This morning, I set up an activity where the children needed to put a picture of the transport in the correct area, whether on land, in the water or in the sky. Jack and Salo were first, and when I gave them the instructions, they could complete the task confidently on their own and correctly placed the transports in the correct areas. Mun and Isaiah had a turn next, and Mun got straight into the activity. However, Isaiah was unsure and pointed to the car. I asked Isaiah, "Where does the car belong?" Isaiah pointed to the road and put the picture there. He then pointed to the bike, and I asked, "Where does that one go? Isaiah shrugged, so I asked, "Does it belong in the sky?" He said, "No". "In the water?" He said, "No". So I said, "Then where does it belong?" Isaiah said, "On the footpath," and placed the picture on the land area. He was then able to complete the rest of it himself. Annalise and Evie were next; they knew exactly what to do with the pictures and got them all correct. Hunter and Nyiel also had a turn, and while Hunter was placing each picture, he could correctly name all the transports and what area they belonged. Liyana and Tilly were the last ones to have a turn, and Tilly was able to name each transport and understood what to do with them and where to put them. Liyana was initially unsure but started putting a few pictures on the area where they belonged. However, when Liyana picked up the helicopter, she put it on the land because the picture had the helicopter on the grass. So I asked Liyana, "Where does the helicopter fly?" She said, "The sky," and put the helicopter in the correct spot.
Link to Pedagogical Documentation
Outcomes: 4: Children are confident and involved learners Elements: 4.3 Children transfer and adapt what they have learned from one context to another. This learning experience can be linked to outcome four because the children could recall what they have learned about transport and identify where each type of transport belongs.
This learning experience can be linked to Vygotsky's theories. He believes that working with adults and more skilled peers is essential for children to acquire the ways of thinking, knowing and behaving that can make up a community's culture.
Critical Reflection: This activity went well, and most children knew what to do with the pictures. The educator supervised and provided prompts and encouragement where needed.