Context
The name of the learning center is known as Wombat Preschool. It is important to note that the school is community-based and owned by the government. The preschool has sufficient classrooms and furniture that supports the learner’s independence to meet their needs. As a teacher, I focused mainly on 4-5 years pupils, in reference to the mentor’s advice and instructions. Learning subjects in Wombat preschool include literacy, science, music, sustainability, and numeracy. Children are grouped in small and manageable sets of 2-4, and the class consists of 25 learners. The center bases its performance on international and intentional teaching in order to build children’s literacy skills, which is critical in promoting creativity, science knowledge, and language skills.
Wombat preschool has taken different measures to promote respect for Aboriginal heritage and community traditions. First and foremost, children are trained to sing Wominjeka songs daily. Furthermore, the school ensures that all pupils are taught how to greet using Aboriginal language and put the flag for Aboriginals in the compound (Ertle et al., 2016). Additionally, the center has initiated a reconciliation week, which helps children acknowledge landowners and their traditions. For instance, all learners, including non-aboriginal, understand that Wominjeka in Woiwurrung means welcome, and the term is often used during a kinder session. The center is located in a metropolitan, and only 6% of the learners do not have an English background (Ertle et al., 2016). The preschool has 48 children: 23 of them are three years old and below, while 25 falls between 4-5 years of age.
It is important to note that children in Wombat preschool come from wealthy backgrounds. This is key in influencing learning outcomes since their parents can provide resources when needed (Ertle et al., 2016). Moreover, most of their parents have attained tertiary education; hence they teach their children numeracy and literature at home. It also ensures proper reinforcement of learning activities both in school and at home, which enables most of the pupils not to be left behind as far as learning is concerned (Frans et al., 2020). The preschool is managed by the parents; therefore, they meet regularly to discuss the center’s development. The institution observes a code of ethics, which promotes equity and inclusion policies. All children and other stakeholders are given equal treatment, and their input is respected (Frans et al., 2020). For learners with disabilities or special needs, teachers collaborate with other professionals such as speech or occupational therapists to support their learning activities.
All my learning sequences are organized according to the children’s interests and needs. In addition to this, the decision is influenced by the observation of the pupils and the Victorian Early and Development Framework, which is critical in building children’s skills (Hard & Dockett, 2018). Moreover, children are graduating from primary school next year to study in primary school. The knowledge concerning their transition from preschool to primary is vital as far as the planning for their learning activities is concerned. Thus, I consider necessary the transition activities, which demand a clear and extensive understanding of what school will be like (Hard & Dockett, 2018). It is essential for children to learn much about social life in primary school to assist them in learning.
Planning
It is necessary to equip children with various aspects of skills, which involves focusing on broader areas of learning that comprise motor skills, art, science, music, and literacy. Furthermore, literacy skills are critical in developing academic success, which is heavily based on reading and writing (Bowles et al., 2018). It is important to help the children establish practical emergent literacy skills that can be learned by pointing at pictures or lifting flaps and observing their interests. Notably, emergent literacy is divided into two groups of skills: code-and meaning-related skills (Bowles et al., 2018). Code-related skills help children master the squiggly lines, which they often see on pages that include words and letters with different meanings. Additionally, meaning-related skills focus on the understanding of written information in the books, such as vocabulary, story comprehension, and inference.
Numeracy skills are key as they help children understand counting numbers, solving number challenges, noticing patterns, subtracting and adding numbers, and sorting. Learners are encouraged to understand numeracy by counting fingers, teaching them to recognize different numbers and shapes (Christopher et al., 2019). Additionally, recognizing and comparing an object’s size is also essential as far as numeracy is concerned, such as medium, small and big sizes. I also teach weight (light and heavy), speed (slow and fast), distance, order (last, second, and first). Activities for teaching numeracy include counting games, songs with numbers and rhymes, stories with numbers, and changing tones to describe size, such as big or little things (Christopher et al., 2019). It is important for the teacher to use simple instructions to help children understand games and numbers.
