Group 1 Program

Thursday the 9th of May 2013 With teachers B and C (L was at OHS training)

Group Interests Outdoor snack table Water in the sandpit The green plastic bottle hourglass Listening Post read-along

Today it was unseasonably warm, even from the early morning, and so most children spent a good deal of time outside. While inside, the children seemed very settled and could engage in quiet activities for long periods of time. At the end of the day as B allowed children to move from the mat to the quiet activity tables, she asked them Whose name starts with (a letter)? Many children could identify the letter of their name just from hearing it, and move to a table.

Stegosaurus Painting We have a student teacher with us this week named Rachel. Rachel brought some cardboard shapes outside and asked the children to paint the parts. The children all remembered the horse that had previously been set up on the A-frame play equipment, and could understand that the cardboard bits would make a dinosaur on the same A-frame instead. They took turns very well, passing their smock to the next child when they had finished their painting. Many children from both groups became involved in the painting. Children who wanted to paint partway through were shown that although all of the pieces were painted on one side, the other sides would need painting as soon as the first was dry. Some children including D helped Rachel determine which pieces were already dry and which were still wet. T, M and some other children painted the bigger pieces such as the head and tail. This required them to co-operate with other children and work as a team to create something. Many children had trouble putting the smocks on when the previous users had taken them off leaving the sleeves inside out. The children could let others know that they were having trouble by asking for help. With a little aid from other children or Rachel, all of them were able to push the sleeves out the right way. J and U had an in-depth discussion about sharing the paint and whose turn it was to let each other use certain colours. The activity helped children to initiate negotiating and sharing behaviours. The children who painted the bigger pieces together demonstrated their abilities to increasingly co-operate and work collaboratively with others. Because the children knew their input would be part of the big project, they were participating with others to ...contribute to group outcomes. When the children asked for

help with their smocks, they showed that they could communicate their needs for comfort and assistance.

Assembling the Dinosaur Once the paint was dry, Rachel gathered some children to help assemble the dinosaur using the cardboard pieces and the A-frame. C and E helped a lot, by selecting plates and spines for the dinosaurs back, holding them in place, handing Rachel masking tape and giving Rachel lots of useful advice. When the dinosaur was complete, the two children amongst many decided to play with the dinosaur. C expressed disappointment at the pieces stopping anyone from climbing over the top, but they both really liked the idea that the dinosaur might eat them up, and spent some time in the dinosaurs belly. Rachel was explaining to the children that this was a dinosaur all the children had made together. The children expressed that they are open to new challenges and discoveries when they tried a new way of playing with the equipment. This project was designed to help children recognise the contributions they make to shared projects.

Obstacle Course Today the obstacle course that B set up was very popular. Sometimes a large number of children wished to participate, and they solved this problem by taking turns fairly. A would count out twenty jumps as he jumped on the trampoline before moving onto the next part. The children could easily accomplish all the tasks involved in the course. When these children discussed and demonstrated fairness, they showed that they could think critically about fair and unfair behaviour and were empowered to make choices and problem solve to meet their needs. Their easy completion of the obstacle course exhibits their increasingly complex sensory motor skills and movement patterns.

Bubble Blowing Children came along and blew bubbles using the bubble wands at different times today. Sometimes the children became disheartened by blowing and blowing and not making any bubbles, but B gave advice like asking them just to dip the wands in without shaking up the bubble liquid, and to blow softly. They generally were all successful after perseverance, and the children would get very excited when someone produced a real bubble. Where that bubble landed could make them laugh, such as someones head.

To succeed in this activity the children needed to respond to ideas and suggestions from others. When they were pleased that someone made a real bubble, they used their abilities to celebrate and share their contributions and achievements with others.

Whats the Time, Mr. Wolf? Today Teacher C led the children in a game of Whats the Time, Mr. Wolf? Children took it in turns to be the wolf and Teacher C instructed them to hold hands and creep forward whenever the wolfs back was turned. Perhaps ten children engaged in this game and were extremely enthusiastic. They seemed to enjoy running away from the wolf the best. Sometimes many children wanted to be the wolf, but they understood the need to take turns. Even after the game had finished, D, F, J and some children from the other group continued to play versions of the game. As children waited to be the wolf, they learnt to cooperate with others and negotiate roles and relationships in their play episodes and group experiences. When the children continued to play the game they demonstrated that they can engage in and contribute to shared play experiences.

INTENTIONS: For the children to continue to extend their knowledge through play with dinosaur activities such as the A-frame. For the children to improve their cooperation and concepts of fairness through engagement in the obstacle course and child-initiated play such as Whats the Time, Mr. Wolf?

Mat Time Sang Four Little Dinosaurs and Mr. Clickity Cane Book: Wonky Donkey

What next? Bubble painting A more complex obstacle course Continued, more complex play involving the A-frame dinosaur

Identity Community Wellbeing Learning Communication (Victorian Early Years Learning Framework)