At our discovery table in the kinder room this week we have two sticks and jars of different sizes with different amount of colored water in it. Children will discover different musical sound or pitch produced when they strike the sticks with the jars. The more water in the jar, the lower the pitch will be. Having less water in the jar will raise the pitch.

Child playing with Jar

At Pearl Street Childcare we incorporated science education in our kindergarten program to help youngsters to understand the world around them and improve their critical-thinking skills.

This week at our science table we are exploring space with the children. I have set a space table with all the planets, space rocket, an astronaut and some books on space. This will provide opportunity for our little scientists to explore the built environment through play and social interaction. We are also reading books on space and learning facts and names of different planets in our solar system.

Space table

Children painting planets

I can hardly wait to see the new display.

THE PLANNING CHANGE
JULY 2010
Recently we have implemented big changes to the planning process at Pearl St Child Care Centre. These changes bring our planning in line with contemporary theories and pedagogies in early childhood education and embrace the recently introduced Early Years Learning framework for Australia Belonging, Being and Becoming and the Victorian Early Years Learning and Development Framework.

This has resulted in a review of the centre philosophy and the centre broad goals, in consultation with stakeholders, and necessary changes have been made. The process of planning has changed to incorporate a more emergent style of programming within a socio-cultural perspective, changing from the developmental theory that underpinned the previous program. This requires us to re-consider our image of the child from a deficit needs based view to a strength based perspective. Children are seen as competent, able and resourceful and capable of directing their own learning. Children and adults work alongside each other, co-constructing learning through inquiry and research to find the many answers they have about how their world works.

To begin this process we changed the format of the program. This was done in a way that ensured as minimal change as possible to the original format, to support staff to adapt to the new way of working. It is envisaged that over time this format will change further as educators become more comfortable and more knowledgeable about new perspectives. Individual goals were removed and replaced with broad goals, to move from adult led outcomes and objectives to child led and adult supported learning. Within this model adults must scaffold children’s involvement closely to observe where children are leading their learning and then adjusting the environment to extend learning opportunities. The learning outcomes are then identified after the observation is taken to demonstrate what learning took place. There is a balance between child-directed, guided and adult led play and learning experiences, to support development and engagement.
Documentation of learning required the most significant change, from small developmental incidental observations with short and long term goals to learning stories and snapshot narratives of children’s involvement in play and learning. Individual portfolio’s were introduced for each child. To support the socio-cultural theory these stories include the context of learning including the social environment influencing learning. We also respect that all children develop at different rates and that development is influenced by the experiences and values that children grow up with and we must understand and respect this to truly understand how children learn and to fully embrace diversity. These learning stories give a more detailed account of learning through play and the context included assist us to understand how children learn at a deeper level and where to lead the program.

Evaluation has become more extensive with each experience for both the group, and where appropriate the individual, evaluated and decisions made as to where to lead the experience on the next program. This may mean that the same experience may be made available for a long period of time if the children are still interested and learning from this experience. This enables children to re-visit past experiences and to practice skills and extend learning in areas that interest them. Every month educators will complete a critical reflective evaluation which focuses on their own skills and knowledge, how the program is running including the routines and environments, health and hygiene and areas identified for improvement.

Over time we will continue to work with staff to deepen their understanding of contemporary theories and perspectives and to extend on the depth of their documentation. We will introduce a fortnightly journal to give feedback to parents on children’s involvement in the program which will include photographs and stories of involvement.

Over this last month educators have progressed a long way in implementing these new changes and we look forward to further enhancing our knowledge as we learn new and innovative ways of implementing further change.

Angie Zerella – CHILD FOCUSED (Early Childhood Education and Family Conssultancy).