Educational Program and Learning Environment

Today, I paid attention to how the educational program and environment favors learning. I assisted in the establishment of both indoor and outdoor arrangement with the developmental needs of children in mind. I participated in the organization of a small group art project that fit interests of children and was an extension of their fine motor and cognitive growth. With my supervisor I also talked about planning cycles.

Stimulating and Nurturing Learning Environment

In the course of my placement, I helped to make the learning space stimulating and nurturing to ensure the sense of belonging, curiosity, and development in each child. Enlivening the Senses and Imagination I managed to collaborate with the learning areas and fill them with the wide array of open-ended materials including the sensory trays, natural items, loose parts, and art materials. These provoked students to imagine, create and explore, which helped to realize the EYLF outcomes of confident and involved learners. Supporting Relationships, Social Play I created diverse opportunities to play in groups with small group table activities, dramatic play corners, construction areas where plasticine and blocks are to be constructed and cooperation and communication are welcomed. This assisted children in forming friendships and providing them with an opportunity to share, take turns and find solutions to problems (Early Childhood Australia [ECA], 2016).

A Supportive Learning Space

During my placement, I effectively engaged in the process of planning and facilitating different activities and learning experiences that were relevant to the interests, developmental needs as well as the EYLF outcomes of children.

Art and Creativeness: I installed open-ended art activities with paints, natural materials and collage material. Such activities promoted children to reveal their thoughts, make some choices, and develop their fine motor skills. Children loved to color, to make some imaginary drawings, and to share works with others.

Cognitive and Problem-Solving Play: I promoted activities like puzzles, matching games, building blocks to aid in thinking and reasoning capabilities of children. I would remind children to cooperate and seek answers by engaging them in a collaborative process of learning and solving problems.

Language and literacy: Throughout the sessions, I assisted teachers with reading book pictures, singing songs and interacting with children in story telling. I was also involved in Book experiences (small groups) where children were assisted to build up vocabulary, listen and love reading.

Nature and Sensory Discovery :I assisted in the organisation of outdoor activities such as gardening, going to nature, and playing with water. All these were experiences that enabled children to discover the natural world and be familiar with their senses and learn about sustainability by direct contact.

Social and Emotional Development: I facilitated easy group activities and role-playing situations that encouraged pro-social behaviour, empathy and networking. I additionally role-played and guided children to learn how to deal with conflict resolutions and understand their and other people feelings.

Numeracy and Early Mathematics : I gave children the opportunity to entertain early numeracy concepts through activities such as sorting the colored beads, counting games as well as the use of measuring tools during sand play, among others.

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