Leyshani Naidu

2218 6506 EDF 4326 Early Childhood Field Studies Professional portfolio of pedagogical tools and rationale YEAR 4, SEMESTER 2

Item 1A

LEARNING OUTCOMES
Documentation, planning, Implementation, assessment

Item 1B

LEARNING OUTCOMES
Documentation, planning, Implementation, assessment

Item 1B:

LEARNING OUTCOMES
Documentation, planning, Implementation, assessment

Part A: Evidence
Data:
Children enjoyed the challenging connect the dots worksheets. My attention was drawn to their ability to control their hand and pen to connect the dots. Some were able to connect smoothly while others could not. Children also enjoyed making name necklaces which involved threading pieces of hole-punched card with the alphabets of their name on it.

Reflect/Review:
Cutting the straw also become a focus in this activity as children enjoyed doing something that adults do while developing their capacity to use scissors effectively (grip and repetitive motion). Arihoia s mom, a hairdresser, was enthusiastic to model what adults do. The children had the opportunity to be involved in the whole process of cutting straw and threading (some showed more interest in cutting straw then threading and vice versa). Children were excited to participate in the activity as usually there were few experiences set out during the afternoon They had to practice waiting patiently to cut straw or thread necklaces. Could have cut down on the time for waiting if had prepared threaded needles- discussed ahead with assistants on how we each could support the activity. Forward planning: Incorporate threading of other materials, such as flowers and leaves- making lei's are part of their culture.

Analyse:
In this observation, the children are developing their fine motor and hand-eye coordination development. Some children need more support than others.).

Plan:
To support the children in strengthening their hand muscles by incorporating and extending their current interest in experiences such as play dough and threading. Ensuring the activities have varying degrees of complexity so that the children can develop their skills and abilities at their level.

Act/Do: The activity was carried out on a mat outdoors. Instead

of using beads, the children were encouraged to cut up their own colourful straws for threading (handling scissors safely and being involved in the entire process) . Children had the option to thread using the needle and/or wool of pipe cleaners (varying degrees of complexity).

Item 1:

LEARNING OUTCOMES
Documentation, planning, Implementation, assessment

Part A: Evidence
Observations

Item 1:

LEARNING OUTCOMES
Documentation, planning, Implementation, assessment

Part A: Evidence
Implementation

Item 1: LEARNING OUTCOMES Documentation, planning, implementation, assessment

Part B: Reflective Commentary

CONTEXT
In a 3 to 4 year old preschool in Rarotonga, Cook Islands. Pedagogical approach was very different from ones I have experienced/examined in Australia. They took on a more hands off approach. There were different rooms within the centre (and house) a block room, a book room and a home room (with dress-ups, cooking equipment and pretend food). Besides play dough, paint and specific art activities, and short group times there were no other activities set out. The educators took on a less intrusive approach of developing the program. Children were free to run and extend their own play using the natural resources within the environment. The educators only intervened for safety reasons. I was at this centre with 3 other Monash Students and throughout the weeks we worked together as a team to plan, implement and reflect on the experiences (including adapting to their ways of doing things)

REFLECTION
This item reflects my ongoing reflection on practice as I engage in considering the different aspects that influence children's learning such as philosophy, ethics and practice of not just my own but the centre and educators I work with. (DEEWR, 2009).

RATIONALE
This particular planning cycle stood out for me as it was based on observations I had made throughout the initial two weeks of observation and semi-control we had. When I chose to implement this activity it was based on my experience of being aware of how the children responded to a change in routine (having a structured activity set out in the middle of their usual uninterrupted free play time). I thus include this piece as it reflects a successful collection of data, analysis, planning and implementation in an environment and ways of doing that was entirely new to me.

IMPACT ON ME
That it was not about identifying what they couldnt do but what they needed additional support in. Thus it was about focusing on strengthening their weaknesses. I feel that this is a necessary distinction that needs to be made as it shifts the way I approach supporting the childrens needs from just strength based but to a building capacity approach. This learning cycle also helped my development as a teacher by identifying cultural expectations and being respectful of the ways of doing.

