Planning together, learning together Sharryn Clarke The Merrell Kindergarten Innovation Showcase 2010

• Community based kindergarten • Small number of staff • 96 children per year • Cultural contexts: Greek, Italian, South East Asian, Chinese, Indian, Anglo-Saxon • Committee of Management • Director – Pedagogical leadership

“We believe

that meaningful teaching methods should embrace a combination of important factors including a comprehensive understanding of: • Child development research & theory • Innovative theories of teaching practices

(pedagogy),

and • Community values and family involvement.”

• Immediate Community and their children • Voice of the Family • Voice of the Child • Voice of the educator • Collaborative • Effective • Reflective Linking to the VEYLDF

• Planning Cycle - taking observations - making interpretations (decoding) - setting long-term and short-term goals - planning learning experiences - implementing learning experiences and allowing for spontaneous learning - evaluating (taking more observations)

Where the program unfolds according to the interests, strengths, abilities and participation of the children.

Embedding the

Victorian Early Years Learning and Development Framework

(VEYLDF)

• Information booklet • Website • Brochures • Statements from the Blueprints • Statements from the National Framework: Being, Belonging, Becoming • Statements from the State Framework: VEYLDF • Transition Program

• Documentation in our planning and recording • New planning formats • New descriptions of learning to include the language of VEYLDF • Transition Statements

• Our focus and understanding: • Not thinking in terms only of social, emotional, physical, language and cognitive development • Thinking of the child’s identity, sense of community, wellbeing, learning, methods of communication.

• Our attitude to teaching and learning in the early years • Family centred practice • How children perceive themselves as learners • Where children have come from and where they are going • Collecting evidence to form assessment • Continually reflecting upon practice

• Our philosophy still embraces an emergent curriculum • Most of our teaching practices still involve the voice of the child, the voice of the family and the voice of the educator • The fact we have to document our observations • The fact we have to write programs and display them • The way we set up the room

• Our session times……yet!

• Many of our learning experiences • Our approach to organizing excursions, incursions, etc.

• Our resources and educational supplies • The way we engage and interact with children • Connections with the community

• Individual Observations

Each child has an Individual Learning Plan (portfolio)

•

Individual Learning Plan …is a tool for effective and collaborative planning for children.

- Collaborative Learning Journal - Ongoing Assessment Record - Transition Statement

Collaborative Learning Journal

* A tool for planning together – replaces reports through the year

• Photo (most times) • Description of the observation • Teacher’s comments in context of the child • Links to the VEYLDF outcomes • Future planning goals • Family contribution

DOCUMENTED LEARNING

Child’s name: Date of observation: ******* 15 Feb 2010 Teacher: Sharryn Clarke Observer: Sharryn Clarke • Child A worked very hard on his clay basket. He found it tricky at first to understand the concept of how to roll clay. Sonia worked hard at gaining his attention and visual connection to help him understand how it was to be done. Child A watched as Sonia demonstrated how to roll the clay and Child A then carefully listened to Sonia who continued to demonstrate as he began rolling. He then was able to work independently on the sides, rolling new pieces of clay into sausages/snakes to lengths that then could be wrapped around the base to create the basket.

Teacher’s Comments

• Child A responds well to one-on-one instructions that include very vivid visual cues and demonstration. It is important to fully gain Child A’s attention prior to starting an activity. It often helps to have a sample displayed although sometimes this can imply to him that he must copy the item, rather than doing his own creative version of it. Gaining good eye contact before beginning an activity helps Child A to engage more readily. His level of engagement has improved this year and he is beginning to use language more to share ideas and ask questions.

VEYLDF related outcomes WELLBEING:

Child A engaged in complex sensory-motor skills and movement patterns. He also learnt to manipulate equipment and manage tools with increasing competence and skill.

LEARNING:

Child A persevered and experienced the satisfaction of achievement.

COMMUNICATION:

Child A is starting to show increasing knowledge, understanding and skill in conveying meaning.

Future Learning Outcomes Learning:

For Child A to develop disposition for learning; creative thinking.

- to play, to investigate, imagine and explore ideas.

Communication:

For Child A to interact verbally with others.

- attend and give cultural cues that he is listening to and understanding what is said to him.

Family comments

• Child A is noticeably more persistent and confident this year in tackling complex tasks, be it build a structure according to a sequence of instructions (eg with lego or trio)…etc

• “ Jacob’s exposure to tools/equipment hasn’t been large overall. In the past, he would much prefer to go out rather than stay in and – for instance – create crafts. We have noticed, however that he is using his imagination much more in order to create objects and recreate things that have been made at kinder or he has seen at kinder using paper or cardboard.”

