Week Twelve: Health and Physical Learning

Reflection

Harnessing the naturally energetic behaviour of younger students can be a an effective method of integrating health and physical education into the classroom.

Research indicates that the current generation spends on average far less time on outdoor activities than the previous generation³. Through my work as an after school care educator I see many students who love physical activities, however an alarming number of students seem reluctant to participate. 

During the tutorial we were given a useful activity to unpack the Lets Gets Moving reading². Each group was required to discuss  ways to implement and encourage children to participate in one of the 11 locomotor skills - Ours was climbing. Our idea was to engage students in role-play and have them act as tigers where they practice the motion of climbing by roaring like tigers and moving their hands in a scratching motion - just like a tiger. 

We then discussed our strategies as a group and came up with the following ways in which these activities benefit children:

• Development of fine motor skills
• Development of social skills through interactions with peers
• Enhancing students problem-solving skills
• Regular physical activity is required to help students stay alert, fit and healthy
• Reduces childhood obesity and encourages a healthy lifestyle later in life. 
• Promotes imaginative play
• Children learn to manage themselves/self-regulate within a space
• Develop their manipulative skills
• Make judgements about their own skills and abilities
• Take ownership of games that incorporate physical activity

Implementation of these concepts will not only aid in th education of students, but will also go a long way to ensuring that each student will grow up conscious of their own health and well being and take responsibility for their lifestyle. 

Bibliography: 

1. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.

2. The State of Queensland - Department of Local Government, Planning, Sport and Recreation. (2004). Let's Get Moving. Brisbane: Sport and Recreation Queensland. 

Week Eleven: Language Learning and Communication

Reflection

Literacy, like numeracy is also a key focus of learning and development in the early years curriculum. It is important to acknowledge that literacy extends far beyond simply reading and writing. Everyday tasks that we as adults take for granted such as taking a photo, counting money, listening to music, and interpreting gestures all contribute to the literary education of students³. Multimodality is a key component of pedagogies of multiliteracies and illustrates the unique forms of communication that attribute to the literacy skills of young people⁴.

Incorporating a child's literary experiences external to the school environment is important in reinforcing concepts and ideas taught in the classroom². Working at odds with a child's home experience can be counter-productive and hinder literacy learning³. I always enjoyed integrating literary aspects of my schooling with my home life and vice-versa. I felt that it made the concepts more accessible and the learning experience more natural. To make literacy more accessible to my students I understand that it is essential to incorporate the use of multimodal literacies in learning.

This week's discussion involved looking at science journals as a multimodal approach to learning science. Journaling as visual literacy creates a new dimension to students learning, understanding and approach to lesson tasks. An example was given in which students considered perspectives in their diagrams by drawing an image larger next to another the same, only smaller to represent a foreground and a background. These are concepts that expand students knowledge of concepts in learning beyond theory and written text¹. 

Bibliography:

1.Brenneman, K., & Louro, I.F. (2008). Science journals in the preschool classroom. Early Childhood Education Journal, 36(2), 134-119.

2. Dunn, J. (2008). Drama and Literacy in the Early Years.In Marsh, J. and Hallet, E (Eds) Desirable Literacies: Approaches to Language and Literacy in the Early Years. London: Paul Chapman. 

3. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.

4. Yelland, N., Lee, L., Orurke, M., & Harrison, C. (2008). Rethinking learning in early childhood education. Maidenhead: Open University Press, Multimodality (pp46-81). LB1139.23R48 2008

Week Ten: Early Mathematical Understandings

Reflection

Children's numeracy skills are a key focus in teacher education. The introduction of number and counting is one of the most important fundamentals of early years learning. The process of identifying the word, numeral and visualisation of numbers is a key building block in the process of moving onto more complex mathematical problems1,3.  

