Curriculum – Learning Stories Maps, Posties, French
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EYLF Principle Partnerships with Families |
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Early Years Learning Framework |
Principle 2 Partnership |
Family Input. Now you have collected family input, how do you put it into practice? |
a traffic light, a road”. “What is the road you drive really, really fast on and has no traffic lights” asked a child? |
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small centre and we know our families very well, but this has really connected and linked families to the curriculum. We started after Easter and most children went to the beach and some camping. Today we pulled down the tent from inside. On one of our parent sheets we saw a father |
The children drew their own maps. (1metre x 700mm 5 kg of paper sourced from eBay). The educators assisted by labelling items on their maps. “I see you drew a large school” said Karen. “Yes I want to go to a really big school!” said the child. |
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We do many excursions at our centre, so we organised a walking tour using our maps to get to 3 children’s houses that were close by. One and a half hours later… The children were very interested in the road signs and street names which linked to the atlas. We met a female ‘Postie’ and the children asked her how she turned off her bike. She showed them and continued by showing the children the letters in her bags and how they are sorted to match the numbers and street addresses. The ‘Postie’ was like an excursion within an excursion. The children talked to her and asked more questions for about 20 mins. The ‘Postie’ connected the mail to the maps and the important elements and structures of both labelling and identifying. |
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using a map to get to the camp ground. We brought in a map and a road atlas/street directory. All we have been doing for the last few weeks was craft |
Maps continued further into the world.
The left hand side is where we add the learning outcomes Starting with a blank curriculum, and building and |
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Barriers and Problems I rang Matt and asked, “how long should we be doing craft The children said, “I don’t know”. Reflecting on this has |
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During the week, we have been connecting our maps and excursion further into the curriculum. We have many children at our center who were either born overseas or their parents are from many different countries. Our drawing area has now included a globe and we have placed each child’s name on their country of origin. And I’m learning French…
One child has a new sibling and his Grandmother is Documenting We launched into EYLF with a blank sheet of paper. We |
their learning. We are going to explore this further by giving them permission to be in control of their learning and activities. What amazed me is the amount each child knows, and Family Input Problems I had a family meeting and as a result, we have left blank This is such a better way to view children
The biggest thing I’ve realised is that we don’t really know |
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Karen is meeting the Learning Outcomes through strong
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