Early Mathematical development 27-28 th May

Through this collage activity the children are exposed to early mathematical concepts whilst
developing their fine motor skills in a social setting. This involves educators scaffolding learning
through discussion of the materials presented. Shape, colour and numeracy is explored as educators
point out squares, triangles, rectangles and numbers. Language acquisition and understanding is
developed as educators role model and talk about actions such as pasting, gluing, sticking, etc. The
surface quality of papers can also be discussed. E.g. This paper is shiny. The children love the tactile
nature of such a hands on sensory-based art and craft activity.
Links to EYLF LO 5 Children are effective communicators
5.1 Children interact verbally and non-verbally for a range of purposes
5.3 Children express ideas and make meaning using a range of media

27 th June In our garden.

25/6 We have a vegetable planter which houses our

zucchini and cucumber plants which were not doing so
well in the hanging pots. Lets hope they improve and
come good. It would be exciting to see some
cucumbers and zucchinis growing. The children helped
shovel soil into the planter. They took turns and
watched their friends and some of the pre-schoolers
even came over to help. Then the children watched us
transplant the zucchini and cucumbers into the garden
bed. The activity was a new and different experience
with some of the toddlers entering the gated vegetable
garden for the first time.
26/6 We have some new resources for garden projects.
They include three watering cans, two with shower
spouts, a wheel barrow , a rake and three pots of
flowers. We also have some pavers and pebbles to
create a mosaic pebble path in our garden along with
wind chimes and water gauges to promote tranquility
and scientific investigation in the future. Soon we will be
installing some plants into barrels in our undercover
area to bring the garden indoors. The children can then
give the plants their excess water from their morning,
lunch and afternoon cups of water. Links to sustainable
living.
.

27/6 Today we are planting our flowers into the hanging

pots. We have orange, pink and yellow flowers. The
sunflowers we planted a few weeks ago are doing well.
They have sprouted and grown a few centimeter's tall. This
has happened because the children have regularly been
involved in watering them in the mornings and afternoons
with buckets and empty vessels. Some children have also
shown particular interest in monitoring their appearance
and growth.

EYLF LO 4
Children are confident and involved learners
4.1A express wonder and interest in their
environments
4:1B are curious and enthusiastic participants
in their learning

Wednesday 1 st October
Exploration of
-animals using purple play dough
Rocks and where they come from

Outcome 4: Children are confident and involved learners

Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising,
researching and investigating
-evident when children manipulate objects and experiment with cause and effect, trial and error, and motion

Art Experiences in the

Pre-School room

We use a wide range of art experiences throughout the week to

engage the children in hands on and sensory play based
activities. These experiences help develop an understanding of
mark making in general and that marks, symbols, images and
2D and 3D forms have meaning. They also engage the children
in fine motor activity strengthening and developing little hands
and fingers in preparation for many different tasks as well as
for writing at school. Whilst doing the activity educators use
language and words to describe what they are doing and what
materials look like and feel like scaffolding learning and
understanding of adjectives and verbs and promoting reflective
thinking. Through interest and engagement in the childs
individual/group socio-symbolic dramatic play or script
various other concepts are also explored.
LO4: Children are confident and involved learners
4.1 Develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence,
imagination and reflexivity
4.2 Develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesizing, researching and
investigating
For example manipulate objects and experiments with cause and effect, trial and error, and motion

March 2015-Pre-School Room

Our

new

learning

space:

Nature/Culture

We have sucessfuly introduced a six seat adult size dining room

Dining

Room

Table

table into our room. This new learning space is used for

intentional teaching activities as well as for independent and group exploration and experimentation
by the children. How does this happen? With guidance from educators children learn to respect the materials and
resources on this table. Pencils are contained in glass and ceramics a material many children would be used to from their own
home environment. The table contains nature based photographic books that depict images from around Australia and the world with
a focus on animals, plants, buildings etc. Paper is available for drawing and mark making. Natural items such as flowers, petals,

interests of the children.

sense of belonging.

leaves pebbles and a bird nest are brought in. Items can be changed depending on the focus and
Pictures

of

the

children

surround

the

table

and

encourage

and

life cycles of garden creatures such as the frog,

butterfly and bird. We have also used the table for teaching the children about diversity, respect and belonging by
making bunting flags with images of flags and people from around the world for Harmony Day. Many drawings have also been
made based around the childrens interest. On Monday Max, Cheyanne and Daisy were introduced to drawing a still life of fruit.
We discussed the various colours and shapes seen in the apple, pear and orange and drew our own interpretations. Cruz
listened however chose to independently explore pictures in the book commenting excitedly on the crocodiles and the
dinosaurs as he sat beside Max and Daisy. This new table is an inclusive learning space for children of mixed ages and
abilities to enjoy. A space where literacy and language can really be developed as we interact with rich literacy based
So far we have used the table for exploring ideas about the

garden

observation

resources, tactile materials and shared dialogue and conversation.

and

Set up activities for intentional teaching

-Australian native and feral animals
-Australian landscapes , plants and bush foods

4/11 Continuing on from yesterdays investigations into gardens today we explored flowers and parts of a
flower. We also looked at a book of flowers to see the many different flowers that exist. Noah, Alliya, Torah and
Amy all persisted with the task of making a flower of their own. They n rolled a stem and made the petals and
leaves by cutting and scrunching up paper. They also used glue sticks to attach the different parts of their flower.
Several other children also showed interest in the task and attempted to make parts of a flower by cutting,
tearing and sticking. They were Cheyanne, Cruz, Will and Ethan. Great to see so much enthusiasm.

