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Week 9, Day 1 – Key Experience and Observations
📍 Only About Children Alexandria
👶 Toddlers Room
Key Experiences & Observations
Today marked a vibrant start to Easter week celebrations, and I was excited to support the team and observe different teaching strategies. One of my main contributions was setting up an Easter-themed tuff tray with sand and hidden Easter eggs to extend Child M’s interest in egg hunting from last week. This not only encouraged continuity in learning (EYLF V2.0, Outcome 1) but also provided a sensory-based experience where a group of children – M, R, T, Y, and N – engaged enthusiastically. I observed how they worked together, developed fine motor and problem-solving skills, shared joy in naming egg colours while interacting with each other.
I spent significant time helping children rehearse the Easter song and dance, working alongside the room leader who modelled each step with confidence and clarity. I admired her ability to break down the movements and scaffold children's learning in a developmentally appropriate way (Vygotsky, 1978; APST 3.2). This inspired me to use clearer prompts and rhythmic repetition to help children remember movements, reinforcing the power of modelling and responsive interaction.
Later, we transitioned to a crafting session where children made Easter Bunny faces using paper plates, glue, and scissors. This experience was a valuable opportunity for children to build fine motor and hand-eye coordination skills, while also expressing creativity. Observing how educators supported children through this activity helped me recognise the importance of pacing and providing clear, step-by-step guidance based on each child’s readiness (APST 1.5; EYLF Practice: Responsiveness to children).
I also observed the benefit of small group play – something the room leader intentionally used during the craft and dance activities. Grouping children with similar temperaments and attention spans created a more focused and meaningful experience for each child. This is something I plan to implement in future settings to ensure every child remains engaged and supported (APST 3.1; Fleet et al., 2022).
Challenges & Strategies • Balancing Support in Large Group Activities: While engaging in the dance and craft sessions, I noticed that some children lost focus. I discussed this with another educator, who shared that breaking children into small, manageable groups improves engagement and reduces overstimulation. This was a great insight, and I supported this strategy during the second round of dance practice.
Keeping Track of Children’s Individual Progress: With multiple group activities occurring, I found it challenging to individually track each child’s learning. I plan to focus more on active observation and quick anecdotal note-taking in future (APST 6.3).
Key Learnings & Professional Growth • Intentional Teaching Enhances Participation: Modelling, repetition, and breaking down tasks were highly effective strategies that I witnessed today and aim to adopt more confidently (APST 3.2).
Small Groups Lead to Deeper Engagement: Observing the intentional grouping of children reaffirmed that differentiated groupings support individual learning needs (Fleet et al., 2022).
Extending Children’s Interests Builds Continuity: Building on Child M’s previous engagement with egg hunting helped reinforce the value of extending interests into new contexts (EYLF V2.0, Outcome 4).
Team Collaboration Enriches Learning: Through open communication and observation of my colleagues, I gained practical insight into how to deliver more meaningful and inclusive group experiences (APST 6.3).
Goals for Next Day ✅ Practice clearer modelling during craft activities. ✅ Document individual learning more efficiently using short jottings. ✅ Try leading a small group experience and reflect on engagement levels. ✅ Observe how educators manage transitions in group activities.
Week 9, Day 2 – Key Experience and Observations
📍 Only About Children Alexandria
👶 Toddlers Room
Key Experiences & Observations
Today was the Easter Hat Parade event, and it was heartening to witness the strong parent participation in decorating creative and personalised hats for their children. The event created a beautiful sense of community and connection between families, children, and educators—aligning with EYLF V2.0 Outcome 2: Children are connected with and contribute to their world, and NQS QA6:
Collaborative partnerships with families.
We began the day with a group reading of an Easter egg-themed book, which served as a provocation for discussion about Easter and the upcoming parade. The toddlers were then invited to rehearse their song, “Five Little Ducks.” During the parade, some children were hesitant to participate due to the presence of their parents, demonstrating a strong emotional attachment. To support them, educators invited parents on stage to help settle and encourage their children’s involvement—a practical reflection of the Circle of Security approach and APST 4.1: Supporting student participation.
While the event had its chaotic moments, the collaborative efforts of educators, children, and families resulted in a joyful and inclusive celebration. For children whose parents couldn’t attend, we ensured they were included by helping them wear hats we had prepared earlier and offered them encouragement and emotional support during the performance (EYLF V2.0, Outcome 1; APST 4.4).
Throughout the day, I supported the team by setting up and maintaining engaging learning spaces while educators finalised decorations. I facilitated activities like puzzle-solving, reading books, playdough play with chick figurines, and drawing. These experiences promoted cognitive development, creativity, and fine motor skills while keeping the children engaged (EYLF V2.0, Outcome 4; APST 3.2).
Challenges & Strategies • Performance Hesitation: Some children were overwhelmed during the performance. By observing how educators encouraged parent involvement, I learned the importance of flexibility and family partnerships to help children feel secure (NQS QA6; APST 6.3).
Balancing Supervision and Support: While educators were occupied preparing the room and engaging in discussions, I ensured the environment remained engaging and supervised. I facilitated small group activities like puzzles, playdough with chicks, drawing, and reading books to promote exploration and calm engagement (EYLF V2.0 Outcome 4; APST 3.2).
• Inclusive Practices: Ensuring that all children felt included despite parental absence was challenging. I supported this by helping children wear prepared hats and gently guiding them through the event. This practice affirmed my understanding of inclusive approaches (EYLF Practice: Equity, inclusion and diversity; APST 1.6).
Key Learnings & Professional Growth • Family Engagement Enriches Learning: Seeing parents actively involved deepened my understanding of how important family collaboration is for children’s wellbeing and identity (NQS QA6; EYLF Outcome 1).
• Responsiveness Builds Confidence: When children hesitated to perform, responsive actions—like inviting their parents or offering one-on-one support—proved critical in promoting participation (APST 4.1).
• Team Coordination is Essential: The educators’ ability to balance event preparation while engaging children was inspiring. I learned that effective team communication ensures smoother transitions and shared responsibility (APST 6.3).
• Environments Can Support Calmness: Having calming play-based activities such as puzzles, drawing, and books available supported children’s emotional regulation during a busy and stimulating day (EYLF Practice: Learning environments).
Goals for Next Day ✅ Reflect on strategies to manage group performance anxiety. ✅ Document how children engage in creative expression activities. ✅ Lead a small group in a story or singing session. ✅ Continue observing how educators promote inclusion and adapt to children’s emotional needs.
The hats decorated by parents