There is a shift from traditional block and building construction to a new focus on 'arranging,' in which children use open-ended materials to design4. This concept is new to me. In fact, having struggled with my own mathematical ability since school, I find maths concepts overwhelming. For this reason, I feel that the teaching of numbers and counting efficiently and comprehensively is of vital importance in young peoples' learning. 'Arranging,' aligns with early years play-based pedagogy while facilitating mathematics learning as children create elaborate and aesthetically pleasing creations4. As this is an area I had considerable trouble with in my early years schooling, I have since been hindered in aspects of my teenage and adult life due to not having a sound grounding in the concepts built upon in numbers and counting.

The above is an example of an open-ended resource that could perhaps be used for a concept such as one-to one counting. 

The difference between rote learning in numbers and counting and actually understanding the concepts behind mathematics is a major point of importance. If a child simply counts from memory patterns without understanding why, then they will be hampered in understanding mathematical concepts in future years. 

Bibliography:

1. Eisenhauer, M. J., & Feikes, D. (2009). Dolls, blocks, and puzzles: Playing with mathematical understandings. YC Young Children, 64(3). 18-24. Retrieved from http://search.proquest.com/docview/197631869? accountid=14723

2. Perry, B., Dockett, S., Harley, E. (2008). The Early Years Learning Framework for Australia and the Australian Curriculum: Mathematics – Linking Educators’Practice through Pedagogical Inquiry Questions. Retrieved from

http://www.merga.net.au/sites/default/files/editor/books/1/Chapter%208%20

3. Phillips, L. (2013). Week Ten: Early Mathematical Understandings [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia. 

4. Southey, S. (2012). Design + Play = Maths. Educating Young Children 18(1), 42-44.   

 

Week Nine: Routines, Transitions and Social and Personal Learning

Reflection 

Routines and transition are necessary to support students as they gain familiarity with their school and classroom environment5. A positive classroom environment is necessary to foster optimal learning outcomes for students, including a child’s motivational and learning needs, social interaction with others, and transitioning young people into school life6. 

Routines include asserting regular practice in everyday events such as lunch breaks, relaxation time and toileting procedures, to major teaching and learning strategies that include collaborative planning, lesson routines and expectations5.

In order to develop student independence through organised routines and transitions, I would negotiate with my students what they feel will assist them during routine periods and establish a list for display in the classroom1. This helps to ensure continuity in learning for children throughout their schooling year5.

During transition times I would engage students in activities that have a routine structure, yet are flexible enough to introduce new concepts and provide meaningful connections between classroom discussions and life experiences as students share their knowledge and own experiences with peers. Students are clearly identified as a meaningful part of the learning process. 

The following model is an effective planning method when developing routines and transitions that supports the health and well being of students:

(Department of Health and Ageing, 2013)

Bibliography:

1. Blaise, M., & Nuttall,J. (2011). Capter 8: Transitions (pp.199-228). Learning to teach in the early years classroom. South Melbourne: Oxford University Press.

2. Derman-Sparks, L., & Ramsay, P. (2008). What if all the kids are white? Anti-bias themes for teaching young children. In A. Pelo (Ed.) rethinking early childhood education. Milwaukee, Wisconsin  Rethinking Schools (pp.43-47).  

3. Department of Health and Ageing. (2013). Kids matter. Retrieved from http://www.kidsmatter.edu.au/ 

4. Phillips, L. (2013). Week Nine: Routines, Transitions and Social and Personal Learning [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  


5. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA 

6. Yelland, N., Lee, L., O’Rourke, M., & Harrison, C. (2008). 
Multimodality. Rethinking in early childhood education. (pp.47-81). Berkshire, England: Open University Press.

Week Eight: Real Life Situations and Active Learning Processes

Reflection 

The changing landscape of the early years classroom and growing diversity of students in Australian schools has brought about a relatively new culture of respect for children as young people whom actively contribute to their own education and construction of knowledge.

