WEEK 3

Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments
National Quality Standard Quality Area 1: Educational program and practice
National Quality Standard Quality Area 5: Relationships with children
Learning Outcome 5: Children are effective communicators
Respecting Aboriginal and Torres Strait Islander Peoples and Cultures

Professional Journal: Week 3

Goal :

Focus on Social and Emotional skills for children
Conversation with Parents

This week, our main focus was on developing social and emotional skills, following the Nursery curriculum. In the Morning group, our early learners dedicated their attention to the book "Waiting is not forever" by Elizabeth Verdick.

We engaged our early learners in various activities throughout the week to foster their social and emotional development. We emphasised the importance of empathy, communication, and building positive relationships with others. Our early learners participated in interactive games to enhance their understanding of these skills.

Collaboration and Conversation with Parents
Australian Professional Teaching Standards: Engage professionally with colleagues, parents/careers and the community
National Quality Standard Quality Area 6: Collaborative partnerships with families and communities
National Quality Standard Quality Area 5: Relationships with children

This journal article documents the process of introducing a 14-month-old child, AF, to the Nursery Room. As AF's second experience in a child care center, this study aimed to familiarize AF and her parents with the nursery routine and gain a deeper understanding of AF's preferences and family background. Through an orientation session, I engaged AF and her parents in discussions about AF's daily routine, dietary requirements, sleep patterns, allergies, and medical concerns. Additionally, I sought to uncover AF's interests, goals, and preferred activities, thus enabling the creation of a nurturing and stimulating environment in the new nursery. Following these initial interactions, I observed AF's enthusiastic participation in the Nursery Morning group, culminating in an enjoyable session of singing "Baby Shark." Subsequently, I invited AF's parents to temporarily leave the room, allowing AF to engage in playtime with peers under the author's supervision.

Australian Professional Teaching Standards: Create and maintain supportive and safe learning environments
National Quality Standard Quality Area 1: Educational program and practice
National Quality Standard Quality Area 5: Relationships with children
Learning Outcome 5: Children are effective communicators

Goal :

Gross Motor skills (Balancing and body movement)
Social skills ( communication and Interaction with peers and teachers)
Literacy and Numeracy (recognition of shape)

"LET'S JUMP IN SHAPE PATTERNS"

The weather was warm today, so we decided to play outside. Lisna drew shapes on the ground with chalk. The game involved the children performing different body movements on each shape. For example, we would jump on the triangle shape and stomp our feet twice on the square shape.

To move from one shape to another, the children had to make big jumps. This game stimulated the children's literacy and numeracy knowledge about shapes, and it also encouraged balance and coordination.

Our early learners were very focused on jumping from one shape to another. They tried through trial and error, and sometimes they didn't reach the next shape. But they didn't give up! They tried different ways to make the jumps.

Australian Professional Teaching Standards: Plan for and implement effective teaching and learning
Exploring Sustainability in the service
National Quality Standard Quality Area 1 – Educational program and practice
Learning Outcome 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
Learning Outcome 5: Children are effective communicators

Goal :

Imagination and creativity skills
Literacy skill (recognising colour)
Five Motor skills development (hand and eye coordination)
Social skills ( communication and learning have a turn)

Miss Lisna created ocean animal sticks with pictures of various ocean animals. The children were interested in ocean animals, so we sang the song "Sleeper Fish" to extend their engagement. The children enjoyed the song, and Lisna incorporated different dance movements to keep them interested. The children held their own animal sticks and sang the "Sleeper Fish" song enthusiastically. They smiled proudly as they identified their chosen ocean animal.

We used the animal sticks with pictures to stimulate the children's imagination and reinforce their recognition of the ocean animals mentioned in the song. The children began to demonstrate their ability to identify ocean animals, such as the shark, tuna fish, and octopus, based on the corresponding pictures on the sticks.