My Portfolio

Week 5 day 1 (13/03/2025)

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📍 Only About Children Alexandria
👶 Nursery Room

 

Key Experience with Children:

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Today, in the Nursery Room, the children participated in a series of activities centred around sustainability, water, and creativity. We began with the "Raindrops Falling" experiment, where the children used squeezy bottles to squeeze water onto cotton buds, mimicking the sensation of raindrops falling. Next, we engaged in the "Row, Row, Row Your Boat" music and movement activity. Using a cardboard box as a boat, the children rocked and sang the song together, which enhanced their physical coordination, balance, and rhythm. The day concluded with "Possum’s Painting Party", where the children used stencils and stamps to decorate the cardboard boat. This activity encouraged creativity, fine motor development, and self-expression through visual arts.

My Practice as an Educator:

As an educator, I facilitated these activities with a focus on sensory exploration, creativity, and sustainability. My role during the "Raindrops Falling" experiment was to support the children's understanding of cause and effect, while helping them make connections between water and the environment. I encouraged them to notice the sensation of the water falling and the sounds it made, which deepened their sensory engagement and allowed me to scaffold their learning by asking questions such as, "What happens when the water falls on the cotton?"

In the "Row, Row, Row Your Boat" activity, I guided the children’s movements, prompting them to sing along and move their bodies in sync with the rhythm. I observed their growing social skills, as they shared the cardboard boat and cooperated with one another in this group activity. This experience was an opportunity for me to model teamwork and physical coordination, while introducing concepts of sustainability through the reuse of materials.

The outdoor "Painting Party" was another key moment where I provided space for creativity and artistic expression. I observed the children experimenting with different textures and colors, promoting fine motor development and supporting their self-expression. Throughout the day, I was intentional in fostering an inclusive environment where every child could express their ideas, ensuring they felt safe and encouraged to share their creativity.

A significant part of my practice today was the introduction of Bunji, the safety mascot, to help reinforce safety and responsibility during the routine. Bunji played an essential role in teaching the children about the importance of tidying up and maintaining a safe environment, which aligns with the EYLF's emphasis on children's agency and responsibility (Arthur et al., 2015).

 

 

 

 

 

 

 

 

 

 

Observing and Learning from Colleagues:

I had the opportunity to observe Miss Pooja’s approach to engaging the children today. Her use of open-ended questions, such as "How do you think we can make the boat move?" and "What do you notice when we squeeze the water?" encouraged the children to think critically and engage deeply with the materials (Brophy, 2010). Miss Pooja's calm and inclusive teaching style helped create a nurturing environment where each child felt respected and heard. I learned a lot from her ability to scaffold learning in a playful, engaging way, and I plan to incorporate this approach into my practice in future sessions.

Challenges and Adjustments:

One challenge I encountered today was ensuring that all children could fully engage in the "Raindrops Falling" experiment. Some children initially struggled with the fine motor skill of squeezing the water bottles, so I provided additional support, both verbally and physically, to guide them through the task. I also made adjustments by encouraging turn-taking, allowing the children to share the experience, which helped build their social skills and maintained engagement (Whitebread et al., 2012).

Professional Connections:

The experiences from today align with the Early Years Learning Framework (EYLF v2.0) and the National Quality Standards (NQS):

• EYLF Outcomes:

  • Outcome 1.1: Children felt safe, secure, and supported as they engaged in the activities and explored sustainability concepts.

  • Outcome 2.4: The children showed respect for the environment, reusing materials like cardboard and cotton buds in their creative play.

  • Outcome 3.2: Children developed physical well-being through movement and rhythm-based activities.

  • Outcome 4.1: The children exhibited curiosity, creativity, and cooperation as they engaged in sensory and movement-based play.

  • Outcome 5.3: The children expressed their ideas and creativity through painting and visual arts.

• National Quality Standards (NQS):

  • QA1: The educational program and practice incorporated play-based learning, fostering creativity, sensory exploration, and environmental awareness.

  • QA3: The physical environment was creatively used, with repurposed materials enhancing both sustainability and creativity.

  • QA5: Respectful relationships were fostered through open communication and responsive interactions with the children.

  • QA6: Collaborative partnerships were strengthened as we shared learning experiences with families about sustainability and creativity.

Broader Professional Practice Connections:

This experience connects to several key aspects of professional early childhood practice:

• Play Pedagogies: The children’s learning was scaffolded through sensory exploration, movement, and creative play, which are foundational to play pedagogies (Perry, 2018).

• Educational Program and Practice: The activities supported both cognitive and physical development, aligning with the EYLF’s holistic approach to learning (Ginsburg, 2007).

• Respectful Relationships and Responsive Engagement: By responding to the children’s ideas and fostering their agency, I ensured that the learning environment was inclusive and engaging (Brophy, 2010).

• Sustainability: Reusing materials like cardboard and cotton buds highlighted the importance of sustainability and environmental consciousness (Department of Education, Skills and Employment, 2022).

Reflection:

Reflecting on today’s experiences, I feel more confident in creating learning opportunities that integrate sustainability, creativity, and play-based learning. A key takeaway for me was the importance of flexibility and responsiveness in teaching. By observing the children’s reactions and needs, I was able to adjust the activities to maintain their engagement and support their learning (Arthur et al., 2015).

Observing Miss Pooja reinforced the value of scaffolding children’s learning through questions and play. Her ability to encourage critical thinking and creativity while maintaining an inclusive and nurturing environment is something I aspire to incorporate in my own practice. Today’s experiences also strengthened my understanding of the role sustainability can play in early childhood education, particularly in promoting environmental awareness through simple, engaging activities.

I look forward to continuing to develop my teaching practice and applying these insights throughout the remainder of my placement.