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Ece6003 A3 s4662014 Jacinta Craighead
Ece6003 A3 s4662014 Jacinta Craighead
The book:
Somewhere in Australia by Marcello Pennocchio
13/5/22
On this day I reread the story again. Prior to rereading the story, I had been
working the coloured sand which was still damp from the previous day when we
made it and my hands had been coloured by the dye. The children noticed this
and pointed it out. We matched my hands to colours in the book and compared it
to colours that were different.
Plan
Setting – initially this experience will be set up outside. There is a picnic table
available for children’s play and mealtimes. To allow time for children to engage
with this experience, the experience will then be placed inside at an ‘experience’
table. Leading up to this experience children are offered the chance to engage
with rereading this book and several experiences that contribute to setting this
experience up.
Materials –
Natural coloured sand, colours could be red, beige, white, black. Colours
with significance to Australians natural environments.
A tub or tray to place sand in.
Australian animals
Natural materials such as tree branches, grasses, bushes, stones.
Materials relevant to natural environments.
Open-ended questions and vocabulary you will use
Where does …… live?
What tracks/patterns can you see?
What will you do to support independent play?
Role model aspects of experience then step back, observe, and introduce
open ended questions to redirect or reengage where needed.
OWL – Observe, Wait, Listen
Explain
Through engaging with this experience children have the opportunity to make
connections between knowledge gained from the book and a play-based hands-on
experiences. Through engaging with this play-based experience children will have
the opportunity to explore and engage with different ways of thinking. During this
experience I hope to support children in making connections to the importance of
respecting other cultures and the importance of native animals in indigenous
cultures. Through experiences leading up to setting up this experience children
are engaging in connection to place through making the coloured sand, collecting
natural materials and setting up the natural sensory environment.
This links to developmental and socio-cultural theories where we as educators are
responding to and planning for and scaffolding children’s learning based on
children’s development and prior knowledge.
Through planning and implementing play based experiences we as educators are
acknowledging that “play supports the development of children’s abilities to
problem solve, self-regulate and their communication skills, all of which are critical
for children’s later social and academic success” (Suhonen et al. 2015 as quoted
in Nolan and Paatsch 2018)
Connect
The early years framework supports that “All young Australians become:
Successful learners
Confident and creative individuals
Active and informed citizens.” (EYLF 2017?)
This indicates how important it is to provide a broad range of experiences that
explore a broad range of perspectives, experiences, and knowledge.
Being, Belonging and Becoming is a foundation of the EYLF and guides
connections in learning, relationships, and community engagement.
‘Belonging acknowledges children’s interdependence with others and the basis of
relationships in defining identities.’ (EYLF 2017)
In the framework it states that Play is a context for learning which:
allows for the expression of personality and uniqueness
enhances dispositions such as curiosity and creativity
enables children to make connections between prior experiences and new
learning
assists children to develop relationships and concepts (EYLF 2017)
stimulates a sense of wellbeing.
Outcomes:
Outcome 2: Children are connected with and contribute to their world
Outcome 2.1 and 2.4
Outcome 4: Children are confident and involved learners
Outcome 4.1 and 4.3 and 4.4
Reference list
Iorio, J.M., Hamm, C., Parnell, W. and Quintero, E. (2017). Place, matters of
concern, and pedagogy: Making impactful connections with our planet. Journal of
Early Childhood Teacher Education, 38(2), pp.121–135.
doi:10.1080/10901027.2017.1306600.
Nolan, A. and Bridie Raban-Bisby (2015). Theories into practice: understanding and
rethinking our work with young children and the EYLF. Blairgowrie, Vic: Teaching
Solutions, pp.36–37.