LEARNING FOR CHILDREN

Outcome 3: Children have a strong sense of wellbeing as they engage in increasingly complex sensory motor skills and movement patterns. This was reflected as the children moved from simple threading of straw and pipe cleaners to the more complex usage of straw and needle and thread. Children also learned to manipulate equipment and manage tools with increasing competence and skills as they manipulated and managed the scissors with increasing deftness. (DEEWR, 2009).

Item 2:

PRACTICE
Responsiveness to children a pedagogical tool

Item 2:

PRACTICE
Responsiveness to children a pedagogical tool

Part A: Evidence

Item 2:

PRACTICE
Responsiveness to children a pedagogical tool

Part A: Evidence
Planning cycle
Data:
Children often ask for resources that they want set out. Their term 3 assessments/evaluations have started to come back from home. These assessments involved the children reviewing their own achievements as well as thinking about what they wanted to learn/examine during the rest of the term.

Reflect/Review:
An educator commented that although there was a lot of hustle and bustle, the children were all engaged in the different activities that were set out. They were each eager to engage in each others interest which contributed to the joyful and collective interaction. Throughout the day, children would come up to me to tell me what they wanted to learn about the children were excited by the prospect of clearly having a say about what they were learning and were so enthused by it. The energy in the room challenged me as a learning professional to be aware of the childrens activities and redirect their play when they were heading towards disruptive behaviour.

Analyse:
Now at term 4, children are feeling confident and involved in their own learning of their own play. As they actively seek out materials and inspiration to extend their play.

Act/Do:
During mat time at the beginning of the week I asked the children what they wanted to learn/explore about. They eagerly shared their ideas - one of which was to learn about fairies and princesses. Fantasy play resources were set out- rough materials such as tulle and sticks and fairy stencils was set up at the construction table. Another table had mushrooms, horses, knights and princess figurines.

Plan:
To encourage the children to have more control of what they were learning. That the program was explicitly planned based on their interests, and therefore further supports their sense of ownership by asking them what it was that they wanted to learn about.

Item 2: PRACTICE Responsiveness to children a pedagogical tool

Part B: Reflective Commentary

REFLECTION
By developing strong and respectful relationships with the children, ensuring that the childrens voices are heard and acknowledged It is within the context of the relationships that educators have access to childrens thinking and therefore are able to provide opportunities for intellectual, social and emotional development to occur (Brooker & Edwards, 2010). Children who are supported and encouraged in this regard become aware their voice and interest are reflected in the curriculum - are also engaged and empowered to contribute and become leaders of their own learning and development (DEEWR, 2009).

CONTEXT
At term 4, children are aware of the materials and resources that the centre has. The relationship the educators had with the children, how they listened to their opinions, acknowledged and responded to them with respect and dignity reflected my own personal teaching philosophy. This pedagogical approach ensures that children feel comfortable and empowered to ask the educators for resources that they want set out. Thus, the environment was conducive to my growing development as an educator in terms of my responsiveness to children.

RATIONALE
While I have taken several approaches to identifying and responding to childrens interest., this piece strongly reflects how I ensured that voice of the children was nurtured and responded to. It also draws focus to how children interact with the materials and with each other when they are fully engaged in their learning.

IMPACT ON ME
This experience gave me the opportunity to identify and respond to children's needs and interests more directly. I observed how one childs interest spurred on the interests of the other children. At the same time, it challenged my flexibility and responsiveness to be able to gently scaffold their needs. While there was huge interest in the activities set up, there was high demand for support and attention. At the same time I had to ensure that the needs of the children who were not involved in this play were also met. Thus it was through this experience, that I was able to identify the needs, strengths, abilities and interests off all the children [DEEWR, 2009].

