Cardigan Target Essentials $10.00
Dress boohoo.com $Unknown
Necklace Louvisa $Unknown
Bracelet Louvisa $Unknown
Shoes Famous Footwear $19.95
Miss Tracy xx
Wednesday, 25 June 2014
Sunday, 22 June 2014
Parent Postcards
Hi all,
I am currently in the midst of my block placement and slowly getting accustomed to the new expectations. one of those is documented in my placement booklet as follows:
Each day, I document 5-6 things that their child did or engaged with and hand-write it onto the left side. On the address lines I write the children's name, the room they are currently in and the date of the observation. My current placement's logo, which I have placed under the address lines, features puzzle pieces on which I place pictures of their child and how they spent their day at kinder.
The children in the kinder room absolutely love writing their names at the moment so I have been asking them if they would like to write their names instead of me doing it. For the uninterested children, I usually just write their name myself.
Just like the learning stories, I try to choose easily identifiable photos of the children and their friends. I also try to include pictures from group time, outside and scheduled sessions, like Hey Dee Ho.
These postcards have proved to be a success! They give the parents a quick slice of what happened that day and something to stick on the fridge. Since they are dated and often approved and requested by the children, they are also something which can be included in their portfolios.
The only problems I have had so far is the timeline. I try to complete one per night with a different child each time but taking and downloading the photos, putting it together, printing, writing and photocopying, it can be really difficult to produce the amount that I would like to send home. I have also been having some issues with whether or not it reaches parents; they seem to be staying in some children's bags and not being read until a few days later.
These aren't massive problems but it means I may have to tweak my approach further down the track. I'm going to stick with this communication method until the end of placement (next week).
Would really appreciate some ideas on what you think all think and whether this is something you would consider implementing!
I am currently in the midst of my block placement and slowly getting accustomed to the new expectations. one of those is documented in my placement booklet as follows:
"Implement a parent communication strategy during block placement."
It says so much and yet ...it doesn't. Many of my units, my assignments and my readings have discussed different ways of involving parents and the many benefits of a early childhood service who does.
Taking what I knew, that parents usually love photos and something specific to their child, I came up with the following template...
Taking what I knew, that parents usually love photos and something specific to their child, I came up with the following template...
Each day, I document 5-6 things that their child did or engaged with and hand-write it onto the left side. On the address lines I write the children's name, the room they are currently in and the date of the observation. My current placement's logo, which I have placed under the address lines, features puzzle pieces on which I place pictures of their child and how they spent their day at kinder.
The children in the kinder room absolutely love writing their names at the moment so I have been asking them if they would like to write their names instead of me doing it. For the uninterested children, I usually just write their name myself.
Just like the learning stories, I try to choose easily identifiable photos of the children and their friends. I also try to include pictures from group time, outside and scheduled sessions, like Hey Dee Ho.
These postcards have proved to be a success! They give the parents a quick slice of what happened that day and something to stick on the fridge. Since they are dated and often approved and requested by the children, they are also something which can be included in their portfolios.
The only problems I have had so far is the timeline. I try to complete one per night with a different child each time but taking and downloading the photos, putting it together, printing, writing and photocopying, it can be really difficult to produce the amount that I would like to send home. I have also been having some issues with whether or not it reaches parents; they seem to be staying in some children's bags and not being read until a few days later.
These aren't massive problems but it means I may have to tweak my approach further down the track. I'm going to stick with this communication method until the end of placement (next week).
Would really appreciate some ideas on what you think all think and whether this is something you would consider implementing!
Miss Tracy xx
Wednesday, 18 June 2014
Style File - Block Placement Series
Cardigan Target Essentials $10.00
Top Temt $10.00
Pants City Dressing Target $10.00
Shoes Famous Footwear $19.95
Miss Tracy xx
Sunday, 15 June 2014
The Letter Theme
My lovely readers!
As noted in some other posts, my AT plans her room and set up based on the letter of the week. We create a letter chart, with common words and the words we know at the beginning of the week and group discussions and planned activities often revolve around said letter. At the end of the week, the poster goes up on wall.
I have discussed this with some other pre-service teachers and it seems to be a common focus at this level of early childhood however each centre does it differently. For some, they only make the letter poster and talk about the words they know but my AT really goes above and beyond. Let's take a look at the letter L week...