The ICT in the early years helps children understand the cause and effects of technologies at their disposal. The use of toys to support how basic technologies work is critical in promoting ICT in preschool. ICT enables children to use remote control TV programs, cameras, computers, and phones, which they usually see at homes and schools (Christopher et al., 2019). Teaching ICT also helps children understand the appropriate use of different technology. As a teacher, employing a computer and tablet in class can also help learners understand the use of technology (Zhang et al., 2020). The world is moving fast in terms of technology; therefore, it is necessary to equip children with ICT knowledge. Children’s teaching is not limited to ICT, numeracy, and literacy alone but covers other areas such as music, sustainability, and science (Christopher et al., 2019). Allowing children ten minutes daily to play numeracy games helps in building their ICT knowledge. To determine their level of understanding, children will be assessed by observing their points from the iPad numeracy games. The teacher should identify pupils with difficulty in counting numbers and help them build their knowledge by pointing numbers together.
Initiating a program to allow children to play helps in their growth due to diversity in terms of individual interests. Therefore, the teaching plan includes intentional teaching, which is based on open-ended questions that stimulate children to think critically (Christopher et al., 2019). Play-based activities encourage curiosity, imagination, and exploration. Additionally, the activities are helpful in relation to obtaining cognitive, social, and physical development. They include moving around, standing up, rolling and playing, running, and jumping. Moreover, employing imaginary play by assigning different roles to children while acting to develop their experience is part of teaching (Denham et al., 2016). Imaginary play helps children build their social skills and decision-making ability.
Assessment is critical in building and encouraging learning activities in preschool. It is done by taking notes and observing children’s participation (Denham et al., 2016). Thus, as a teacher, one can identify the learners’ weaknesses and those that need special attention to encourage collaborative development (Zhang et al., 2020). For instance, two children have a pronunciation problem; therefore, it is important to seek special services from a therapist. Additionally, aligning all the programs with VEYLDY in learning sequences is critical in meeting the curriculum’s requirements.
Piaget’s theory comprises four stages that determine children’s mental development, such as formal operational, concrete operational, preoperational, and sensorimotor stages. The children between 4-5 years are in preoperational stages, meaning they are more skilled in playing, and they think concretively about their environment (Denham et al., 2016). Additionally, they are able to use pictures effectively and think symbolically. Notably, implementing pictures and other concrete things to teach them is necessary. Furthermore, Vygotsky’s theory focuses on social interaction as far as cognition development is concerned. The theory comprises culture-specific language, thought interdependence, tools, and Zone of Proximal Development (Denham et al., 2016). Thus, a teacher should help children through collaboration and guidance to become self-regulated and better understand learning activities.
Teaching
The teaching activities I used in preschool are based on research and observation of other teachers in the same category. Notably, children have different interests, and as a teacher, it is important to note all children with their individual needs (Jackson et al., 2020). The fast two weeks are important for observing learners’ interests and needs, which forms the basis of planning and learning activities. During our lessons, I direct learners on what to do through simple and clear instructions (Hilppö, 2020). Additionally, I present the information sheet to the children to give them a hint concerning the learning activities. My focus on learning experience is science: slater plays dough making.
Intentional teaching allows teachers to maximize the child’s needs, ideas, and interests. Furthermore, it demands that teachers be more purposeful as far as their actions and decisions to help children grow are concerned (Hilppö, 2020). Intentional teaching is enacted through building a positive relationship with children by providing different learning opportunities, establishing a mechanism that encourages children to seek help when they are comfortable, and collaborating with children and their families to make all of them feel valued (Roberts, 2017). It is also important to help children reflect on daily learning activities to ensure a useful understanding. Furthermore, adjusting learning experiences to accommodate numerous and developing skills in children is key (Roberts, 2017). Intentional teaching promotes’ a sense of security, independence for teachers, builds self-identity and self-confidence, promotes respect for diversity, encourages environmental observation and wellbeing of the learning agents. As a teacher, I build confidence by focusing on the children’s interests and providing the necessary learning materials and resources.