As part of the five contexts for learning it is necessary to provide students with lessons that contextualise real-life situations to make students aware of diversity and the world around them⁶. In this week's reading, Louise writes an interesting article on the use of story telling to discuss social justice issues with students aged five to six years old. I found it absolutely fascinating that Louise addressed issues of environmental degradation, child labor and dislocation with students so young². I agree that in the right context, exposure to real-life situations and issues that children will eventually face and come to understand in adulthood, will advance their ability to become informed and active citizens to function effectively within society as young adults². 

It is our role as teachers to critically examine everyday practices of early learning setting and actively listen and  respond to children’s concerns, ideas and choices. As for planning, the collective decision-making and action-taking for active community participation should be encouraged through open discussion with students. I will encourage students to ask questions to make sense of the world they live in, as learner diversity has been at the forefront of my teaching philosophy since first year. Influenced by my understanding and respect for Australia's multiculturalism since childhood, respect for diversity was strongly embedded into the educational practices of both my school and home life. The effects of globalisation impact on all families and children and should be a personal commitment of all teachers to have respect, cater for and understand the diversity of families and rich perspectives they bring to classrooms¹. 


  

We have discussed and reflected upon cultural difference in numerous tutorials. Debate through discussion as to how we would act in particular situations was a useful metacognitive activity in actively thinking about how we will address learner diversity in our own classrooms. I researched further to find a suitable framework for preparing culturally responsive teachers.

Culturally responsive teachers⁵:
1. Are socially conscious
2. Have affirming views of students from diverse backgrounds
3. See themselves as responsible for and capable of about change to make schools more equitable 
4. Understand how learners construct knowledge and are capable of promoting knowledge construction
5. Know about the lives of their students 
6. Design instruction that builds on what their students already know while stretching them beyond the familiar 

Bibliography:

1. Braise, M. & Nuttall, J. (2011). Learning to Teach in the Early Years Classroom. South Melbourne, Victoria: Oxford University Press.

2. Phillips, L. (2010). Social justice storytelling and young children's active citizenship. Discourse: Studies in the cultural politics of education, 31(3), 363-376. 

3. Phillips, L. (2013). Week Eight: Real life situation and active learning processes [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

4. Pratt, R (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability. In J. Davis (ED.) Young Children and the Environment. Cambridge University Press: Melbourne, (pp.104-129). 

5. Villegas, A. M., & Lucas T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. doi: 10.1177/0022487102053001003

6. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA 

Week Seven: Investigations /Inquiries of Active Learning Processes

Reflection

This week I gave my presentation on the Project Approach in a discussion about how the natural environment provides both benefits and limitations to conducting lessons that provide unique and interactive learning experiences for children. I wanted to facilitate a discussion about how best to implement a project approach style of learning and apply it to the ELYF (as this is a Canadian website). In doing so, I wanted peers to evaluate how it was conducive to learning from the perspective of both the teacher and the child. 

We discussed the Project Approach website as a valuable teaching tool, an active learning process for student engagement and a useful online resource that encourages a community of teachers to contribute their own ideas and reflections. It was established that interactive learning experiences such as those presented, build on a child's natural curiosity enabling children to interact, question, connect, problem solve, communicate and reflect on their learning. 

While this approach is highly innovative, the class established time restrictions (for planning and executing the lesson/unit), potential class management issues and maintaining students' task focus in order to communicate the lesson objective. It was however argued that from a child's perspective the sensory and interactive elements of the project approach promote an exploration of learning that harness the natural curiosity and intrinsic motivations of the child. Children were considered more likely to connect their learning to the world around them and  more likely to remember lesson content and outcomes of the learning experience through engagement. 

I conducted the following activity to establish the prior knowledge of my peers using the stimulus below. This was to encourage the same of my peers when utilising the project approach; to establish what the children know and build upon their current experiences to make the learning relevant and provide students with ownership over their learning. 

These questions were used to prompt the answers listed below:

• What is it?
• Why is it important?
• What do you know about the object/image?
• Is it a living thing?
• What does it need to survive?
• Where would you find this object/image? 