The Letter L Poster
At the beginning of the week, the children create this letter poster. The picture are pulled out of a hat and they all take turns to guess what they are as they all start with L. At the end, the children can list all the words they know with the featured letter. The last step is counting and underlining all the Ls in the words that we write onto the poster.
The Lovely Letter L
At the start of the week, my AT played this song. On the first watch, the children simply watched what was happening.When they asked to play it again, they got up and dance, clapped and stomped their feet. For the rest of the week, they asked to dance to the robot song!
Ladybug Land
Early in the week, the children each collected a stone from outside and painted it with similar patterns to a ladybug. When dried, my AT took these painted rocks and added them to the tray above. This then sat at the project table, where the children are free to engage with it whenever they please.
Words with L
Every morning during group time, my AT does her morning minutes. This is her way of encouraging group discussion and the social behaviours expected during these discussion. It is also a way that she intends to prepare the children for what is expected of them when they go to school next year. Above is a copy of the morning minutes sheet, where they were asked, 'What words do you know that start with the letter L?' Their responses are recorded and the transcript is displayed near the sign in sheets for parents to view at the end of the day. This procedure provides some consistency for the children in the morning and ideas for planning, specifically based in the children's current interests.
Lemon Scented Play Dough
Dough Recipe
2 tablespoons cooking oil
4 tablespoons cream of tartar
2 cups of flour
1 cup salt
2 cups boiling water
bottled lemon juice
lemon extract
yellow food dye
Simply mix all the ingredients together until combined and knead until you get a consistent texture. Add extra essence or juice as necessary.
2 tablespoons cooking oil
4 tablespoons cream of tartar
2 cups of flour
1 cup salt
2 cups boiling water
bottled lemon juice
lemon extract
yellow food dye
Simply mix all the ingredients together until combined and knead until you get a consistent texture. Add extra essence or juice as necessary.
A member of staff and myself made the play dough with the children, giving them the ingredients to take turns to pour into the bowl. Since we used hot water, the other staff member mixed the dough. when ready, the dough was placed on the table with some wooden pegs and beads. The photos above show what play followed.
Conclusion - Rather than just focus on the letter in isolation, my AT really looks to provide a wholesome literacy experience which is not didactic or overstated. The linking to the letter L is so well distributed throughout the week and all the activities are so subtlety linked. I love the fact that the learning takes place without the children being denied their unstructured play time, something that will become more restricted as they move into primary school.
This form of planning is definitely something I will be coming back if I decide to become a kindergarten educator.
Miss Tracy xx
Wednesday, 11 June 2014
Style File - Block Placement Series
Cardigan Target Essentials $10.00
Dress Babe Fashion $15.00
Necklace Dotti $12.95
Hosiery Target Essentials $4.00
Shoes Famous Footwear $19.95
Miss Tracy xx
Sunday, 8 June 2014
My Learning Stories
Hi there,
As placement progresses, I have been diligently recording observations on my three focus children. On my last placement, I never wrote one learning story but I completed an infinite amount of anecdotal records. As an educator, these gave me a lot of information about a child and their developmental and learning needs. However, they were never included in C's portfolio and the few that my last AT included were hardly commented on by parents.
And it was this placement when I realised it, parents hate records, almost as much as I do! They are boring to read, they have no pictures and can come off as clinical and non personal. Considering this, I asked my current AT what she recommends, and the answer was learning stories. I began to look at the ones she had included in the children's portfolios and honed my skills. This is a sample product of what this placement has produced...
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| Scroll down to download the PDF version |
For the Parents
The Title
This is the hook; it needs to be catchy and it needs to draw attention. Obviously, it needs to link to the overall theme of the observation which is why I like to use alliteration in mine, as you can see from the sample.
This is the hook; it needs to be catchy and it needs to draw attention. Obviously, it needs to link to the overall theme of the observation which is why I like to use alliteration in mine, as you can see from the sample.
The Images
This is what differentiates a learning story form an observation. Choose photos where the child's face is visible and where their actions are clear. Try to take pictures of them in action or from their perspective, limit pictures that look staged. The more photos you can include, the better!
This is what differentiates a learning story form an observation. Choose photos where the child's face is visible and where their actions are clear. Try to take pictures of them in action or from their perspective, limit pictures that look staged. The more photos you can include, the better!
The Story
This is where you get to have the most fun! Recount what you observed, but in a less objective format then you would when recording a record. Let the reader know what the child did, what they told you, how they looked. Finish with how the child left the experience or what they planned to do next. The comment needs to add some finality to the story you have created.
