Ece6003 A3 s4662014 Jacinta Craighead

ECE6003 Learning Experience Template
Name of Experience: Connection with place through Australian animals
Children’s ages: 2-3 years old
Number of children: Various small groups ranging from 2-5 children
The book:
Somewhere in Australia by Marcello Pennocchio
Issue represented in the book:

The overarching issue with this book and learning theme is the children within this
space have engaged in various activities around indigenous symbols but not the
connection to place through native animals and their importance to indigenous
people.
Connection to place is not just about your physical location. It’s about what you
can see, feel, and smell. Its also about what emotions are or can be evoked
through being in a physical place.
Through engaging with the issue of connection to place and knowledge of native
animals through literacy and a play-based experience children are transferring and
adapting their knowledge. During play-based experiences that engage children
with native animals of Australia children are engaging with ‘commonworlds’
framework. ‘Commonworlds’ refers to the ‘more-than-human’ worlds in which
children live, learn, and grow. (Iorio Et. Al. 2017) In this framework and connection
to place children are engaging with their physical environment, community and the
plants, people and animals that inhabit this area.
What do you notice when you read the book aloud?
10/5/2022
Initially I when I brought this book out it was to help settle a child who had been
upset. A couple of other children came and showed interest in the book as well.
When I opened the booked to the first page one of the children immediately
pointed out the kangaroos. This child looked at me and the other children and
repeated ‘kangaroos’. We looked through the book looking at the animals and
naming them. As I named them the children repeated the names back. We then
went back and read the story. I observed that this helped to reinforce the names of
the animals and the children could identify which were the mothers and which
were the babies.
The children were very interested in the different things that they could see on
each page and would point out the ones they could identify.
11/5/22 & 12/5/22

Over this couple of days, I reread the book to several small groups of children.
During these group times children were more consistently identifying each animal
and the mothers and babies.
Children were also asking about other images they could see in the illustrations.
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.
The early years framework guides educators practice and pedagogy as we

observe, plan, implement and guide children’s learning and development.
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.
Nolan, A. and Paatsch, L. (2017). (Re)affirming identities: implementing a play-based

approach to learning in the early years of schooling. International Journal of Early
Years Education, 26(1), pp.42–55. doi:10.1080/09669760.2017.1369397.
Nolan, A. and Raban, B. (2015). Theories into practice: Understanding and

rethinking our work with young children and the EYLF. Blairgowrie Vic: Teaching
Solutions, pp.5–14.
Wilson, R. (1997). A sense of place. Early Childhood Education Journal, 24(3),

pp.191–194. doi:10.1007/bf02353278.
Yunkaporta, T. (2009). Our Ways of Learning in Aboriginal Languages. PhD Thesis.

Ece6003 A3 s4662014 Jacinta Craighead

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ECE6003 Learning Experience Template

Name of Experience: Connection with place through Australian animals

Children’s ages: 2-3 years old

Number of children: Various small groups ranging from 2-5 children

Issue represented in the book:

11/5/22 & 12/5/22

The early years framework guides educators practice and pedagogy as we

Nolan, A. and Paatsch, L. (2017). (Re)affirming identities: implementing a play-based

Nolan, A. and Raban, B. (2015). Theories into practice: Understanding and

Wilson, R. (1997). A sense of place. Early Childhood Education Journal, 24(3),

Yunkaporta, T. (2009). Our Ways of Learning in Aboriginal Languages. PhD Thesis.

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