Peer Responses

Tree:

• Changes colour in different seasons 
• Loses it leaves
• Produces fruit and nuts
• Turns carbon dioxide into oxygen
• Fire wood
• A home for animals 
• Features include roots and a trunk, leaves and bark
• Water 
• Fun play space - climbing 
• Provides Shade

Butterfly:

• Wings
• Antenna 
• Different to moths
• Short lifespan
• Thousands of different species 
• Lives in the rainforest 
• Butterfly life cycle - Egg, larvae, cocoon, butterfly

Flower:

• Food and home for a variety of insects
• Photosynthesis
• Chlorophyl
• Features include a stem, petals and pollen
• A flower is a living thing
• Found in the garden
• Colours vary
• Can be either male or female 

Bibliography:

1. The Project Approach. (2013). Retrieved from http://www.projectapproach.org/ 

Week Six: Play

Reflection

I have always viewed play as fundamental to the health and well being of young people. This week was important in developing my understanding of play based education as a critical teaching and learning tool in early education. Since our introduction to this course I have become more aware of types of play and their importance within the EYLF. In our tutorials, every week our discussion often reverts to respecting the child and the active role students play in constructing their own knowledge. I see play as a key factor in this understanding, particularly in the early years.  This has meant educators have adapted their methods of programming through observation (Piaget has been a key influence in the content we have covered thus far)of student learning and designed learning content to draw on the intrinsic motivations of a child to promote engagement with learning processes that support their construction of knowledge1. 

(EYCG, 2006)

From our lecture and further reading, I understand play to be widely implemented in the early years classroom as [play is] one of the most enduring discourses in early childhood education3. This does not come without challenges, which was unexpected. I found it particularly interesting to note that there is resistance from parents and other educators as to the relevance of play in education. Further, that children can encounter challenging life experiences during role-play as they seek to make sense of their world, and that this can in fact have a harmful effect on their self-identify and reinforce negative stereotypes and power relationships5. 

I created a positive and negative chart of play-based learning to challenge myself to address negative aspects of play in my teaching career and utilise positive elements of play in both my teaching and learning strategies.

  

From this, I feel the negative aspects of play are an awareness issue. As we discussed in week three, the importance of documentation, observation and interpretation is essential in planning and making learning outcomes overt. I would create display features that highlight the learning processes of play and document children's learning experiences with a series of photographs and student feedback for parents to visit, discuss and gain a greater understanding on the ways in which children learn. In addition, this is a great reflection tool for both students and teachers.

Bibliography:

1. Ailwood, J. (2003). Governing early childhood education through play. Contemporary Issues in Early Childhood, 4(3), 286-299. 

2. Olfman, S. (2008). What about play? In A. Pelo (Ed.) Rethinking early childhood education. Milwaukee, Wisconsin: REthinking Schools, (p.61-64). 

3. Phillips, L. (2013). Week Six: Play [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia. 

4. Shteir, S. (2008). Confession: My students lay in the classroom - and it's good for them. In A. Pelo(Ed.) Rethinking early childhood education. Milwaukee, Wisconsin: Rethinking Schools, (pp.65-66).

5. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA 

Week Five: Early Years Learning Environments

Reflection 

In learning about the importance of space and creating a dynamic learning environment in the classroom, Louise framed the intentionality behind the design of an early years learning space and discussed precisely how this space is communicated to children. The Reggio Emilia philosophy understands the pedagogy, architecture and power of aesthetics in the design of play space4. It is essential the learning environment compliments a lesson and enhances student engagement through quality resources (open-ended), classroom displays and areas that are designed to encourage dramatic play and acts as a third teacher4.

