Full Day Plan

Date Implemented: 5 October 2019

Time Daily Routine Resources Intentional Teaching Focus Children and Learning Role of staff
Strategies links to Intentions- EYLF
documentation links

8.30-9 Arrive early to set up tea-party in Table, tea-set, table EYLF 3 Myself and
playground. cloth, chairs, water, assistant
herbs.
If weather is fine all rooms play
outdoors until 9.00am
9

Children put away hats and sit ready

for roll call and group time. EYLF 3

Model hand- All staff

washing Adi to lead
9.05-9.25 Say Hello in Japanese (Konichiwa) EYLF 5
Story: Teddy Bear’s group.
Model pointing to
Story: Teddy Bear’s Picnic Picnic EYLF 1 & 3
children and Educator or
Transition children to bathroom: 5 counting assistant to
little monkeys assist
children in

Talk about bathroom

9.25-9.45
Supervise morning tea on veranda and healthy food
mark off ‘Routine Checklist’ for choices with
children eating morning tea children All staff

9.45-11.30 Indoor/outdoor play Mirrors, A4 paper, CI Group EYLF 1

acrylic paints, fine
 Self-portraits CI (set up inside) brushes Challenge and 27/9/2017 EYLF 3 Adi to sit
encourage children with
Tea-party CI (outside) Table, tea-set, table EYLF 4
to look at portraits.
cloth, chairs, water,
Add tubes and balls to sandpit(AI) individual CI Isabella
herbs. Educator or
features. 25/9/2017
Children may choose to play in assistant
Tubes and balls
outdoor areas as well as indoors – Co-construct with outside and

home corner, writing area, book and children how the other

puzzle area and other interest areas. things move. EYLF 4 & 5 to supervise
11.30 –
other areas
11.50 Children gather on the mat for
of interest.
grouptime: Singing and puppets – Rags
EYLF 4
the Dog, Never smile at a crocodile, Educator to
11.50 lead group-
Jack in the box Model actions to
songs time.
EYLF 3
12 Adi set up
Transition to bathroom – identifying
tables for
children wearing different colours Model hand-
lunch
(colour recognition) washing

Children’s lunch time –supervise and

document what they eat
Talk about
12.30 Put out children’s beds healthy food All staff

choices with
Educator or
children
assistant
Assist children to wash hands and
transition to make their beds

Clean tables from lunch Adi and

other staff
 Set up quiet activities for non-sleepers Allow children to member

1-2.30 select quiet activities

Assist with cleaning of bathrooms and EYLF 5 Staff take
room. turns and
negotiate
roles

Organise playground

Adi and

Complete Daily Write-up for parents Photos educator

Complete critical reflection Adi

Assist children to pack up their beds

as they wake
All staff

Clean beds before putting away

Get sunscreen out in preparation for

outside play EYLF 2
2.30
Adi
Transition to children to quiet
activities as they wake Adi
2.45 –

4.30
EYLF 3
Grouptime: Story telling – The Very Adi
Making
Hungry Caterpillar – felt story
connections – life
cycles

Children apply sunscreen and transition

All staff to
outside for outside play
 Supervise allocated area supervise

Contingency Plan:

If it is raining and I am unable to set up the tea-party in the playground I will set it up in the homecorner.

If it is raining, add tubes and balls to construction area.

Changes to indoor/outdoor environment:

Add resources for experiences to outside – table and chairs plus tea-set to playground

Add equipment to sandpit. Set up writing centre inside.

Critical Reflection:

Today I wanted to challenge myself by setting up learning experiences that invited and enticed children to participate.

I was pleased with how I set up the tea-party as I added a table cloth and vases of herbs for the children to use. They were engaged and
delighted. Next time however, I should consider adding some more resources for them to use in a basket or perhaps encourage them to pick
their own herbs from the garden. Naming the herbs would have embedded literacy, so I should consider this next time.

I stuck the tubes upright sticking out of the sandpit which immediately attracted children, although at first they were not sure what they
could do with them. I modelled different possibilities and this was enough for them to run with their own ideas. It highlighted the importance
of intentional teaching strategies to me such as demonstrating and co-constructing.

At first the children were not sure about using the mirrors and wanted to pick them up to look closer but it made it difficult for them to
draw. I experimented by taking a close up of the children and printing it out and then giving it to the children to do their portraits. This was
much more successful.

Educator’s or supervisor’s comments and signature:

Adi was very organised today which contributed to the smooth running of the program.

She provided interesting resources and implemented intentional teaching strategies, such as the introduction of the dragon fruit, to engage
children in meaningful learning.

Her use of open-ended questions allowed children to hypothesise and investigate further.

It was a great day.

Tom Brown