Children thrive when they are encouraged to be effective communicators, confident learners, and have a strong sense of identity. They use various forms of communication, such as verbal exchanges, dance, and active listening, to express their ideas and build relationships with peers and adults.
OUTCOME 1: Children have a strong sense of identity.
Children feel safe and secure within their environment to confidently share their opinions and thoughts while showing respect for others.
- Share information
- Respect others ideas
- Drawing connections between environments
OUTCOME 5: Children are effective communicators.
Children draw upon multiple forms of communication with peers and trusting adults to effectively communicate information.
- Responding to ideas
- Active listening
- Dance
- Verbal communicaiton
OUTCOME 4: Children and confident and involved learners.
Children's curiosity to explore is nurtured, they are encouraged to extend on their learning through meaningful experiences to encourage a positive disposition to learning.
- Problem solving
- Hand's on learning
- Children's strengths
INTEGRATED APPROACH
'Outdoor exploration'
PARTNERSHIPS WITH FAMILIES
Children drew connections between plants within their kindergarten garden and their gardens at home.
ENGAGING FAMILIES IN CHILDREN LEARNING - Children were excited and curious to further explore the plants they found during their outdoor exploration with their families.
Mathematics: Children were categorising the plants by colour to explore if they had the same colour plants in their gardens at home.
Confident learners: Children were drawing connections between difference experiences with their families that involved plants.
Visual Arts: Children created art works using the flowers as a reference for their exploration at home, embracing the natural materials available.
SHARE INFORMATION - Children share their knowledge from home with their peers and educators, drawing connections between the two environments.
Effective communicators: Children effectively communicated with their peers about plants they recognized from their garden at home.
General knowledge: Children shared their thoughts and knowledge during the conversation about plants.
Mathematics: Children addressed the difference between different plants by counting leaves, recognizing shape and size.
CONSTRUCTIVIST APPROACH (play-based learning)
Lots of natural and raw materials were available for the children to use and transform Eg. Sticks, leaves, bark, rocks, flowers.
Children explored the sticks and began to build a shelter.
CHILDREN'S STRENGTH - Children are showing strength in this task by voicing their ideas while being resourceful during the task.
Confident learners: Children are showing confidence by positively contributing their ideas to the construction while showing persistence with the task .
Mathematics: Experimenting and problem solving to find solutions to issues arising during construction.
HANDS ON LEARNING - Children extended on their ability to construct on a large outdoor scale. The children explored the materials available to establish what would be best for building their shelter.
General knowledge: Children engaging drew upon their general knowledge of what a shelter may look like.
Experimenting: The children experimented with different ways to construct the shelter with the materials they had sourced.
PROBLEM SOLVING - Children drew upon their problem solving skills to begin building a shelter with the material available from the outdoors.
Mathematics: Children used there problem solving skills to construct a shelter made of sticks and leaves. They analysed the size of sticks and how many they would require.
Science: Children experiment with water and leaves to establish a way of making the shelter weather proof.
Literacy: Verbal and written skills were used as they drew up and discussed a plan for the shelter.
EMERGENT APPROACH
Children found a green caterpillar on a leaf, conversation was sparked between children and educators.
RESPONDING TO IDEAS - Children took part in group conversation regarding the caterpillar, they took turns in responding to ideas about what the caterpillar was doing.
Literacy: Children took turns in conversation, allowed others to talk and actively listened.
Hypothesising: Educators posed questions to children, encouraging their thinking to be extended
CHOICE IN LEARNING - Children's freedom of choice was exercised as they explored the outdoor area, educators extended on their chosen interest by posing questions to extend their learning.
Collaboration: Children chose to work together on exploring the caterpillar and what it was doing.
Dance: Children began to move on the ground like a caterpillar and explored using different parts of their body to achieve the desired outcome.
SPONTANEOUS TOPIC OF INVESTIGATION - Children have independently explored the outdoor space and found something that is of interest to them.
Literacy: Educators extended on the interest in caterpillars by exploring books with information relating to the insect.
Visual Art: Children created a visual arts piece of there interpretation of a caterpillar using raw materials from the outdoors.