     (Dunn, 2005)

The following steps are developed to introduce students to a range of literacy experiences within a dynamic learning space and has given me a practical understanding of how the environment can be altered to enhance learning1:

• Select a play context with opportunities across the full range of literacies  
• Develop a shared understanding of the fictional or real-world context to be explored in the play space using the teach-in-role strategy
• Involve the children in the process of designing the play space    
• Plan for play: including the facilitation of discussions around the what's up factor
  

From our reading material this week about natural, unstructured play spaces, I have learned that where children are spending more of their time in the natural environment they are shown to engage in more creative play, have improved school attendance and enhanced motor skill development2,5. The opportunity to use the natural environment and harness children's interests and curiosity in learning is an interactive and supportive way to foster children's intellectual development and strengthen their social partnerships with peers2. 

Within the classroom, flexible spaces that can be changed to suit the learning needs of students will be a focus in my own teaching. I want to engage students through an intrinsic motivation to participate and create their own dynamic classroom space for play as well as learning. 

Bibliography:

1. Dunn, J. (2005). Building drama worlds, Four steps to creating literacy rich dramatic play environments. Every Child. 11(2).

2. Galizio, C., Stoll, J., & Hutchins, P. (2009). We Need a Way to Get to the Other Side! Exploring the Possibilities for Learning in Natural Spaces. YC Young Children, 64(4), 42-48.

3. Gandini, L. (2012). Connecting through caring and learning spaces. In C.Edwards, L. Gandini, G. Forman (3ed Ed.) The hundred languages of children: The Reggio Emilia experience transformation (pp.317-341). Santa Barbara, CA: Praeger. 

4. Phillips, L. (2013). Week Five: Early Years Learning Environments[Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

5. Walsh, P. (2006). Creating child-friendly play spaces: A practitioner's perspective. In B. Gleeson & N.Sipe. Creating child-friendly cities (pp.136-150). New York: Routledge. 

Week Four: Early Years Curriculum

Reflection

Curriculum documents at this point of my degree (second year) are somewhat overwhelming, particularly with there being more than one to decipher (we looked at four separate documents related to the early years curriculum alone in the lecture)with different guidelines, structure, assessable elements, and the list continues - I still feel I have much to learn. 

EYLF and ACARA each reflect a different focus on learning.The EYLF reflects a holistic approach to learning and development, set within play-based environments with broad learning outcomes2,4. The ACARA is more content driven with focus on content and proficiency strands, with content descriptions and elaborations2,4.

I found a useful website below designed for those with limited knowledge of the EYLF document. It provides a step-by-step guide of how to use the EYLF document in planning and teaching. If you click on the picture below it will expand. While there were other useful examples on this website, I felt planning is most relevant to me at this stage of degree1. 

(Aussie Childcare Network, 2009)

The emphasis this week was recognising that there are differences in curriculum documents and as Louise mentioned in the lecture, they are to be used as a guide, not an instructional manual5. This makes the content covered in the previous two weeks of pedagogy and the teaching body of particular importance when planning content and teaching for engagement while adhering to curriculum in a more practical way.  

  

Bibliography:

1. Aussie Childcare Network. (2009). EYLF Curriculum planning and documentation. Retrieved from http://www.aussiechildcarenetwork.com/early_years_curriculum_planning.php 

2. Braise, M. & Nuttall, J. (2011). Chapter 4: The early years curriculum (pp. 78-109). Learning to teach in the early years classroom. South Melbourne: Oxford University Press.

3. Commonwealth of Australia. (2009). Belonging, being and becoming: The early years learning framework for Australia. Australian Government Department of Education, Employment and Workplace Relations  for the Council of Australian Governments.

4. Perry, B., Dockett, S., Harley, E. (2008). The Early Years Learning Framework for Australia and the Australian Curriculum: Mathematics – Linking Educators’Practice through Pedagogical Inquiry Questions. Retrieved from
http://www.merga.net.au/sites/default/files/editor/books/1/Chapter%208%20

5. Phillips, L. (2013). Week Four: Early Years Curriculum [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

6. The State of Queensland (Queensland Studies Authority)(2010) Queensland Kindergarten Learning Guideline. Brisbane: QSA

7. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA 

Week Three: Early Years Pedagogy

Reflection

This week I realised why it important to understand the many perspectives of teaching and learning theory in practice, particularly in the early years. I discovered that it is not necessarily about following one theory or one practice, but rather to have an understanding of how they are interrelated and support one another to modify and better our teaching strategies in the classroom.  

