Posts Tagged ‘group time’

Children’s Day

We are continuing to learn about Koharu’s cultural background. This week we are looking at Koharu’s timeline and how many times she has travelled around the sun to reach the age of two. During group time Ms Alice is demonstrating that the globe needs to travel around the sun two times so Koharu can reach two years old. Koharu celebrates a special Japanese event which is ‘Children’s Day’.  Ms Alice is working collaboratively with Koharu’s mum who demonstrates resources and time to teach us about this special day.  This special day is a celebration for children to be strong and determined like the carp that is the symbol for the children’s day kite.

Ms Alice is teaching a lesson about the Japanese Children’s Day special event. The carp (fish) represent the number of in your family. It is a special day for children to celebrate happiness.

Jacob was intrigued and had followed up on this interest by painting a carp template to make a carp pole.

Archer is matching the coloured counters to the same coloured carp.

What Do You Know About Asia?

Quality Area 3.2: The environment is inclusive, promotes competence, independent exploration and learning through play.  (NQF)

Today MS Bernie presented the group time discussion about Asia. She had shared her experiences and knowledge about her holiday and travel adventures through Cambodia, Laos, and  Thailand. The children were fascinated by Ms Bernie’s journey. Ms Bernie explained that Asia is the continent and that there are many countries within this continent. Jett was extremely interested in Ms Bernie’s presentation because his Aunty has also holidayed in Cambodia. Ms Bernie had shown the children pictures of the traditional people who live in these areas and the lifestyles they live such as fishing, cooking and working. Ms Bernie had also taught the children to say hello in Cambodian, which is “Sour Sdey”. This group time presentation was enriched with information and displays that inspired the children to explore this presentation further in depth. Megan and Verity are playing in the travel agent and are travel consultants for Maxwell and Jett who intend to travel to Cambodia.  Sophie is painting a picture of the images that she had seen on display of the elephant and the man fishing in the river. During the cooking experience, Maxime alongside his friends Jett, Mason and Verity are using various methods of preparation for the Thai stir-fry dish. Verity is peeling the vegies which I then passed on to Jett so that he can dice the vegies. Jett then passes it onto Maxime who is  mixing the vegetables with the noodles in a bowl.

Group Time Sessions

Group time sessions are a time when educators and children come together to learn from one another, exchange information and assist each other to feel part of a group. Group time this morning involved Jackson ROTE Learning the days of the week and using his letter recognition skills to locate the day Friday to place on the day tree. Georgie had followed up on days of the week by looking for the pictures of people who are here today. Georgie is using her cognitive thinking skills to process the following information: Georgie has to think about who is here, then she locates their pictures and places them up on the Kidscape board. If someone isn’t here then Georgie places their picture onto the home board. Georgie then double checks by counting the pictures on the board then doing a head count of the children here today including herself. Neo participates in group time by practicing his counting. Neo chooses a counting box from the basket then he empties the box onto the table to ensure the quantity of trains matches the number on the card. MS Nerissa participates in group time by quizzing children on their colour recognition. She is playing a game of ‘I Spy’ with the children. MS Nerissa would say ‘I spy with my little eye something beginning with…. red’ then she would hold up the red card. Neo responded by saying there is red pictures on the counting chart and Jackson said he is wearing a red shirt. As a child successfully recognised a colour then they transitioned to the bathroom for hand washing and morning tea.

EYLF OUTCOME: Outcome 1.1.5: Establish and maintain respectful, trusting relationships with other children and educators. (EYLF)

EYLF OUTCOME: 2.1.3: take action to assist other children to participate in social groups.

Emergent Project: Seeds and Flowers

This morning during group time Ms Nerissa was explaining to the children about the life cycle of an apple. Ms Nerissa explained that cycle one is apple seeds being planted. Cycle two a seedling grows form the ground. Cycle three the seedling grows into a tree. Cycle four flower buds grow on the tree. Cycle five flower buds start blooming into flowers. Cycle six small green apples (baby apples) start to grow. Cycle seven small green apples grow into large red apples. Ms Nerissa then showed the children the core of the apple with the seeds inside, she explained that we can use those seeds to plant and start the cycle all over again. Ms Nerissa finished the discussion by asking the children what they leant about the life cycle of an apple. Maya learnt that small green apples are baby apples and large red apples are adult apples. Georgie learnt that flowers grow on the apple tree first followed by apples. Amelie learnt that we plant seeds in the ground. Maxwell learnt that seedlings grow into trees.

Outcome 2.1.4: Broaden their understanding of the world in which they live in.  (EYLF)

Outcome 4:  Making connections between experiences, concepts, and processes.  (EYLF)

Project: Frogs

Today we have started not only a new month but a new project too. We started off by Ms Nerissa introducing the project and

discussing the life-cycle of a frog and their habitat. She also explained that there are lots of frog activities and games to

participate in throughout this project. Summer started off by sequencing the lifecycle of a frog while Freya was making play-

dough frogs and Anabelle was painting her most colourful frog. Educators have also introduced the ‘Family Tote Bag.’ This is a

bag that each child takes home and fills with items that they think is relevant to the project. Once the child has chosen a few

items to fill the bag then they bring it back to the centre where they share their items of interest/relevance to the project.

Summer will take the bag home first because she has a keen interest in frogs and has lots of frog related items that she can

share and contribute to the project.

  • Outcome 1: Establish and maintain respectful, trusting relationships with other children and educators. (EYLF)
  • Outcome 2: Children develop a sense of belonging to groups and communities. (EYLF)

 

 

 

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