Week 3, Week 4 , Week 5 👍

I> Week 3

1.1 Monday 26/2/24

In the morning, we did a mix of indoor and outdoor activities as part of our routine. Sebastian,
Levi, and Kira chose to explore the sandpit, while Minnie and Kayla chose indoor activities. This
is consistent with learning outcome 4 of the Early Childhood Learning Framework: Children are
confident and engaged in learning because they have the autonomy to choose their preferred
activities.

Then, at the Sandpit, at the sandpit, Kira, Sebastian and Levi engage in pretend play,
demonstrating creativity and imagination, in line with ELYF learning outcome 1: Children have a
strong sense of identity. The children used different containers to make a birthday cake,
demonstrating their problem-solving and collaboration skills (Jones 2023). This activity can be
supported by teaching strategies such as performance and staging to enhance children's
understanding and participation in the play.

Indoors, the children participate in dramatic play, acting out roles in an office setting. This
activity supports ELYF learning outcome 3: Children have a strong sense of well-being, as they
were actively engaged and immersed in their play. The use of props like a laptop and keyboard
sparked their curiosity and encouraged them to explore literacy skills through pretend typing,
linking to the Australian Curriculum for English and Digital Literacy

- ELYP: 4,1,3
- Teaching Strategies: intentional teaching.
- Australian curriculum: English and Digital Literacy.
- Teacher Standard: 1.1, 1.5, 2.1, 3.3, and 4.1 in fostering a rich learning environment

1.2 Wednesday 28/2/24

A truly exciting day with lots of outdoor and indoor activities, engaging the children with a variety
of learning experiences. Since children enjoy the warm weather outside, we cleverly organize
gross motor skills activities such as climbing, running, and sliding. This aligns with learning
outcomes 1 and 3 of the Early Years Learning Framework (ELYF), which focus on children
developing a strong sense of well-being and contributing positively to their physical and mental
health through Active play activities.

Inside the home, children continue to explore their interests in activities such as drawing, drama
and puzzles. They demonstrated their ability to express thoughts and ideas while also listening
to and considering the ideas of their peers. This relates to ELYF learning outcome 5, which
emphasizes children becoming effective communicators and developing positive relationships
with others.

On the writing table, an activity to practice writing the letter “I/i” is given to students, some
students find it easier than others. Teachers use strategies such as demonstration and
encouragement to support children in completing tasks, consistent with scaffolding and
modeling teaching strategies. This connects to the Australian Curriculum English outcomes on
writing and language conventions.

- ELYP: 4,1,3
- Teaching Strategies: mediating, asking open-ended questions, intentional teaching
- Australian curriculum: Drawing and Drama, Physical Traning
- Teacher Standard: 1.1 - Establish challenging learning goals ; 2.2 - Content selection
and organization with letter i

1.3 Thursday 29/2/24

In today's project on marine animals, we integrated the concept of ocean pollution by reading
"Poor Little Bobby" and discussing how our trash affects marine life, as recorded in the Book of
the Epiphany. We participated in an operation led by Daisy to clean up oil spills and trash,
focusing on the impact on marine animals such as seals, whale sharks, and turtles. This aligns
with Early Childhood Learning Outcome 2: Children are connected to and contribute to their
world when they understand environmental responsibility and the importance of caring for our
oceans.

During the cleanup activity, children engage in the science-based exploration of how to remove
trash and oil from water, practicing collaboration and environmental stewardship skills. Through
questioning and scaffolding, we encourage critical thinking and problem-solving as they build a
stable tower taller than themselves. This reflects the Australian Curriculum in the areas of
science and mathematics, as well as Teacher Standards 2.1 and 3.3 in promoting student
engagement and intellectual challenge.

