Provoking Curiosity, Provoking Play, Provoking Learning - 11th August 2021
Our Joeys and Possums were combined for the day. The two rooms have been enjoying each other's company during these quiet days. Invitations for learning were set out in the Possum outdoor play environment. Different learning areas provide children the opportunity to engage in different types of play. Different resources within these learning areas provoke interest, ideas and bring forth creativity and curiosity within the children.
In the sand pit we placed transport resources along with cooking resources. Our Possums and Joeys engaged in imaginative play as they baked goodies, cooked food and became hosts to tea parties. Fine motor and eye hand coordination was developed as children scooped up sand with bowls, spoons and shovels.
On the mat we had connectors which brought forward problem solving, construction and teamwork skills. An Educator stayed by the experience engaging children in their play and demonstrating how the resources could be used and encouraging children to share and work together. This area was very popular with our Possums and Joeys enjoying the challenge of constructing different objects (houses, cranes, towers).
We also had the sensory trough on the mat. The trough was filled with different textured paper, with it was hidden shakers. Our little Joeys enjoyed scrunching, pulling and throwing the paper in and out of the trough. Our Joey's faces smiled in reaction to the different sounds their shakers made as they shook it, exploring cause an effect.
In the cubby house, a doll house was placed with wooden people. Here our Possums were able to explore different types of identities and characters, the wooden people becoming Mums, Dads, sisters and brothers. Our Joeys explored this area differently by tapping the wooden people on the doll house and on the cubby house further exploring cause and effect through sound.
Link to Pedagogical Documentation
EYLF Practices and Principles
Practices: 5. Learning environments Principles: 5. Ongoing learning and reflective practice The learning areas created for the children to explore was able to cater for different learning capacities and learning styles and invite children to contribute their ideas, interests and questions.
Interpretation
Critical Reflection:As the children positioned themselves in their areas of interest the environment itself was calm with the children thoroughly engaged in their play. Educators were positioned in each learning environment where they facilitated learning through open ended interactions and role modeling of the resources provided. We had some challenges with children not yet able to keep resources in one area but Educators were quick and consistent in encouraging them to keep these resources within the area. Continuing to be consistent in this practice will help improve children's skills in respecting learning spaces and resources. Follow Up: Construction (craft or ramps) - Teamwork and problem solving skills.