LEARNING FOR CHILDREN

Outcome 2: Children are connected with and contribute to their world when they begin to recognise that they have the right to belong to their learning community Outcome 4: Children are confident and involved learners developing dispositions for learning such as confidence, creativity and commitment when they are curious and enthusiastic participants of their own learning who follow and extend their own interests. (DEEWR, 2009).

Item 3:

PRINCIPLE
underpinning practice High expectations and equity

Item 3:

PRINCIPLE
underpinning practice High expectations and equity

Part A: Evidence
Making curriculum decisions that promote inclusion and participation of all children (DEEWR, 2009, p. 13) I recognized that socially Ben needed support in communicating with his peers. Therefore, I ensured that whenever he was in my vicinity, I supported & facilitated his social interactions with the children around him, verbally and non-verbally to ensure Bens smooth transition into different learning situations.

Making curriculum decisions When planning, my Mentor would always ensure that there was always at least two sensory activities for Ben to engage in. I ensured that this was also reflected in my planning by setting out both sand play and Goop (corn flour and water).

Routines The hustle and bustle of pack up time caused Ben anxiety. In talking to his Yooralla Inclusion Support Educator, we identified that giving Ben another job outside the room , watering the plants, took him out of this situation and gave him the opportunity to join back into the program once pack up was complete.

Identifying barriers to Bens success and developing strategies that took him out of that environment and allowed him to feel settled while still engaging in purposeful interaction of watering plants that supported his development in other learning outcomes as he felt empowered in carrying out his role.

Developing professional knowledge and skills as well as working in partnership with children, educators, and Inclusion Support educator to identify equitable and effective strategies to ensure that Ben had opportunities to engage in learning experiences and achieve learning outcomes. (DEEWR, 2009)

Item 3:

PRINCIPLE
underpinning practice High expectations and equity

Part A: Evidence
MENTORS NOTES AND COMMENTS FROM FINAL PRACTICUM ASSESSMENT

Item 3: PRINCIPLE underpinning practice High expectations and equity

Part B: Reflective Commentary

CONTEXT
In a room of 21 children, from different backgrounds, with different needs and interest. During my placement, I became very much aware of the different ways that the educators in the room catered and responded to these various needs. The educators identified the needs of each child and responded to it in the way that they interacted with them, the experiences they set out that showed they valued each childs opinion and held every child in high regard. There was a child with additional needs, Ben, who had speech and language delay- to an extent that he sometimes became frustrated and severely aggressive that safety of the other children and adults around him became a concern. The development of the programme thus included supporting the needs of Ben.

RATIONALE
I was in this centre for only two weeks. After one week of observations, I planned for all childrens needs including Bens, and was in full control. In that week of observation, I had to quickly and thoroughly build my understanding as well as strategies to respond to the needs of Ben. At the same time I had to consider the strengths of each individuals and how I could respond and support them.

HOW THIS ITEM HAS CONTRIBUTED TO MY DEVELOPMENT AS A BEGINNING TEACHER AND MY PEDAGOGICAL PRACTICE.
What touched me was the degree of respect and the high expectations that the educators had for every child. Despite the fact there was a child with additional needs in their care, they were inclusive in their attitude towards him & had high expectations of him to perform within his capacity. They focused on his achievements rather than his shortcomings. Thus, as I took full control and planned and implemented the weekly program I kept this in mind. My experience of developing a program developed my capacity and understanding of creating an inclusive classroom that has high expectations for every child. That its not about changing the child or that he/she just has to learn but its about creating or changing the environment, our (educators) attitudes and practices in response to the needs of children. Its first and foremost respecting and supporting children's sense of identity and capacity.

References
Brooker and Edwards (2010). Engaging play. Berkshire, England: McGraw Hill Open University Press. Department of Education, Employment and Workplace Relations and Council of Australian Governments [DEEWR]. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Retrieved from http://www.deewr.gov.au/...