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Pictionary - 27th July 2021

Spontaneous:


Extending children's literacy and numeracy skills we organised a Joey and Possum group time where we played a game of Pictionary. Gathering together on the stage we used a whiteboard and markers for the experience. I talked to children about how to play the game. The purpose of the experience was to draw something on the whiteboard for our Joeys and Possums to guess. The children were very excited to participate knowing that it would be a guessing game.


At the start of the game we drew pictures using shapes to allow the children to begin understanding the concept of the game. As the children's understanding of the game grew we invited the children to draw the pictures instead of the Educator. We added further complex learning opportunities by adding letters and phonic sounds to guess the picture using open ended questions.


Pico, James and Novia were able to identify basic shapes such as a triangle, square and rectangle. Children did not yet comprehend the meaning of corners in regards to shapes. Brian was able to identify a number of written letters. Overall the children were quiet engaged in the experience and enjoyed being given the opportunity to draw on the whiteboard. They took joy in being given the clue of a letter for the picture but were working towards being able to connect the letter to objects they were thinking of e.g. ( Letter C - thought of dog)


Link to Pedagogical Documentation

EYLF Outcomes

Outcomes: 5: Children are effective communicators Elements: 5.4 Children begin to understand how symbols and pattern systems work. Children have shown increasing understanding of shapes and patterns using creative arts as a learning medium.


NQF Standards

Standard: 1.2 Practice - Educators facilitate and extend each child's learning and development. Elements: 1.2.1 Intentional teaching - Educators are deliberate, purposeful, and thoughtful in their decisions and actions. This learning experience was intentionally created with the thought and purpose of building children's cognitive, creative and language skills.

Interpretation

Critical Reflection: As an Educator I was able to extend children's learning of shapes, letter and phonic awareness using inquiry based techniques where children were given the opportunity to share their thoughts and knowledge. I was able to engage children in a learning discussion where I asked age appropriate questions where children from both age groups could answer and participate in. I was able to listen to children 's learning needs and act on this by slowly introducing simple concepts at the beginning of the game then later incorporating more complex questions based on the answers children were giving through the discussion. Follow Up: Letter and Phonic Awareness games - Extend on children's letter recognition and emerging skills of phonic awareness.





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