• “Philip went to the football for the first time this season to see Collingwood versus Melbourne. This was the first time he has gone with his mum, dad and sister and uncle all together at once. He once again is gradually overcoming his fear of places with many unfamiliar people.”

• “Sally likes to absorb her environment before she gets involved. The joy she experiences once she achieves a task is a great reward (and encouragement for the next time she’s faced with a challenge)!”

Ongoing Assessment Record

• Lists the VEYLDF outcomes in detail • Summary of progress and achievement • Cut and paste from Teacher’s comments • Cut and paste to transition statement

COMMUNICATION: ELEMENT Children interact verbally and non-verbally with others for a range of purposes

(reciprocal conversations, respond verbally to sensory play, use language from play music and art to share meaning, contribute to large and small group discussions, listening skills, use Standard Australian English and/or home language, use language to exchange ideas)

DATE Of OB

15/02/1 0

LEVEL

IC

Children engage with a range of texts and get meaning from these texts

( sounds and patterns and rhymes in texts, listen to stories (visual and non-visual), take on roles of literacy and numeracy users in play, understand sounds of language; letter-sound relationships, print, explore perspective of text and meaning as well as plot and characters)

Children express ideas and make meaning using a range of media

(use language to create roles and scripts, cultural symbolism, use creative arts and visual arts to express ideas and make meaning, use images and some letters and words to convey meaning)

Children begin to understand how symbols and pattern systems work

(use symbols, notice passing of time and patterns of day, sort, categorise and compare, draw on memory to sequence stories or tasks)

Children use information and communication technologies to access information, investigate ideas and represent their thinking

(use technologies and props in play, ICT, design, draw, edit, reflect)

COMMENT

Child A responds well to one-on-one instructions that include very vivid visual cues and demonstration. It is important to fully gain Child A’s attention prior to starting an activity. It often helps to have a sample displayed although sometimes this can imply to him that he must copy the item, rather than doing his own creative version of it. Gaining good eye contact before beginning an activity helps Child A to engage more readily. His level of engagement has improved this year and he is beginning to use language more to share ideas and ask questions.

** Link to Learning: dispositions

•

Transition Statements

• Cut and paste from

Ongoing Assessment Record

• NOT GENERIC • Meaningful and relevant to the child • Describe the child’s learning journey including comments from parents along the way

• Expected forms of documentation • Fortnightly plan • Fortnightly evaluation • Newsletter contribution • Monthly reports to Committee of Management

• Fortnightly plan • Fortnightly evaluations

Cut and paste to

Newsletter Monthly report

• Fortnightly plan • Page one – individual learning outcomes (coded) • Page 2 – planned groups (small and large) for week 1 • Page 3 planned learning experiences for week 1 • Page 4 – planned groups (small and large for week 2 • Page 5 – planned learning experiences for week 2

•

IDENTITY: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency:

- to take considered risks in their decision-making and cope with the unexpected

(16, 19)

•

COMMUNITY: Children respond to diversity with respect:

to listen to others’ ideas and respect different ways of being and doing

(6, 5, 3, 17)

- to practise inclusive ways of achieving co-existence

(7)

•

WELLBEING: Children become strong in their social, emotional and spiritual wellbeing:

- To continue building recognition of individual achievements

(25) Children take increasing responsibility in their own health and physical wellbeing:

- To manipulate equipment and manage tools with increasing competence and skill

(23, 26, 1)

•

LEARNING: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

- follow and extend their own interests with enthusiasm, energy and concentration

(21)

- use reflective thinking to consider why things happen and what can be learnt from these experiences

(8)

•

Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating:

- apply a wide range of thinking strategies to engage with situations and solve problems

(2, 14)

- to manipulate objects and experiment with cause and effect, trial and error, and motion.

(20) COMMUNICATION: Children interact verbally and non-verbally with others for a range of purposes.

To become an independent communicator using language conversations, demonstrating the ability to meet the listener’s needs.

