My Portfolio
Third Week
Week: 3, Day 1 (27/02/2025)
📍 Only About Children Alexandria
👶 Nursery Room
1. Reflection on Daily Routines and My Day with Children
Today, I started at 9:30 AM and joined the children for morning tea. I supported feeding the children while singing rhymes and discussing their food. It was lovely to see how much the children enjoyed these simple interactions. After tea, I cleaned the table and prepared the environment for the next activity.
The first activity I led was a sustainability tree project. I took some children outside to collect leaves, but some got distracted by blocks. I joined them, which helped refocus their attention on the task. I modeled the activity and explained its environmental purpose: “Let’s clean the yard by picking up leaves; we’ll paste them on our tree.” The children responded positively, and one child, Eleanor, suggested watering the plants. This allowed me to support their language development as they used words like “more” and “water.”
Inside, the children enjoyed adding leaves to our tree using glue and brushes. This promoted fine motor development and creativity. Later, I helped with washing hands, setting the table for lunch, and preparing for nap time, ensuring a calm atmosphere.
2. Learning Moments from the Day
-
Role Modeling and Sustainability: The sustainability tree project helped children learn about environmental care. By modeling and explaining the task, I encouraged their curiosity about nature and sustainability (MacNaughton & Williams, 2022).
-
Language Development: The water activity expanded the children's vocabulary with words like “more” and “water.” Supporting language development in meaningful contexts is vital for communication skills (Perry & Dockett, 2020).
-
Fine Motor Skills: The craft promoted fine motor development through activities like using brushes and glue, allowing the children to explore materials creatively (Arthur et al., 2018).
3. Observations on Nursery's Curriculum
I observed the nursery’s curriculum today and had a brief discussion with the educational leader. The curriculum operates on a fortnightly cycle, focusing on children's interests and learning extensions, along with a weekly outdoor curriculum. The leader was busy, so we couldn’t discuss everything, but I plan to continue this conversation next week for a deeper understanding.
4. Areas for Growth
-
Supporting Focus During Transitions: Some children became distracted during the leaf collection. I plan to use more structured cues and redirection to help transitions run smoothly while respecting their interests.
-
Child-Led Learning: I want to encourage more child-led moments, like Eleanor’s idea to water the plants. This will support their independence and deepen their engagement in activities.
5. Personal Reflection
Today, I gained confidence in leading activities that combine creativity and environmental education. It was rewarding to see language development and fine motor skills naturally integrated into the activities. I learned the importance of balancing structure with spontaneity and look forward to refining my approach to transitions and child-directed learning.
Goals for Next Week
-
Support Transitions: I will focus on using clear cues and gentle redirection to improve transitions between activities.
-
Encourage More Child-Led Learning: I plan to provide more opportunities for children to lead activities, which will foster their independence.
-
Integrate Sustainability: I aim to continue sustainability projects like gardening and recycling to strengthen children’s understanding of the environment.
-
Enhance Language Development: I will support language development through spontaneous play, using descriptive language to encourage new vocabulary.
Week: 3, Day: 2 (28/02/2025)
📍 Only About Children Alexandria
👶 Nursery Room
Key Experiences This Day
On my second day of Week 3, I worked from 7:00 AM to 3:30 PM, focusing on supporting smooth transitions as families and children arrived. I made sure to support children's emotional security during transitions, which aligns with respectful relationships and responsive engagement with children (ACECQA, 2024).
At 7:30 AM, our ratio was briefly exceeded until another educator arrived. During this period, I supervised the children, set up block and puzzle activities, and ensured active engagement. Effective supervision is a key requirement under Regulation 115 of the Education and Care Services National Regulations (ACECQA, 2024), ensuring a safe and enriching environment.
Once all educators arrived, we transitioned from family grouping into room routines. The daily diary for the day detailed various child-led experiences:
-
Sensory Play: Lachlan, Child E, M, and El explored the sensory tray to rescue animals stuck on pipe cleaners, developing sensory, fine motor, and gross motor skills(Gascoyne, 2022).
-
Construction Play: Child M discovered a toy truck and sound-making blocks, encouraging problem-solving and fine motor skills (Hirsh-Pasek et al., 2022).
-
Music and Movement: During group time, “Old MacDonald” encouraged language development. Lachlan imitated animal sounds, and M extended the experience by bringing a cow costume, connecting with EYLF Outcome 5: Communication (DEEWR, 2022).
-
Dramatic Play: Child D engaged in role-play with a baby bath, which reinforced emotional development and agency (Edwards, 2017).
Lachlan’s Observation:
Lachlan explored a tray filled with a variety of leaves, with animals hidden underneath. The animals were wrapped with pipe cleaners, making it a little challenging for him to access them. As Lachlan interacted with the tray, he initially focused on the leaves, using his hands to gently move them aside to reveal hidden objects. With curiosity, he discovered the animals and attempted to unwrap them from the pipe cleaners.
Lachlan showed great interest in figuring out how to "rescue" the animals by pulling off the pipe cleaners, demonstrating problem-solving skills. At times, he used his fine motor skills to carefully untangle the pipe cleaners and free the animals. He was expressing his pride through smiles. Lachlan was fully immersed in this hands-on experience, using his senses to explore the texture of the leaves, the feel of the pipe cleaners, and the hidden objects. He was engaged for an extended period, carefully observing and manipulating the materials, and trying different methods to uncover the animals.
During morning tea, I assisted with feeding while incorporating songs and conversations about the food, supporting body awareness and vocabulary development (McLeod & McDonough, 2021). This aligns with NQS Quality Area 5: Relationships with Children.
Challenges & Strategies
-
Managing Supervision and Ratios: A brief moment when the ratio was exceeded underscored the importance of maintaining flexibility and effective leadership. I organized an activity that allowed for supervision while keeping children engaged. Adhering to ratio requirements is essential for children's safety (ACECQA, 2024).
-
Supporting Transitions: Some children needed additional support during transitions. I applied strategies from the Circle of Security approach, offering reassurance and maintaining a calm, consistent presence (Powell et al., 2014).
Key Learnings & Professional Growth
-
The Importance of Predictable Routines: Engaging children with familiar songs and activities helped promote security and a sense of belonging (EYLF Outcome 1).
-
Scaffolding Play to Extend Learning: Observing children’s interests, such as Max’s construction play, allowed me to scaffold their learning experiences (Vygotsky, 1978).
-
Collaboration in an Early Childhood Setting: Managing a short-staffed moment reinforced the importance of teamwork and communication to ensure children's safety and well-being (NQS QA4: Staffing Arrangements).
A notable observation was the Being, Becoming, and Belonging wall, where photos of all the children were placed at their eye level. I asked the educators if they struggled with children taking the photos down, but they explained that they teach children to paste them up together and take care of the photos. This approach aligns with the principle of respectful relationships and responsive engagement, where children are encouraged to take ownership of their learning environment and materials. It supports children’s sense of belonging and promotes responsibility (DEEWR, 2022).
Goals for Next Week
-
Enhance strategies for managing transitions, using visual cues and comfort items.
-
Observe and document child-led play to plan intentional learning experiences.
-
Continue developing responsive interactions during mealtimes, incorporating more language-rich engagement.