Before transitioning to the next activity, I ensure the current activity is exhausted and no child is left behind. In our learning experience, the children were creating an insect’s house; therefore, I ensured children have enough time to play in this activity. I observe children playing, and when they were about to finish playing with the playdough, I encouraged them to collect slaters from the backyard and create a house for themselves. The children were trying to make the house for insects while I prepare the next activity for them (see appendix A).
Scaffolding allows children to actively participate in learning by solving problems or taking part in certain activities beyond their abilities. It acts as a bridge that teachers establish to link what children know and new things (Kirkby et al., 2018). For the children that have difficulty in reading, the use of instructional scaffolding is necessary to expand their reading, hence allowing them to read without assistance and independently. I do observation to all children and provide suitable activities, and offer instructions, guidance, and feedback throughout (Kirkby et al., 2018). Vygotsky’s theory has outlined scaffolding as an effective tool to help children achieve independence and growth (Kirkby et al., 2018). During play-based learning, such as slater play dough making, I give clues, model children’s skills, and ask questions while practicing new skills. It is necessary for children to gain mastery before withdrawing support.
Notably, early learning outcomes comprise behaviors, knowledge, and skills that children should demonstrate at different stages of their development and learning activities. Furthermore, VEYLDF focuses on children’s well-being right from birth as a requirement to achieve a positive learning outcome. As a teacher, I ensure all children are safe. The playdough I give to children is made with natural ingredients like vegetable oil and flour to prevent any possible poisoning or harm. I also build a supportive relationship between the children, teachers, and parents (Meltzer, 2018). VELYDF seeks to establish a qualitative learning activity; therefore, I urge parents to consider their contribution to the children’s learning experience.
The outcome that teachers seek to achieve through VELYDF includes a strong sense of identity for the children and children’s purposes since they are directly connected and contribute to society (Meltzer, 2018). Additionally, children have the right to well-being and healthy relationships both in school and at home (Muhonen et al., 2016). They should be involved in learning activities because they are confident and effective communicators.
Communication is very important for children because it helps establish a good relationship between children and teachers. Through communication, children are able to understand and be understood, hence becoming a fundamental tool for their development (Muhonen et al., 2016). In teaching, I use both verbal and non-verbal to pass the message to the children, such as gestures, sounds, or just looking at the teacher (Muhonen et al., 2016). Assist children in building their language skills through interacting learning activities such as play-based and teaching non-verbal communication.
Resources play an important role and allow teachers to model teaching experience as they demonstrate different learning activities. Notably, children with different abilities, motivations, maturity, aspiration, interests, aptitude, socio-economic backgrounds, and learning styles are given the opportunity to improve their experience using resources (Niklas et al., 2016). By engaging children through resources, you provide ingredients to develop creativity, emotions, language skills, and social skills (Niklas et al., 2016). When teaching, I realize that one child had a challenge in creating a slater and was frustrated. To give emotional support, I encourage the child to create something easy for slaters, such as food, plants, and a house.
Assessing
Formative assessment is a wide range of methods employed by teachers to create an in-process evaluation of children’s comprehension, learning progress, and needs during lessons or learning activities. Formative assessment is important since it helps identify different concepts that children are struggling to comprehend. It also allows the teacher to understand the skills that children cannot learn or acquire easily (Ertle et al., 2016). Furthermore, through the use of formative assessment, teachers are able to make effective decisions concerning the areas that need to be adjusted to achieve desirable outcomes (Niklas et al., 2016). To effectively establish the use of formative assessment, I formulated questions on different areas of learning. Furthermore, I use different intentional questions to children and their groups in order to find their understanding level as far as the concept I am teaching is concerned (Ertle et al., 2016). Through this, I can adjust my teaching plans to accommodate the outcomes observed during the questioning sessions.
Additionally, the formative assessment allows the teacher to attend to learners’ needs appropriately. Notably, a teacher can discover that some children are behind in relation to the use of certain skills (Ertle et al., 2016). For the sake of such children, I take the opportunity to work extra to see that they also develop the necessary skills and knowledge like their fellows in preschool (Niklas et al., 2016). Apart from helping the teacher identify learning problems and gaps, a formative assessment also allows children to improve their understanding and areas of weaknesses.
