RESPECTING THE NATURAL ENVIRONMENT
STARTS IN THE EARLY YEARS
HOW WOULD AN EARLY CHILDHOOD SETTING PROVIDE FOR THIS?
HOW CAN CHILDREN ENGAGE IN THIS LEARNING EXPERIENCE? |
This learning experience is an opportunity to draw on a child's desire to construct an easily portable miniature play environment that can serve as a foundation for creating dioramas in the future.
With adult guidance, children can follow the steps as outlined in the source above, and recognise the interdependency of living things on one another. Children can be invited to select plants and shrubs of their own and design the layout of that miniature space, taking into consideration factors such as overcrowding and aesthetics. This creates a sense of ownership as children engage in the designing and construction process behind their imaginative play 'habitat'. This provides children for a more authentic setting in which their imaginary characters in imaginative play can interact. |
Children can use a range of recycled materials and loose parts to play with puddles in the mud.
In this learning experience above, the children used a combination of natural materials (i.e. shells), recycled materials (i.e. cut up egg cartons, cocktail umbrellas, bottle caps) and manufactured materials (i.e. blocks). A range of loose parts can be chosen by the children themselves, which can be tied to learning intentions or "I wonder" questions for the day, such as:
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WHAT CAN CHILDREN LEARN FROM THIS?
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Learning Areas:
Design and Technologies (F-2): Design and Technologies Processes and Production Skills:
Science (Foundation): Science Understanding: Chemical sciences:
General Capabilities:
Critical and Creative Thinking (Level 1): Generating ideas, possibilities and actions: Imagine possibilities and connect ideas:
Analysing, synthesising and evaluating reasoning and procedures:
Draw conclusions and design a course of action:
Cross Curriculum Priority:
Sustainability: Futures: Organising Idea 7:
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IN WHAT AREAS CAN CHILDREN DEVELOP?
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Outcome 1: Children have a strong sense of identity
Children feel safe, secure and supported
Outcome 2: Children are connected to and contribute to their world
Children become socially responsible and show respect for the environment. Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health and wellbeing.
Outcome 4: Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. Children transfer and adapt what they have learned from one context to another. Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of purposes. |
Updated: September 23rd, 2015 by Christie Oh