In terms of teaching strategies, we utilized mediating techniques, asked open-ended questions,

demonstrated tasks, and provided scaffolding to support the children's learning and
development. This is in line with Teacher Standard 1.5 in creating a supportive and stimulating
learning environment for students. As we engaged in outdoor activities such as the water slide
and planting, we incorporated intentional teaching methods to facilitate holistic learning
experiences.
 - EYLP:
- Teaching Strategies: mediating techniques, asked open-ended questions, demonstrated
tasks, and provided scaffolding
- Australian Curriculum: science and mathematics
- Teacher Standard: 1.5 , 2.1, 3.3.

II> Week 4:

2.1 Monday 4/3/2024

On a cloudy day like this, we organized Curl Curl for students to participate in the science
activity "Growing a Rainbow", which aroused their curiosity and interest. Children demonstrate
their understanding of colors, follow instructions, and play cooperatively in the "Grow a
Rainbow" activity. This aligns with Learning Outcome 1 (children have a strong sense of
identity) and Outcome 3 (children have a strong sense of well-being) as they engage in hands-
on learning experiences that aim to promote creativity and social connection.

In addition to scientific activities, children also have the opportunity to freely choose indoor
activities such as painting, art with nature puzzles, and dramatic play. Through these activities,
they demonstrate self-control and kindness towards their friends, demonstrating good manners.

By integrating Vygotsky's sociocultural theory, we were also able to create a collaborative

learning environment where children could learn from each other and develop their social and
cognitive skills through activities that allow the children to run around, ride bikes, and engage in
a game of "What's the Time, Mr. Wolf?" with their peers from Dee Why.

- EYLP: 1 and 3
- Teaching Strategies: mediating, asking open-ended questions, intentional teaching, and
scaffolding.
- Australian Curriculum: The incorporation of art, science, and outdoor play activities
- Teacher Standard: 1.1, 1.5, 2.1, 3.3, and 4.1

2.2. Wednesday 6/3/2024 (pics on 5/3 and 6/3) 👍

We greatly admire the ability of Ms. Daisy. Miss Daisy's teaching strategy is in line with EYLF's
emphasis on purposeful teaching, with underarm and overarm throwing before setting up a
throwing activity with bean bags. The use of open-ended questions encourages early lateral
thinking skills. These strategies support Teacher Standards 2.1 and 3.3 by creating a
stimulating learning environment and adapting teaching methods to meet individual needs.
We build and try to think about social learning, along with Vygotsky's sociocultural theory. The
child's enthusiasm for practicing throwing skills demonstrates the Zone of Proximal
Development, where the child is challenging himself with support from peers and educators. By
integrating transition words such as FIRST, NEXT, THEN, LAST in storytelling activities, we are
fostering language development and literacy skills aligned with the English standards of the
Curriculum teach Australia.

When thinking, storytelling must be effective. In the next activity, children are encouraged to set
up their own storyboards, promoting their creativity and self-expression in accordance with
EYLF Learning Outcome 4: Children are confident and engaged learners. This practice also
supports Teacher Standard 4.1, as educators empower children to take ownership of their
learning experiences. By incorporating a range of physical, cognitive and social activities, we
are promoting holistic development in line with EYLF Learning Outcome 5: Children are
effective communicators.

- EYLP: 4 and 5
- Teaching Strategies: Intentional teaching and scaffolding, adapting teaching
- Australian Curriculum: The incorporation of art, science, and outdoor play activities
- Teacher Standard: 1.1, 1.5, 2.1, 3.3, and 4.1

2.3 Thursday 7/3/2024

Our morning begins with the children participating in spontaneous activities of their choice. The
sandpit proved to be a popular area for Asher, Sebastian and Rome as they dug and buried
their feet in the sand. Ariana and Grace then joined them, adding their own imagination by
pretending to bake a cake. Vygotsky's sociocultural theory can be applied here as the children
are engaged in collaborative learning, sharing ideas, and building upon each other's knowledge
by jointly constructing an activity.

