Planned learning experience

Childs/Childrens Name/s: Anthony, Thomas and other children within

the centre.
Date: 08/09/16
What is the learning focus?
(be specific about the learning and/or development and/or dispositions and/or relationships and
interactions that are the focus, and link to the learning outcomes in the Early Years Learning
Framework)

The experience aims to challenge children on their concepts of different

types of emergency situations that could occur and the different people
that you could call, and whether or not they would all need to call triple
zero.

For children to identify people within their local community that could help
them based on the services and for children to understand what these
people do and develop a sense of trust ans security towards these people
(Outcome 1, Outcome 2).
For the children to learn how to communicate verbally and non-verbally to
what they see and hear and to reinforce their knowledge and ability of
what they need to do in order to express and communicate to others that
they are feeling unsafe (Outcome 5).
What is the experience?
The experience involves me reading a book with children about different
types of emergency vehicles and who you would get access to when you
dial triple zero (000).
Why am I planning this experience?
(link to observations and/or family information and/or evaluation of previous experience)

This planned experience links and follows on from the evaluation and
sequence of the experience implemented on the 05/09. It also reinforces
and maintains childrens existing knowledge of who to call in emergency
situations.
What resources do I need?
I will need the book Emergency Rescue by Angela Royston, which the
centre has.
What do I need to do to ensure that this experience meets health
and safety requirements?
To ensure that this experience meets health and safety requirements, I will
need to ensure that the content of the book is appropriate for children in
terms of its content and also in its level of understanding.
When is the best time, place and grouping for this experience?
The best time for this would be indoors, before group time or after lunch
when children are more settled and relaxed. The children do not

necessarily need to be grouped in a particular way, however a smaller

group may be more beneficial for discussion, but a bigger group would
enable all children to learn about these important concepts.
How will I interact with the child/children to scaffold their
learning?
I will ask children questions in regards to the text to scaffold childrens
understanding of who they could call to seek help and the various types of
situations in which these people could help in that can be drawn from the
text and visuals. E.g. Would a flying doctor be able to come and help us
here at the centre? Why or why not?
I would also use praise to reinforce and consolidate childrens learning and
maintenance of prior knowledge that has been taught (calling triple zero)
and when children communicate verbally in response to the visuals and
questions appropriately and/or correctly.

How did it go?

(Include details of how the children responded, how you scaffolded learning and how the children
scaffolded each others learning)

Before I implemented the experience, I established my expectations by

telling the children what I wanted them to do by asking them what they
think they should do with their eye, ears and mouths when they are
listening to a story and likewise when they want to ask a question.
Children were responsive and were able to assist in establishing
expectations when reading the book. The children were really interested in
the extra pages of the books and the visuals. I would ask children
questions about the visuals and for the images that focused on
emergency vehicles whom we would call triple zero for, I asked the
children to tell me and they were all able to tell me excitedly that it was
zero, zero, zero. For circumstances that may not need children to call
triple zero, I asked open ended questions about who they could call, and
whether or not specific people could help e.g. Could a mechanic help you
when you get into a car accident?
Children were able to scaffold each others learning through the responses
given in response to another childs response. Mikayla and Jade extended
on their peers learning by stating that you couldnt swim around in the
water during a flood even though other children had said you could. I used
visual cues and my finger as a gestural point in order to assist children
with answering questions about the text e.g. how does the firefighters
fight the fire? Where is the water coming from? When asking children
about where they were to swim at the beach (as there was an emergency
scene with a beached whale), children answered In the water. I provided
verbal reinforcement of praise (as they were correct, and likewise at other
situations when children provided the correct answer), and asked children
in what area of the water did they need to swim in and pointed at various
places in the picture in which they could swim in. Children provided logical
answers such as not too far away, not on the rocks, however did not
respond with swimming between the flags. I asked the children if they had
ever seen flags at the beach and asked what they thought they were for. A
few children put their hands up to agree but did not know what they were
for so I told children why the flags were there.
What changes did I observe in the child/children?
(link to the learning focus, resources, and strategies, interests, relationships, dispositions, and/or
connections to family context
were they appropriate, do I have any new information now that will inform future planning?)

Children were able to retain the information from the previous experience
of what number they need to call during an emergency (particular a
medical emergency) and were able to extend that to various situations.
Childrens understandings of various emergency situations were
broadened and they were able to understand that various situations call
for various helpers within the community and that we did not always need
to call triple zero. Children were also more engaged with the content as
images were more intricate and the text had more features (before and
after page).

What will I do next to follow on from this experience to support

the childs/childrens
learning/development/dispositions/relationship?
(discuss learning focus, strategies, experience, grouping and/or resources)

To follow on from this experience I could provide various costumes and

equipment of people that help which would allow children to engage in
dramatic play and understand the roles that these helpers undertake. I
could also invite people within the community who help the children in
times of emergency. This would allow children to build a relationship and
feel safe towards these helpers when they are dressed up (e.g. firefighters
in helmets) and also understand their role as helpers within the
community and how they could promote safety and assist others.
What have I learnt from this experience?
(reflect on planning, scaffolding, health and safety, relationships, meaningful curriculum,
continuity of learning etc - link to the pedagogies and practices and the educators role in the
Early Years Learning Framework, and/or theory and literature)

The children were engaged with the content with the book and wanted to
ask lots of questions and share stories about the different unsafe
situations and to answer questions that I asked. However, I found that I
needed to develop a better strategy at knowing how and when to ask and
answer childrens questions as I found children consistently wanted to
share and I did not want to stifle their interest or willingness to
communicate. I was able to ask and get feedback from another educator
who was observing the implementation and they stated that I could
provide children with a select choice and set expectations beforehand e.g.
We can ask questions after I finish reading the book, or I will answer two
friends questions relating to this page and move on and we can take
turns. In doing this, though I provide an open and welcoming learning
environment, I am also providing one that is structured in a way that
allows me to effectively carry out the experience and manage challenging
behaviours (DEEWR, 2009).
I have also learnt that I need to learn more about childrens knowledge
and understanding and the way in which children see things. In this
particular instance, I needed to better phrase my questions so that
children would be able to understand where I was coming from e.g.
Instead of where should you swim at the beach, I should ask a more
specific question such as where in the beach could you swim so that you
would be safe.