Day 4: Respecting Aboriginal and Torres Strait Islander Peoples and Cultures

Date: 3 June 2025
Activity Description:
Dot Painting with Black Paint on Yellow Paper

During a structured point painting activity using black paint on yellow paper, what I aimed was, to support toddlers’ fine motor skills, creative expression, and communication by providing them with cotton buds and brushes for dot-making on the paper. Children were eager to engage with the materials, where some were exploring freely by filling their pages with dots, while others made more intentional designs, expressing ideas like, “I’m making spots like a giraffe!” which demonstrate both creativity and developing vocabulary. This experience is aligned with EYLF Outcomes 1, 3, 4, and 5, which support children’s identity, wellbeing, confidence, and communication (Department of Education, 2022). I also scaffolded the learning where I did model of steady painting techniques and encourage the children to talk about their artwork, which helps to create a calm, focused space for both independent and shared exploration. Drawing on the Reggio Emilia approach, I viewed each child as capable and expressive, and used their art as a means for meaning making. Vygotsky’s Sociocultural Theory (1978) also informed my approach, as I was guiding children within their zone of proximal development, which foster their learning through interaction. The effective use of contrasting colors stimulated visual interest, and the simple tools helps to support grip strength and control in the children. Reflecting on this session, what I see was, the opportunities to build on this learning by respectfully introducing cultural elements such as Aboriginal dot painting, deepening children’s understanding of cultural expression and storytelling through different kind of arts. This experience reflects AITSL Professional Standards 1.2 (knowing how children learn) and 3.4 (using materials effectively) which highlight how artistic activities can be nurture communication, self-expression, and confidence in early learning settings (AITSL, 2011).

References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers.

 https://www.aitsl.edu.au/teach/standards
Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (Version 2.0). Australian Government.

A09-057 EYLF Framework Report WEB.indd
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press

Day 5: Curriculum Approaches and Teaching Strategies

Date: 4 June 2025
Activity Description:
Outdoor Group Dance – “Walking in the Jungle”

During a morning outdoor session, I did a music and movement experience with toddlers where I use the action song which is one of the children’s Favorite songs Walking in the Jungle, so that it will help them to support their coordination, listening skills, and expressive movement. As the music played, children were so excited and they enthusiastically joined in the activity, and start mimicking actions like walking, stomping, jumping, and tiptoeing. Some sang along or shouted expressive phrases such as “We’re walking like animals!” and “Stomp! Like a giant elephant!” which demonstrate their growing language, creativity, and bodily awareness. This experience reflects EYLF Outcomes 1, 3, 4, and 5 because it promotes physical wellbeing, identity, communication, and confident learning from joyful and inclusive participation in the activity (Department of Education, 2022). Drawing on Gardner’s (1983) Multiple Intelligences Theory, this kind of session acknowledge bodily kinaesthetic and musical intelligences as vital learning modes for young children, while Vygotsky’s (1978) Sociocultural Theory was another evident that as children were learning through imitation and shared engagement. When we use this kind of familiar song which have a clear story structure and repetitive lyrics, they can encourage children’s memorisation, group connection, and expressive movement, while the outdoor environment allows children a safe, energetic exploration. When I reflect on the experience, what I would like to extend is to encourage children to invent their own animal movements or use dramatic play to retell the story, which will further enrich their imaginative and social learning. Professionally, this aligns with AITSL Standards 4.4 (ensuring student safety in outdoor learning) and 3.5 (using verbal and non-verbal strategies to support understanding), which reinforce the value of music and movement to foster confidence in children, expression, and positive group dynamics (AITSL, 2011).

References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers.

 https://www.aitsl.edu.au/teach/standards
Department of Education. (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia (Version 2.0). Australian Government.

A09-057 EYLF Framework Report WEB.indd
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Day 6: Understanding and Guiding Children's Behaviour

Date: 5 June 2025
Activity Description:
Indoor Group Dancing – Favorite Action Songs (Goldfish, Sleeping Bunnies, Party Freeze Dance)