Child: Group Story

Date: May 2015

Written by: T. Bushra and T. Natasha
Today T. Maysoon joined us for our group time with a very exciting activity. The children
were going explore the difference between acidic and bases in common foods they enjoy. T.
Maysoon carefully explored each food item with the children including the taste and making
predictions of whether they were acid or base. The children giggled in delight as the liquid
changed between pink and blue to indicate if the food was acid or base. T. Maysoon then
gave the children a piece of litmus paper to take home and test some other food items with
their families.
Review of learning
All konga learn and take different things from the same situations depending on their own
focus, dispositions and interactions with peers. Please refer to your childs IEP or talk with
their teacher for specific focus, some of the possible learning outcomes your child was
exposed to:
Prosocial strategies
including turn taking,
sharing, thinking
interdependently and
responsibility.
Language skills
including; confidence,
extending vocabulary,

scientific language, conversational

language and predictions. For some
children this supported early
literacy skills including letters,
phonics reading English left to
right and valuing the written word.
A lot of our explorers
demonstrated perseverance through
mastering predictions or scientific
language and for others managing
impulsivity as they strived to reach
their goals.
All children explored using their
different senses, responded with
wonderment and awe while
applying past knowledge to new situations. The children were supported to make working
theories of their world as new language was given to describe what their senses have been
experiencing with bitter and sweet foods.
Where to next?
Throughout this activity we observed the group interest to be in colours and how they
changed. We will use this larger interest in our planning perhaps working on primary and
secondary colours. For children who were managing impulses we will continue to support
them to take responsibility for their learning through goal setting. Children who were
working on language skills will continue to be supported through a collaborative environment
in which an AKO approach and peer to peer scaffolding can take place alongside meaningful
conversations daily. T.
Maysoon immediately
followed her experience up by
sending paper home with the
children to strengthen home
connections and involvement
in their learning
Childs voice
Please share what you
discovered at home!