- To openly express feelings and ideas in interactions with others

(24) (22) Children engage with a range of texts and get meaning from these texts:

- to listen to and respond to sounds and patterns in speech, stories and rhymes in context

(15)

- to take on roles of literacy and numeracy users in their play

(9)

- to explore texts from a range of different perspectives and begin to analyse the meanings

(11)

- to begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured

(18, 10, 4, )

- actively use, engage with and share the enjoyment of language and texts in a range of ways

(13)

Group Experiences 10 – 14 May, 2010 MONDAY: Welcome Meeting

Falala’s Journal. Who is here? Display table items: Old fashioned toys and games

Mid-morning

Song: My Marvelous toy Discussion: Toys from the past (Sharryn’s collection)

Relaxation Education

Music: Beethoven Novel storytelling: Charlotte’s Web (Chapter 8)

Library

Literature: The Dog on the Tuckerbox by Corinne Fenton Discussion: Australian history – in the olden days

Perceptual Motor Program

1.

Balance on exercise ball 2. Walk along a 3 metre line 3. Step over 6 tall blocks 4. 10 jumps

End of Day Group game:

Olden day game: Who stole the cookie from the cookie jar?

THURSDAY: Welcome meeting

(who is here?) Display table items: Old fashioned toys and games

Music

Song: Once upon a December Preparation for musical: Character development and activity; plot preparation

Mid-afternoon

Song: My Marvelous toy Discussion: How toys work? Show diagrams and building plans of old toys and current toys.

End of Day

Group game: I dropped a letter to my mother…

KLA DAY LOC

PL SC M M IN IN PL E PE PL M M M M IN IN IN IN PL SC TH MDD TH TH IN IN IN PL TH IN

Learning Experiences Week 1



Display Table –

old toys: photographs and descriptions placed on table for children to observe, question and explore. Children may place items on the display table that have pictures of their parents with toys or playing games as they did in their childhood (revisiting past times of our parents) 

Mud pies:

children mix dirt and water with metal containers and bake in the sun (revisiting pastimes of our parents) 

Pictures of You, Pictures of Me:

children observe their friends and draw portraits Materials: skin colour tempera paints, ink, greylead pencils

(link to wellbeing; fine motor)



Cubby houses:

children design cubby houses with blocks and fabrics (revisiting pastimes of our parents)

KLA

PL PL S PL HS PL 

Home corner & camping area:

pictures of how to pack up home corner, variety of foods, baby dolls and clothes, new dressups; a camping area under the stars is also set up. Use torch under cellophane to simulate campfire 

3D landscapes:

Children design a background on A3 cartridge paper and draw greylead outline. They then place A3 acetate sheeting over the top and use black permanent markers to draw the foreground. Use small cut corks to stick acetate on to paper to create 3D effect. Children may

choose whatever background or landscape they wish.



Toy Designs:

children work on their toy designs referring back to the plans they made last week. Large table set up with supplies requested from previous session.

PL S HS HS/M S

DAY

all all MON all all MON TH 

Magnet movers:

children create a pathway board and “magnetic objects” to move around on their board.

Materials: black fine texta, paint. White cartridge paper. Grey leads. Crayons.



Magnetic Lego:

children create cars, robots, machinery and other objects with Lego that sticks together through magnetism 

Playdough:

black with glitter, no cutters. Focussing upon moulding (add pale colour stones for contrast) 

Obstacle course:

rock climbing wall, planks, a-frames, scramble net 

Reading Corner:

nursery rhymes and fairytales HS S S HS PE E 

Mr. Face and Ms. Face:

children explore facial expressions through Velcro eyebrows, mouths, noses, etc. Children are encouraged to “tell the story” of why Ms. Face is laughing or why Mr. Face is grumpy.

PL E TH MON TH ALL all all

LOC

IN IN OUT IN OUT IN IN IN OUT IN OUT IN IN

• Evaluations • Separates each learning outcome • Documents a summary of learning and participation in each learning outcome • Includes pictures and samples of children’s work • Can cut and paste to newsletter and monthly report to committee

IDENTITY: Children feel safe, secure and supported by developing a sense of

trust and belonging and learn to initiate and join in with play.

Over the last fortnight children have spent a good deal of time getting to know each other and developing confidence in initiating play and interacting with others. This indicates that children are building a sense of belonging to the group and are comfortable with exploring new friendships with others.