Moreover, The teacher presents the 3R concept and encourages children to think critically
about ways to protect the environment. This is aligned with Teacher Standards 1.1 (Supporting
student engagement in learning), 2.1 (Instructional content and strategies in instructional areas)
and 4.1 to 5.1 (Assessing, providing feedback and reporting Report on student learning
progress) from AITSL (2017)

- EYLP: Learning Outcomes 1,2,5

- Teaching Strategies: demonstration, asking open-ended questions, and intentional
teaching
- Australian Curriculum: Science and Sustainability cross-curriculum priority
- Teacher standard: 1.1 ; 4.1 ; 5.1
III> Week 5:

3.1 Monday 11/3/24:

Taking advantage of the weather, we went to the rooftop and discovered that our seasonal
vegetables had grown again. The children were delighted to see the carrots and bok choy
growing, and they showed their care for the garden by making sure the plants were well-
watered. This experience aligns with Early Childhood Learning Framework (EYLF) Outcome 2:
Children are connected and contribute to their world.

In our intentional learning activities, we focus on literacy and name recognition. Children
enthusiastically recognize words starting with the letter 'N' and practice writing their names on
artwork, in line with EYLF Outcome 5: Children are effective communicators.

Based on Vygotsky's sociocultural theory, we have created a supportive learning environment

where children can engage in meaningful activities and interactions. This theory emphasizes the
importance of social and foundational interactions in learning, which is evident in our activities
throughout the day.

- EYLP: 2 and 5
- Teaching strategies: Mediating and low-interaction with children
- Australian Curriculum: Literacy and Numeracy
- Teacher standards: 1.1, 3.3, 2.1,4.1

3.2 Wednesday 13/3/24

During group work today, we joined the children in a project focused on protecting our oceans
and environment. The activities inspire children to ponder the question 'What is waste?' and
'Where does the waste go?' Clara, Rome, Minnie and Isla shared their views. Drawing on
Vygotsky's sociocultural theory, we have facilitated a reflective discussion about the impact of
waste on our environment. The children were surprised to discover that a plastic bottle can take
up to 100 years to decompose. This ties in with Learning Outcome 2 of the Early Years
Learning Framework (ELYF), which focuses on children becoming aware of sustainable
practices.

Next, in music activities, we use mediation techniques to help children explore sounds using a
variety of instruments. This aligns with the Performance and Orchestration Teaching
Curriculum, enhancing children's understanding of music and rhythm.

Furthermore, the organized skydiving game not only improves children's physical coordination
but also fosters social skills as children cooperate and interact with each other. This is
consistent with Teacher Standard 4.1, which emphasizes creating a supportive and inclusive
learning environment.
 - ELYP: Outcome 2
- Teaching strategies: Intentional ( open-ended questions and facilitating hands-on
activities)
- Australian Curriculum: Performance and Orchestration
- Teacher Standard 4.1 which emphasizes creating a supportive and inclusive learning
environment.

3.3

During the group lesson, a future-oriented question was asked from us, and the students
enthusiastically shared their aspirations about their future careers, from hairdressers and
doctors to police officers and princesses. . This interest in role-playing and exploring different
professions aligns with Vygotsky's sociocultural theory, which emphasizes the importance of
social interaction and imaginative play in child development. small. As educators, we decided to
capitalize on this interest by launching a new curriculum project called 'My Future Career'.

Combining elements of the Australian curriculum, such as drama and English, we aim to give
children the opportunity to participate in work-related plays and learn about the role of different
professions in society. By addressing and asking open-ended questions while children have fun,
they can support their learning and increase their understanding of different careers.
Additionally, we will invite parents to contribute to the project by sharing their own professional
experiences with children. Additionally, by implementing specific teaching strategies such as
limiting interactions with children and structuring their play, we can empower them to explore
careers such as hairstyling and landscaping. meaningfully close.

References:

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curriculum/health-and-physical-education/

Australian Government Department of Education, Skills and Employment. (2009). Belonging,

Being & Becoming: The Early Years Learning Framework for Australia.
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