1.1.2 Child-centred


Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Go through the checklist and be honest so your Educational Leader and Nominated Supervisor know how to help you be the best.

E = Embedded, yes, I do that ALL the time.
K = We know we need to do that, but we don’t do
it all the time.
T = Please teach me how to do it or improve my understanding of why we need to do it.

Curriculum and Children’s Participation Edu
Do you connect creative activities like painting and drawing to children's families and community eg children draw a representation of their family or family life at the beach, pool, picnic etc?
Do you connect co-ordination, balance, strength and flexibility activities to children's families and community eg sport family members play?
Do you connect language, reading, writing, spelling, letters, word sounds, literacy and number activities to children's families and community eg visits to restaurants/coffee shops or setting the table for dinner etc?
Does the sensory and messy play come from the local natural environment? eg paper bark from a nearby tree, gumnuts from the outside tree?
Do you explore negotiating and co-operative activities and decision making in a way that represents real life eg waiting in a line to see a movie?
Do you use everyday language to extend vocabulary, mathematics and science concepts eg "We’re wiping the tables. Look at the edge. This edge makes the shape of a circle. What does the edge of the other table make?"
Do you connect nutrition and healthy eating activities to children’s culture and family meals?
Do you connect children to their family heritage eg by using maps, stories, words spoken at home?
Do you ask children questions to see what they think a book could be about from the front cover and title (and then identify the illustrator, author, title, cover, first page, date book was published)?
Do you change the tone and expression of our voice while reading stories to engage and stimulate children’s interest?
Do you change your teaching strategies to help children who learn in different ways eg visual, auditory and tactile learners?
Do you help children join group activities?
Do you have daily conversations with families to exchange information about children’s lives and learning?
Do you encourage children to plan activities and experiences?
Can children access resources and equipment without always asking an adult for help?
Do you work with support providers/professionals when appropriate to help children achieve developmental and learning outcomes?

Cody asked the children to pull the tape measure and read the numbers to measure a sting ray, a pin board and different sizes of tape which the children did with increasing skill and confidence. The children put the tape measure on the items, and Cody said make sure we get the zero at the top of the item to get a correct measurement. The children were persistent when overcoming new challenging experiences, by making sure they moved the tape measure to make sure the zero was at the top. Cody motivated and encouraged the children to succeed when they faced the new challenges, trying to get the measurements right by moving the tape measure into the right position.

Today toddler 2 were provided with dominoes as a different way of representing numbers.

Charlee spread the dominoes over a table and asked the children to pick out specific numbers, creating an experience that encouraged them to investigate and solve problems. Emily and Ellie were able to apply their mathematical knowledge and problem-solving skills as they helped each other count the dots on the domino pieces. Matilda enjoyed matching the dominoes together and lined them up along the table.

Charlee displayed how dominoes were set up and then gave each child a turn at pushing them down. Building towers with the dominoes also became a favourite as Ellie and Emily tried to see how high they could get theirs before it fell.

Domino Learning Extension on Tuesday

Miss Charlee has used dominoes as a way of mathematical learning and to show different representation of numbers to the children. Charlee recognised the mathematical understandings the children had, for example basic counting, and built on this by encouraging the children to build towers and count each brick that was used. Carter had noticed that for each small tower, 3 pieces are needed, and he soon started to line the pieces up and count out 3 for Charlee to put together. Once the tower was built, Charlee encouraged Carter to count how many pieces were used all up. Nella used the trial and error method to overcome the challenge of building a high tower. Charlee gave encouragement and explained the steps by demonstrating and saying ‘2 tall walls then a roof on top’ which Nella soon started to repeat until she built a two-story tower.

 Exceeding Theme Core

All educators work collaboratively with the educational leader, and regularly engage with families and the community, to consistently develop and implement a purposeful and responsive educational program that reflects and builds on the knowledge, strengths, ideas, culture, abilities and interests of each child. All educators regularly reflect on how these characteristics have evolved for each child, and use this understanding to develop the educational program.

Where is your practice compared to the above statement?



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