and belonging by allowing them to greet and interact with their peers. It also helps the new children feel accepted and valued within the group.
Throughout the session, we observed the children's faces light up with smiles as they enthusiastically greeted their friends and received warm responses. This simple activity promotes social interaction and builds confidence and positive relationships among the children.
As educators, we are committed to creating a safe and nurturing space where every child feels seen, heard, and accepted. By initiating these greetings and encouraging peer interaction, we lay the foundation for a supportive classroom environment.
-
Australian Professional Teaching Standards: know the content and how to teach
-
National Quality Standard Quality Area 5: Relationships with children
-
Learning Outcome: Children have a strong sense of well-being.
-
Learning Outcome 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
-
Learning Outcome 5: Children are effective communicators
Goal :
-
Social skills ( communication and Interaction with peers and teachers)
-
Emotional regulations (being gentle with the little one)
Implementation of Individual Children's Observation
(DAP 7 INDIVIDUAL CHILDREN, ELOISE ANECDOTAL):
This week, as part of our curriculum's focus on social and emotional learning, Miss Lisna organised a particular training activity for our early learners. She invited them to engage in play-based learning using baby dolls. This activity allowed children to develop empathy, emotional awareness and demonstrate care and attentiveness towards others.
The children were given baby dolls to interact with and care for during the play-based activity. They were encouraged to pretend to be caregivers, nurturing and attending to the needs of their "babies." Miss Lisna guided them through different scenarios, prompting discussions about emotions and how to respond to the needs of others.
Through this activity, the children explored various social and emotional aspects. They learned to identify and understand different emotions the baby dolls might display, such as happiness, sadness, or frustration. By observing and mimicking caregiving behaviours, the children developed a sense of empathy and practised showing compassion towards others.
Miss Lisna facilitated discussions during the activity, encouraging the children to share their thoughts and feelings about the dolls and their experiences. This created a safe and supportive environment for the children to express themselves and develop their emotional vocabulary.
The play-based learning with baby dolls also allowed the children to practice critical social skills, such as communication, cooperation, and problem-solving. They engaged in role-playing, taking turns, and collaborating with their peers to address the dolls' needs.
Spontaneous Experience; Outdoor Free play: physical activities
-
National Quality Standard Quality Area 5: Relationships with children
-
Learning Outcome 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
-
Learning Outcome 5: Children are effective communicators
-
Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments
Today, we played outdoors, set up by Lisna, focusing on dinosaurs. The highlight of the day was the sand tub, where a group of children had a blast engaging in their own "safari and dinosaur" play. As soon as the children gathered around the sand tub, their imaginations took flight. They enthusiastically expressed various animal sounds, such as stomping like elephants and roaring like dinosaurs. Their creativity and enthusiasm added an extra layer of excitement to the activity.
Lisna had prepared a big sand tub, providing the children with a sensory-rich environment to explore. They joyfully immersed their hands in the sand, feeling the grains slip through their fingers. The tactile experience of playing with sand stimulated their senses and enhanced their sensory development.
Beyond the sensory benefits, this activity also served as an opportunity for social growth. The children naturally engaged in spontaneous collaboration and interaction. They shared their dinosaur toys, took turns playing different roles, and communicated with one another to create their imaginative play scenarios.
The shared interest in dinosaurs created a sense of camaraderie among the children. They bonded over their common love for these prehistoric creatures, which further strengthened their social connections. Playing together in groups allowed them to practice critical social skills such as sharing, turn-taking, and verbal communication.
As they played with the dinosaur toys, the children conversed, narrating their adventures and expressing their ideas. This verbal interaction promoted language development and communication skills. They learned to express their thoughts, listen to others, and collaborate to bring their imaginative play to life.
-
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 :
-
Physical Development
-
Language development
Implementation of Individual Children's Observation
(DAP 7 INDIVIDUAL CHILDREN KOAH ANECDOTAL )
Physical Development for Koah (Trolley)
To continue fostering the children's growth across multiple domains, including physical, cognitive, social-emotional, and sensory development.
To promote Koah's physical development, spatial awareness, and gross motor skills. It allows him to engage in purposeful movement and strengthen his muscles while pushing a trolley. This experience aims to enhance Koah's physical coordination, spatial understanding, and gross motor skills by pushing a trolley. It seeks to support his physical development and foster his confidence in navigating and manipulating objects in his environment.
Koah responded positively to the activity. He showed enthusiasm and eagerness to push the trolley, engaging in purposeful movement and exploration. His active participation and enjoyment indicate a successful response to the experience. Koah achieved the learning objective of enhancing his physical coordination, spatial awareness, and gross motor skills by pushing the trolley. His active involvement and development of these skills indicate the successful achievement of the objective.
As an educator, I facilitated and supported the children's learning experience. I provided guidance, encouragement and ensured a safe environment for their exploration and movement. I observed their progress and acknowledged their efforts, fostering a positive and supportive atmosphere.
I supported and taught the children by providing assistance and guidance as needed during the activity. I encouraged their participation, acknowledged their achievements, and praised their coordination and spatial awareness. I created an environment that promoted their autonomy and problem-solving skills.
Following the successful experience with the trolley, the next step could involve providing additional opportunities for the children to engage in purposeful movement and physical play. This could include introducing new objects or challenges for them to manipulate and navigate, further enhancing their gross motor skills and spatial understanding.