I created this mind map which led to my understanding of why a comprehensive knowledge of child development and teaching strategies is so important to creating an inclusive learning environment. 

Fundamental to teaching practice, significant to the pedagogies mentioned in my mind map and in early years education is the pedagogy of listening from a Reggio Emilia perspective. Rinaldi discusses the importance of observation, documentation and interpretation of learning processes in the development of professional teaching:  

           
    (Rinaldi, 2012)

I find this useful in providing an effective way to reflect on my own teaching practice, communicating with a range of evidence the outcomes of my teaching practice and perhaps most importantly, identifying ways I can improve in the future for my own sake and for the sake of my students. 

Principles and Practices of The Reggio Emilia Approach3.

• Children must have some direction over their learning
• Listening pedagogy 
• Children should learn through experiences that involve touching, moving, listening, seeing and hearing
• Emergent Curriculum
• Children's interaction and relationship with other children is paramount to their development
• Children must be allowed to explore and interact with a variety of materials
• Children should be given endless ways to express themselves

Bibliography:

1. Braise, M. & Nuttall, J. (2011). Chapter 5: Power and pedagogy (pp. 52-77). Learning to teach in the early years classroom. South Melbourne: Oxford University Press.

2. Phillips, L. (2013). Week Three: Early Years Pedagogy [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

3. Regio Emilia Information Exchange. (2011). Retrieved from http://www.reaie.org.au/ 

4. Rinaldi, C. (2012). The pedagogy of listening. The listening perspective of Reggio Emilia (pp. 233-246) in C. Edwards, L. Gandini, G. Forman (3rd Ed.). The hundren languages of children: The Reggio Emilia experience in transformation. Praeger: Santa Barbara, CA.

Week Two: The Early Years Teaching Body

Reflection

The teaching body is a significant attribute of teaching and influences the ways in which we communicate, construct and deliver knowledge to our students. The teaching body is a new concept for me, however from the content covered this week, my understanding is that the teaching body requires a sense of self-awareness and intentionality on the part of the teacher to design instruction as a participant in the learning process. I understand my own teaching body to be the way I interact with students, engage children with learning when modeling task expectations and present content in a way that motivates students' learning using affective force (also a new terminology).

Affective Force is associated with teaching strategies used in the classroom and is influenced by the presence of the teaching body2,4. The teaching body promotes student engagement in tasks and generates a desire to learn that is more conducive to learning than simply preparing developmentally appropriate activities without situated actions1. 

Louise provided helpful examples to better understand concepts of the teaching body in a number of ways. In particular, I found the example of making the comparison between a teacher wearing a suit and a teacher wearing jeans and a t-shirt useful in evaluating how the discursive body can construct our teaching identities and communicate aspects of identity such as professionalism. Each of us experience our body differently across professional and personal contexts; inside and outside of the classroom, the way we conduct ourselves, dress, and interact with others changes dependent on the social context1. Further, the difference between a teacher standing in front of a class and a teacher sitting on the floor with the children impacts upon the social setting of the classroom and phenomenological teaching body as the learning is interactive rather than directive. I see the teaching body as consistent in respect to attitude and approach towards teaching (positively) and flexible depending on the class activity or delivery of task to bring about a depth of communication otherwise not utilised. 

   

 

(Serbe, 2009)

Bibliography: 

1. Braise, M. & Nuttall, J. (2011). Learning to Teach in the Early Years Classroom. South Melbourne, Victoria: Oxford University Press.

2. Phillips, L. (2013). Week Two: The Early Years Teaching Body [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

3. Serbe, M. (2009). Teaching and Body Language.[Web log message]. Retrieved from http://visualculture09.wordpress.com/2009/12/02/teaching-and-body-language/