On the other hand, summative assessment involves evaluation at the end of the unit or term. In most cases, they are more structured formally and used to compare different performances of the learners (Nurfaidah, 2018). It does not consider the step-by-step development of children as they acquire new skills, knowledge, and concepts until the end of the year or unit. In addition to this, the summative assessment does not check the children’s progress as far as different learning activities are concerned (Nurfaidah, 2018). It is not easy to determine whether pupils are prepared to transition to a higher level of learning.
It is important to note that I do not use worksheets to assess children’s understanding. Thus, I conduct the assessment of children through observation during their normal classwork (see appendix B). In addition to this, before I decide on any form of planning, I take the initiative to observe children in different areas by asking them questions to determine what they already know (Wolf & McCoy, 2019). This is key in establishing the areas of learning that need more time and resources. Moreover, I take notes of the observation I make for further analysis and planning for future learning activities with the children (Rogowsky, 2018). Additionally, I take photos of what children do, especially in the art lesson, and put my portfolio and another copy to my mentor (see appendix C). The activity helps both teachers and parents to understand the progress of their children and identify what they need to improve their learning outcomes.
Many children were able to count 1-20 after learning lessons from other activities. However, not all learners perform well in numeracy because some of them could not apply their skills to the application (see appendix D). Additionally, I realized that most of the children love to collect slaters and walk with them around. Nevertheless, I discover that despite their love for slaters, they know very little about them. After the slater playdough, most of the children understood that the salter has 14 legs (Rogowsky, 2018). In addition to this, they could differentiate between the baby slater and the adult through their colors and sizes. I also discovered that one child needed assistance to count slaters’ legs by pointing at them as they counted them one by one (Rogowsky, 2018). The knowledge I gained concerning children and their love for insects has informed my decision to plan several learning sequences that will allow them to understand much about slaters. Additionally, I consider extending mathematical concepts by counting the slater’s legs.
It is important to note that diagnostic assessment helps me establish children’s understanding as far as slater is concerned. For instance, I asked children the number of legs slater has and their physical structures (Raghubar & Barnes, 2017). The diagnostic assessment helps me understand the interest of the children’s current abilities and skills; therefore, planning accordingly to enable all children benefits from learning activities (Raghubar & Barnes, 2017). Formative assessment has also been instrumental in determining the children’s progress and also help me decide what I can do in the future to achieve the best results.
Reflecting
I have established through teaching, planning, and assessing that children have short attention in activities. However, I also establish that they spend much time and attention when playing play dough. Therefore, for the purposes of helping children to develop and grow in learning, I will keep playdough activity in relation to creating a slater’s playdough. My decision to keep the activity is informed of different gains that children will get, which include promoting different learning areas such as creativity, numeracy, and fine motor skills (Wiliam, 2019). It is important to note that children expressed a strong interest in insects; therefore, the activity is key in helping them to master the structure of insects. Moreover, creating a slater’s playdough allows children to develop structures that look like insects with their body parts, including legs and head.
In addition to this, children are more active in interactive learning that involves asking and answering questions. Therefore, I will ensure that all learning activities are interactive in nature so that all children are accommodated during the learning sessions (Wiliam, 2019). I will minimize talking or giving instructions to allow children to express their thoughts, feelings, ideas, and reactions concerning learning activities. Establishing a learning strategy that promotes asking and answering questions enables children to think critically (Wiliam, 2019). Furthermore, answering questions aloud also helps them develop their language mastery, including vocabulary and numerical knowledge.
After receiving the feedback from my mentor, I have realized the importance of outdoor learning to children. It is vital to note that art and drawing activities must not be restricted to the classroom environment. It is crucial to adjust the activities according to the children’s preferences. In addition to this, any learning activities and planning for their enactment should be based on a clear understanding of the children’s behavior. Learning activities will be more successful if they meet learners’ expectations, preferences and match their behaviors. Upon realizing that children indeed play outside the classroom settings almost all the time, I decided to reduce playing activities indoors. In essence, I will encourage children to play and take part in the activities outside the classroom in an open place like a playing ground or field.