• We have continued on some of the work from the previous fortnight, including our self-portrait frames and 3D family posters. We have also included further work on our hand prints. Children cut around the shape of their hands and we measure each hand. The children have discovered that sometimes one hand is bigger than the other and connected with those alike and not alike in this way. So far the hands have ranged from approximately 11cm – 13cm. We have been talking about making connections.

left

and

right

and children have been discussing this knowledge together. Over the next fortnight we will continue to work on the previously started activities which have been promoting children sharing some knowledge of themselves with others and

COMMUNITY: Children develop a sense of belonging to groups and communities and an

understanding of the reciprocal rights and responsibilities necessary for active civic participation such as: cooperating with others, taking action to assist others, participating in social groups.

• The last fortnight included some discussion regarding Chinese New Year. Some of our friends had been to the festivities and shared their experiences. Much time has been spent in the home corner which was converted into an Asian restaurant. Children have worked together sharing their knowledge of cultural foods and ‘how to cook’. Roles have been negotiated as to who will be the waiter and chef, as well as the customer.

One of the hardest tasks in home corner is learning how to clean it up after. Sometimes we find our friends disappearing over to the block area for pack up time (perhaps home corner looks too complicated!) We have spent a great deal of time showing children where items belong and during one session I recall myself saying “Oh dear! Home corner is a disaster!” Interestingly, since then I have seen many children making an amazing effort to clean it up saying themselves “This

IS

a disaster, we better clean it up!”

WELLBEING:

Children take increasing responsibility in their own health and physical wellbeing including developing complex sensory-motor skills and fine motor skills.

The children have continued to work hard on building fine motor skills which has included the following: * developing scissor skills through cutting around pictures of people and hand prints * maintaining handedness through drawing and writing their name * developing drawing skills using a variety of materials such as pastilles, textas, crayons and particularly pencils (which increases strength in fingers to gain better control) The children have also continued work on their Easter baskets which are now dry and currently being painted and glossed with PVA.

LEARNING:

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

Life sciences

– the past fortnight has continued to focus around “Spiders” and attention was drawn particularly to how a spider makes its web. The children and I explored the process of web making and also discovered scientific reasons as to why a spider doesn’t get stuck in its own web. Children then worked together to build a group web and also their own beautiful and sparkling web. These webs required a great amount of concentration as children had to peel of tiny mirrors and place them along lines. The mirrors represented the sticky part of the web whilst the painted areas were the non-sticky areas.

COMMUNICATION:

Children interact verbally and non-verbally with others for a range of purposes, including engaging in reciprocal interactions and using language through the arts.

The children have responded greatly to the music program. We have introduced 4/4 time through movement and listening tasks. Children have been introduced to a range of musical instruments such as bongo drums, djembe drum, tone blocks, triangles, bells and tambourines. We have also recently introduced the clatterpillar and a celtic drum. Music sessions last between 35 – 50 minutes and are very interactive with children. This is rapidly increasing children’s concentration levels and confidence in contributing musically.

March Report to Committee of Management 4-5 year old programme.

23 rd March, 2010

•

What a busy month it has been as children engage themselves enthusiastically in the programs at The Merrell.

Identity: Children feel safe, secure and supported.

We have continued to spend time with children individually, using language and conversation to grasp children’s learning styles, preferences and recognize experiences they feel comfortable with as this informs planning.

We have included further group discussions to share our knowledge. In the Koalas group, children have been bringing in items they have made in relation to space, or favourite books talking about space concepts.

Children have completed handprints (Koalas). We have continued on with some of the work from the previous month, including our self-portrait frames and 3D family posters. We have also included further work on our hand prints. approximately 11cm – 13cm.

Children cut around the shape of their hands and we measure each hand. The children have discovered that sometimes one hand is bigger than the other and connected with those alike and not alike in this way. So far the hands have ranged from

• When you use the statements of the VEYLDF, you begin to think in terms of it.

• Collaborative • Ongoing dialogue with - families - other professionals (e.g. allied health, teachers, family services, etc) - children - staff • Work in partnership with them

• Collaborative • Not expected to come up with all the answers • Support and understanding is reciprocal • Every person has a perspective and a role • Suggestions can come from everywhere…even the child!

• Effective • Understanding and respecting children and their families • Understanding that learning and teaching approaches can change according to children’s participation • Assessment for learning and development is necessary to ensure what we are doing is relevant and meaningful

• Reflective • Being reflective ensures that practices are authentic, meaningful, relevant and successful

• Identity • Community • Wellbeing • Learning • Communication • Used in all forms of documentation helps to understand them • Each learning outcome has its unique context • There are also links across the learning outcomes

• The more we use it; • the more we remember it • the more we understand and make sense of it • the more we apply it • the more it becomes authentic ….and the new way of thinking.