This is where you get to have the most fun! Recount what you observed, but in a less objective format then you would when recording a record. Let the reader know what the child did, what they told you, how they looked. Finish with how the child left the experience or what they planned to do next. The comment needs to add some finality to the story you have created.
For the Educator
Evaluation
I suppose this is when you would take a more objective tone in your writing. Break down what you observed; what skills are emerging, what attitudes are present, what questions are they asking? This is not so much a description of what happened throughout the experience, but more about how the child in question engaged. This is especially important to note in learning stories which contain more than one child; the learning story would be the same but the evaluation boxes would be different.
I suppose this is when you would take a more objective tone in your writing. Break down what you observed; what skills are emerging, what attitudes are present, what questions are they asking? This is not so much a description of what happened throughout the experience, but more about how the child in question engaged. This is especially important to note in learning stories which contain more than one child; the learning story would be the same but the evaluation boxes would be different.
What Happens Next
How can you take this experience further, the question you should be asking yourself when thinking about what goes in this box. What can extend the learning that you observed? In the sample, L most enjoyed putting the seeds into the dirt, which was the inspiration for the gardening sensory box. Writing these thoughts and links down will help you to look back and see what you can include in your future planning.
How can you take this experience further, the question you should be asking yourself when thinking about what goes in this box. What can extend the learning that you observed? In the sample, L most enjoyed putting the seeds into the dirt, which was the inspiration for the gardening sensory box. Writing these thoughts and links down will help you to look back and see what you can include in your future planning.
Link to Framework
There is nothing more important to an educator than this section here! This is where you directly link what you have observed to the learning framework in your sector. For myself and all other Victorians, it is the Victorian Early Years Learning and Development Framework. Rather than type out the entire outcome, I like to give each main point a number and the sub-points, a decimal. For example, if the child has demonstrated effective communication, by interacting non-verbally with their peers, I would have written it as 5.1, and following the dash, documented exactly how they did so.
Overall Formatting
There is nothing more important to an educator than this section here! This is where you directly link what you have observed to the learning framework in your sector. For myself and all other Victorians, it is the Victorian Early Years Learning and Development Framework. Rather than type out the entire outcome, I like to give each main point a number and the sub-points, a decimal. For example, if the child has demonstrated effective communication, by interacting non-verbally with their peers, I would have written it as 5.1, and following the dash, documented exactly how they did so.
Overall Formatting
Just some things to note about the organisation and formatting about my learning stories:
- choose simple and familiar fonts which are easily read
- page borders add a nice touch to the document but it's not necessary - try clip art if you can't find an appropriate border
- adding a border to the text boxes means that the text is contained
- use colours that relate to the theme but are not to hard to read.
- size your photos appropriately, you shouldn't have to squint in order to see what happening
Please note that these are my ideas on what works really well. I have received a lot of praise for this format and it has worked incredibly well so far but I understand it's not the only direction to take. Please, free free to share how you do yours - I would love to see what's being stored in portfolios in other early learning centres around the globe.
Miss Tracy xx
Sunday, 1 June 2014
Placement - Planned Experiences Part 4
Wishy Washing
Remember how the ice cream play dough parlour went? Remember the sweet, sweet children who helped me to wash up the dishes? Remember how I told you how much these kids love water play? Link them all together and what experience do you have? A washing up station!
I put together a wooden dish rack, a crate of soapy water, some dishes from our home corner and four brightly coloured cloths and this was the product. Again, I set this up in the morning, outside, before the children could spend anytime outside. I find this presentation of play gives the children more freedom and flexible in what they could can do as opposed to when they watch me interact with the materials and what do with them.
At first, the children were content washing up the cutlery I brought out from the home corner. When these were deemed clean, the children began to bring toys from their sandbox and mud kitchen to clean. When these no longer fit on the drying rack, L brought out a large crate to place the clean and dried items.
The fact that these children so promptly and effectively solved the problems they encountered within the play reminds me of why I love this field and why i continue to do what I do. What surprised me even more was the engagement of the boys in the room.
Many of them came by and had a look at the activity and it wasn't until they saw L and the other girls splashing the water that they took interest in something they usually walk by when playing indoors.
This activity was super simple and yet the children had so much fun. By the end of the day, all of our sand and mud toys were squeaky clean. Ah...the planning cycle in action!
Miss Tracy xx
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