Furthermore, a learning activity that is interesting promotes children’s full participation, therefore leading to desirable outcomes. Moreover, while outside, the teacher should ensure that all children are safe from any form of danger. The well-being of children is critical not only to the parents and teachers but also to their ability to engage entirely in the learning sessions, therefore as a teacher, I will ensure that whenever they are playing outside, there is no stone or sharp equipment that can hurt them.
I have taken deliberate measures to understand the inspiration behind the Aboriginal flag. In addition to this, I design learning activities that allow children to use three colors present in the aboriginal flags (Page & Tayler, 2016). Children actively engage in the drawing of Aboriginal flags using square paper. It is important to note that I used to read the story concerning the flag to children as they created one individually (Page & Tayler, 2016). I intentionally read the Aboriginal story to allow children to understand what it means to them. In addition to this, the story I read also highlights other critical elements concerning the Torres Strait Islander and Aboriginal culture (Reddy et al., 2016). This activity is important because it initiates and promotes reconciliation between the non-Aboriginal and the community in which the preschool is situated. Furthermore, understanding the local community’s cultural values also helps in establishing self-identity, self-confidence, and self-security.
I learned from my mentor that there was no child with a disability; however, I discovered that two children could not pronounce some vocabulary clearly through observation and assessment. The two children that I consider to have exceptional cases are five years of age. I also established that whenever they communicate, it calls for their listeners to pay close attention to their sentences to understand their words. Nevertheless, understanding their conversation is also demanding and challenging. For instance, they had difficulty in pronouncing “tup” and instead called it “cup,” additionally, they pronounce “shoes” instead of “school.”
For the purpose of including the two children in my teaching activities, I ensure that I speak slowly and clearly, to promote an easier understanding of the sounds. In addition to this, I would also emphasize some words, especially when I noticed that the words were difficult to pronounce for the children so that they all get the opportunity to learn the pronunciations. Moreover, in my learning sequence, I urged children to sing together to promote their communication skills, including listening and speaking. It is important to note that the strategy of singing in class has been halted due to the COVID-19 pandemic. Meanwhile, I play the song to the children while they are doing the listening. Notably, there is no child in the current setting that has been diagnosed with a disability; however, I pay much attention to all children to ensure that no one is falling behind. In case I meet a case disability in the future, I will have to console professionals like an occupational therapist and social workers to find the best solution for the child.
Unlike before the pandemic, we could call for a physical meeting with parents to discuss and plan children’s development and growth. Nonetheless, there is no possibility of calling parents in school for the sake of their children, at least for now. However, I have initiated an online meeting with different parents through video calls to discuss their children’s progress. I usually encourage parents and caregivers through online communication on how to handle their children to help them develop reading and writing skills even when they are at home, which includes monitoring their assignments. When things are normal, I also talk to parents whenever they drop their children at school or when they come to pick them up. Additionally, I plan to create a Facebook account page comprising of all parents and caregivers and update them on our weekly activities concerning learning activities for the children. Furthermore, the conversation with parents on social media will be confidential unless it is a case of violence, assault, or neglect. I will refer to children protection and other relevant departments.
The philosophy of the center is to enhance environmental responsibility through sustainable practices. I take the opportunity to teach children how to observe the environment in their individual capacity. Moreover, I encourage their parents to observe some measure while at home that promotes the conservation of the environment. The plans are underway for creating an online portfolio where parents and caregivers can observe what their children are doing in school to keep the environment safe.
Reflecting on teaching strategies, I have employed different strategies such as intentional teaching, imaginary play, and play-based. Additionally, I have many activities to cover during the week; however, I decided to focus on three activities to enhance learning and understanding (Reddy et al., 2016). In the future, I am reconsidering the use of iPad games in the learning sequences because all children have access to various ICT devices at home.
