Section 1: Six Planned and Evaluated Literacy Learning Experiences

Experience 1: Drawing on the ground

Childs/Childrens Name/s: CHILD A
Date: May 4, 2017

Key words
DEEWR, 2009 - Department of Education, Employment, Employment and Workplace Relations.
(2009). Belonging, being and becoming: The early years learning framework for Australia.
Canberra, Australia: Commonwealth of Australia.
ECLIPSE, 1997 - Department of Education & Childrens Services, SA. (1997). Early childhood
literacy includes parents, staff and education. Adelaide: Author
STEPS, 2009 - Department of Education Western Australia. (2009). First steps continuums. Australia:
Author
LCU5, 2000 -Jones Daz, C., Beecher, B., Arthur, L., Ashton, J., Hayden, J., Makin, L., Clugston, L &
McNaught, M. (2000). Literacies, communities and under 5s: The Early literacy and social
justice project. A resource for families and early childhood staff. Sydney: DOCS (NSW) and
DET (NSW).

What is the learning focus?

Creative Arts Drawing, Science: Parts of the body
Literacy: Aspect of Drawing
What is the experience?
Drawing of the body
Why am I planning this experience?
(link to observations and/or family information and/or evaluation
of previous experience)
I am planning this experience, as the current project is about
healthy eating and our body which includes of making their own
version of a skeleton. From the observation on April 13, CHILD A was
starting to draw my face and it is an extension to that, knowing what he
can create more from his drawing. Also, CHILD A has been showing
interest in drawing using chalk on the board. I am providing CHILD A
with another resource/canvass for him to draw.
What resources do I need?
Chalk, Space on the ground
When is the best time, place and grouping for this experience?
Outdoor so there is space on the ground to write
How will I interact with the child/children to scaffold their learning?
Will ask CHILD A if he can draw me again, provide the chalk and demonstrate writing on the
ground.
How did it go?
I was sitting in front of CHILD A on the ground and I started to trace just my hands. I then asked
CHILD A if he could draw me. CHILD A responded, Lay down. I then asked, why do I need to lay down?
He said, so I can draw all of you.
I just sat on my place and CHILD A drew a circle around me, when I stood up to see. CHILD A said, thats
you.
Me: where are my hands and head?
CHILD A: I said lay down
Me: Would you like to draw Ni?
CHILD A: No! I want to draw you (pointing at me)
So I lay down and put my jumper and I used the hat as my pillow then CHILD A traced me using his right
hand.
He then drew my face with two eyes and mouth. Then added the flash logo.
CHILD A: Youre the flash!
Afterwards, CHILD A wrote his initials Big A and small I near his drawing.
Analysis
EYLF Outcome 1.1: Children feel safe, secure, and supported (DEEWR, 2009).
EYLF Outcome 1.2: Children develop their emerging autonomy and sense of agency (DEEWR, 2009).
EYLF Outcome 1.3: Children develop knowledgeable and confident self identities (DEEWR, 2009).
EYLF Outcome 2.1: Children develop a sense of belonging to groups and communities and an
understanding of the reciprocal rights and responsibilities necessary for active community participation
(DEEWR, 2009) evident when CHILD A demonstrate a sense of belonging and comfort in their
environments.
EYLF Outcome 3.1: Children become strong in their social and emotional wellbeing (DEEWR, 2009).
EYLF Outcome 4.1: Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity (DEEWR,
2009).
EYLF Outcome 4.2: Children develop a range of skills and processes such as problem-solving
(DEEWR, 2009).
EYLF Outcome 4.3: Children transfer and adapt what they have learned from one context to another
(DEEWR, 2009).
EYLF Outcome 4.4: Children resource their own learning through connecting with people and place
(DEEWR, 2009).
EYLF Outcome 5.1: Children interact verbally and non-verbally with others for a range of purposes
(DEEWR, 2009).
EYLF Outcome 5.3: Children express ideas and make meaning using a range of media (DEEWR, 2009).
Use talk in play and social situations (ECLIPSE, 1997).
Listen to others (ECLIPSE, 1997).
Talk in three word sentences - No! I want to draw you (ECLIPSE, 1997).
Use gestures, tone, and facial expressions (ECLIPSE, 1997).
Initiating social interactions (ECLIPSE, 1997).
Sustaining conversations (ECLIPSE, 1997).
Describing objects (ECLIPSE, 1997).
Draw a person (ECLIPSE, 1997)
Becoming engrossed in the sensation of the chalk and ground (ECLIPSE, 1997).
Establish a hand preference (ECLIPSE, 1997).
Write their own name (two letters) (ECLIPSE, 1997).
Give explanations when CHILD A said Youre the flash (ECLIPSE, 1997).
Using a variety of models and different art forms (ECLIPSE, 1997).
STEPS Phase 2 Early Language: Language and thinking expresses feelings, offers solutions when
asked if he can draw me he asked for me to lay down (STEPS, 2009).
STEPS Phase 2 Early Language: Language and Literacy Behaviour: Speech Development may
confuse tenses lay down (STEPS, 2009).
STEPS Phase 2 Experimental Writing: uses writing to convey meaning. Marking his work, making it
know that he drew it (STEPS, 2009).
LCU5s Language: participates in interactions with others, hears and responds to others in small group,
understands when spoken to, use language for a range of functions- imagining, can be understood by
others (LCU5,2000)

Evaluation and what will I do next?

The experience went well than I expected. CHILD As initiative and suggesting that I would lay down for
him to draw me was unexpected. He was able to draw much in details with body and arms because he was
tracing me as I demonstrated to him while I was tracing my hand. The goal for him to draw the rest of the
body parts has been achieved. I will continue to explore CHILD As interest in drawing by encouraging and
providing more opportunities to draw and paint in other mediums by providing other resources.