Recognizing our body parts - 24th May 2022
Spontaneous: Today when we transitioned to the Joeys yard, after nappy changes, the Joeys were encouraged to sit down for a little group time, Sandra (educator)began by singing 'head, shoulders, knees and toes', Sandra asked the children to show her their 'heads'. Marlee, Elya, Pilar and Isaiah were all able to show Sandra their heads . Sandra asked the children "where is your chin", Hunter came running to show interest, he pointed to his chin and Nathan pointed his chin too. Sandra told the children to show her 'where their cheeks are', Elijah pointed to his cheeks and said to Sandra "cheek ". Non-verbally Jack, Kavith, Tilly and Aarvi were all able to point to their ears, eyes and and mouth when asked by Sandra. Sandra added a lot of curiosity to her questioning she said to the Joeys 'who know where their spine is', the Joeys were all curious, Elya looked at Sandra waiting for Sandra responds, Sandra then explained to the children that 'our spine is the big long bone on our back', she asked Jack if he would like to show his spine to his peers, Jack nodded and said 'yeah', Sandra pointed to Jack spine and show the children, all the children wanted to feel their spine, they put their hands on their back to touch their spine.
Link to Pedagogical Documentation
Outcomes: 4: Children are confident and involved learners Elements: 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children in this learning story were able to learn their bodies parts through engaging interaction with their educators.
This learning experience can be linked to Piaget's . He believes that children need to be able to see, touch, taste, smell, move and hear the things they are learning about . This is called concrete learning.
Critical reflection: As an educator Sandra were able to recognize and value children's involvement in learning by asking more questions, provide learning activities that were flexible and open-ended, extending children's expressive language skills, she was able to model inquiry processes, including wonder, curiosity and imagination. Sandra were also able promote in children a strong sense of who they are and their connectedness to others through interaction. Follow up: visual picture of human bodies parts in stories books