I take special time to think about managing behavior challenges. I need more experience in the area due to the different versions I meet regularly concerning the standard of behavioral management (Zhang et al., 2020). Different educators have different standards, therefore bringing confusion in preschool. One thing can be right for one educator but wrong for another. I think that the preschool countrywide stakeholders should set universal standards to be followed by all agents to avoid confusion in the future.
Appendices
Appendix A
Appendix B
Appendix C
Appendix D
| Child’s Name: Sloth Date: 5/11/2020 Location: Indoor People involved
Child’s feeling
Our conversation
Learning focus: knowledge, skills, and understanding (Link to EYLF)
Possible extension of learning
|
References
Bowles, D., Radford, J., & Bakopoulou, I. (2018). Scaffolding as a key role for teaching assistants: Perceptions of their pedagogical strategies. British Journal of Educational Psychology, 88(3), 499-512.
Christopher, D., Pyle, A., Roy, S., Chalas, A., & Danniels, E. (2019). Perspectives on kindergarten assessment: Toward a common understanding. Teachers College Record, 121(3).
Denham, S. A., Ferrier, D. E., Howarth, G. Z., Herndon, K. J., & Bassett, H. H. (2016). Key considerations in assessing young children’s emotional competence. Cambridge Journal of Education, 46(3), 299-317.
Ertle, B., Rosenfeld, D., Presser, A. L., & Goldstein, M. (2016). Preparing preschool teachers to use and benefit from formative assessment: The Birthday Party Assessment professional development system. ZDM, 48(7), 977-989.
Frans, N., Post, W. J., Oenema-Mostert, C. E., & Minnaert, A. E. M. G. (2020). Preschool/Kindergarten teachers’ conceptions of standardised testing. Assessment in Education: Principles, Policy & Practice, 27(1), 87-108.
Hard, N., Lee, P., & Dockett, S. (2018). Mapping the policy landscape of Australian early childhood education policy through document analysis. Australasian Journal of Early Childhood, 43(2), 4-13.
Hilppö, J. A. (2020). Vygotsky’s theory in early childhood education and research. Russian and Western values. Routledge.
Kirkby, J., Keary, A., & Walsh, L. (2018). The impact of Australian policy shifts on early childhood teachers’ understandings of intentional teaching. European Early Childhood Education Research Journal, 26(5), 674-687.
Meltzer, L., 2018. Executive function in education: From theory to practice. Guilford Publications.
Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A. M., & Lerkkanen, M. K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education, 55, 143-154.
Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383.
Nurfaidah, S. (2018). Vygotsky’s legacy on teaching and learning writing as a social process. LANGKAWI: Journal of the Association for Arabic and English, 4(2), 149-156.
Page, J., & Tayler, C. (2016). Learning and teaching in the early years. Cambridge University Press.
Raghubar, K. P., & Barnes, M. A. (2017). Early numeracy skills in preschool-aged children: A review of neurocognitive findings and implications for assessment and intervention. The Clinical Neuropsychologist, 31(2), 329-351.
Reddy, L. A., Dudek, C. M., & Shernoff, E. S. (2016). Teacher formative assessment: The missing link in response to intervention. In Handbook of response to intervention (pp. 607-623). Springer.
Roberts, W. (2017). Trust, empathy, and time: Relationship building with families experiencing vulnerability and disadvantage in early childhood education and care services. Australasian Journal of Early Childhood, 42(4), 4-12.
Rogowsky, B. A., Terwilliger, C. C., Young, C. A., & Kribbs, E. E. (2018). Playful learning with technology: The effect of computer-assisted instruction on literacy and numeracy skills of preschoolers. International Journal of Play, 7(1), 60-80.
Wiliam, D. (2019). Embedding formative assessment. Reading, 500, 510.
Wolf, S., & McCoy, D. C. (2019). The role of executive function and social emotional skills in the development of literacy and numeracy during preschool: A cross-lagged longitudinal study. Developmental Science, 22(4), e12800.
Zhang, H., Wang, Z., & Hua, S. (2020). Understanding assessment in early childhood education in China. UCL Institute of Education.