AFRICAN ANIMALS : The children also enjoyed exploring the African animals. Using play animal figurines and wood
pieces as a point of entrance into a deeper investigation into African animals we developed our knowledge and interest ifurther
through exploring a reference book containing photographs and images of the animals in their habitat. Ethan, Max, Noah, Alliya,
Amy, and Marley showed particular interest and enthusiasm in the task. We discussed characteristics of the animals and observed the
foods they ate noting that the giraffes eat leaves and flowers while a lion hunted prey such as a zebra. We discussed what
camouflage means and how it can help the animals survive and escape the jaws of another animal by blending in with their
environment or in the case of a zebra allowing the baby zebras to hide next to mum or dad. The children then enjoyed sensory play
with shaving cream using animal figurines and their fingers.

LO4 Children are confident and involved learners

4:1Children use play to investigate, imagine and explore ideas

29 th
January
2015

Today to extend upon our learning of Indigenous Culture that arose out of our study of Australia Day we
set up a socio-dramatic role play activity involving exploration of bush foods . Katherine made a stream
using bamboo sticks that led to a water pond. The water flowed from the tap to the pond. The children
added rocks and logs. The children also helped make some pretend camp fires in the sand pit using
bamboo sticks, logs and orange and yellow cellophane. They then collected worms to cook up
pretending they were bush food such as witchetty grubs. The children also used fishing rods to catch fish
from the ponds and pretended to cook them on the fire. Katherine made a wilcha from bamboo sticks
to represent an Indigenous shelter made from sticks and branches that Indigenous people used to
shelter in. During this intentional learning experience we also looked at many indigenous bush foods
and plants from around Australia. We extended their language and knowledge development by naming
food types and pointing to pictures and looking at some bush cooking techniques such as cooking
witchetty grubs in the coals of a camp fire and fish wrapped in bark and cooked under the ground in a
camp fire oven. The children all enjoyed this experience enthusiastically participating and showing great
interest in the picture books of bush foods and plants.

LO4 Children are confident and involved learners

4:1Children use play to investigate, imagine and explore ideas
Other activities the children enjoyed today were dress ups, bike riding,
painting and reading story books.

23 rd February-Our room


5 th February 2015 Artists at Work
The children collaborated with each other and staff to create some new artwork for our room. This arose out of the childrens general
interest in painting and exploration of Indigenous Art including acrylic desert painting and rock art. The children collected plant
matter from the garden. Then they placed it on the mural paper and took turns using the spray paint bottles. The children also used
the splatter technique to create beautiful coloured dots on the artwork. Then once the paper was covered in paint we waited for it to
dry before removing the plant matter and revealing the shapes and patterns of the leaves, sticks and stones left behind.

Noah was an enthusiastic participant in this

activity. He eagerly gathered leaves, sticks
and stones to place on the paper. It was great
to see Noah engaging in this creative group
art experience and working collaboratively
with his friends to make a bright, vibrant
painting. Noah particularly enjoyed using
the spray bottles to spray paint on the
surface of the paper. Well done Noah!

LO4: Children are confident and involved learners

4.1 Develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity
4.2 Develop a range of skills and processes such as
problem solving, inquiry, experimentation, hypothesizing,
researching and investigating
For example manipulate objects and experiments with
cause and effect, trial and error, and motion

Ayla
5 th March

LO4 Children are confident and involved learners

4.1 Develop dispositions for learning such as
curiosity, cooperation,
confidence, creativity, commitment, enthusiasm,
persistence, imagination and reflexivity.
-Evident when children show curiosity and
engagement in experiences

20 TH APRIL

Today we began making poppies for our Anzac

Day wreath. We discussed what Anzac Day is
and what the poppy represents as we made
them. We also welcomed a new boy called
Ayden to our room.

LO5:Children are effective

communicators
Children express ideas and make a
meaning using a range of media

Today we continued to
make poppies for our
wreath for Anzac Day.
It is really
coming together nicely
and the children are so
enthusiastic about its
creation.

LO5:Children are effective communicators

Children express ideas and make a meaning using a
range of media

Thankyou to special helpers Grace, Daisy

and Amy for setting the table for lunch.
Great job! Learning Outcome 1: Children have a
strong sense of well-being
2. Children take increasing responsibility for their
own health and physical wellbeing.
3:2G manipulate equipment and manage tools with
increasing competence and skill.
Learning Outcome 2: Children are connected with
and contribute to their world
2:2E practise inclusive ways of achieving
coexistence