Week 3 reflections
Day 7: Partnerships with Families and Communities
Date: 10 June 2025
Activity Description:
Group Singing and Rhymes – “Hello, How Are You?” with a Child’s Teddy Bear
In morning group time one of the children had his teddy. I start the group time by singing session where we sing the morning song “Hello, how are you?” song, where I incorporated a child’s personal teddy bear as well into the activity which help children foster emotional connection, communication, and a sense of belonging. We began with the familiar song, and I introduce the teddy as a special guest in the session, which help to capture the children’s attention and enthusiasm in the activity. I gave each child the chance to greet the teddy, sing to, or interact with the teddy, which prompt a joyful response such as “Teddy is pleased today!” and “He’s singing too!” which highlight the children’s empathy, imagination, and growing language skills. This experience supported EYLF Outcomes 1, 2, 4, and 5 where its prompt identity, social interaction, confidence, and expressive communication through music and shared experience (Department of Education, 2022). The teddy bear served as both a cultural and emotional tool which reinforce Vygotsky’s (1978) Sociocultural Theory, where learning occurs through meaningful social interactions with familiar objects and peers of the children. It also reflects on Bronfenbrenner’s (1979) Ecological Systems Theory, which demonstrate the positive influence of linking home and early childhood settings through a child’s personal item. The group time session creates a warm, inclusive environment, where children led parts of the experience where they suggest additional songs and ideas of their own choice. When reflect on this, what I recognized was, the importance of responsive, child-led learning and hope to extend the experience or concept into a “teddy guest of the week” which is initiative to further connect home and center. This aligns with AITSL Professional Standards 1.1 and 3.5, which emphasize understanding how children learn and using effective communication strategies to enhance engagement (AITSL, 2011).
References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers.
https://www.aitsl.edu.au/teach/standards
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
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 8: Respectful Relationships and Responsive Engagement with ChildreN
Date: 11 June 2025
Activity Description:
Connecting Dots on Paper with Pencils – One-on-One Interaction with Child A and Child B
In my 8th day of placement, I choose two children, Child A and Child B. During a one-on-one pencil control activity which was especially focused on connecting dots, I worked individually with Child A and Child B to support their fine motor development and pre-writing skills. Talking about Child A, he initially used a full-hand grip and required assistance to locate the next dot, but with gentle prompts and encouragement, he began tracing lines confidently, and he proudly declared, “I did it!” when he complete the picture. On the other hand, Child B demonstrated more advanced pencil control using a pincer grip and ask creatively, “Can I turn it into a rainbow?” which transform the structured task into a colourful piece of art. This activity supported EYLF Outcomes 1, 3, 4, and 5 which promote individual identity, wellbeing, focused engagement, and expressive communication (Department of Education, 2022). Guided by Piaget’s (1952) view of the preoperational stage, it says that the hands-on experience encourages symbolic thinking and spatial understanding, while Vygotsky’s (1978) Zone of Proximal Development was evident in the scaffolded support that allows each child to succeed just beyond their independent level. The calm, focused setting and flexibility of the task help to enable structured learning while also encourage creativity in the children. When I reflect on this session, what I plan was to expand these skills by introducing dot-to-dot patterns that form letters or numbers, or by using whiteboards which allow repeated practice. Professionally, the experience aligns with AITSL Standards 1.5 (differentiating teaching for individual needs) and 3.2 (planning and sequencing learning experiences), reinforcing the value of personalised support to build confidence and foundational literacy and numeracy skills (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
Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
ROOM: Under 2 years
Day 9: Professional Teaching Standards (AITSL)
Date: 12 June 2025
Activity Description:
Crayon Coloring Activity with Children Under 2 Years
In my 9th day of the placement, I stared in the room under 2 years. During a spontaneous colouring session with children under two years old, I provide them with a variety of non-toxic crayons and large sheets of paper which are placed on the floor and a low table which will help to encourage sensory exploration, hand-eye coordination, and early mark-making. The children were eagerly engaged with the materials and suddenly, one child drew circular patterns with a red crayon while watching the colour appear, while another used both hands to scribble with different hues. Some children explored the crayons through tapping or rolling them, which demonstrate sensory curiosity rather than representational drawing. This activity is basically aligned with EYLF Outcomes 1, 3, and 4, which support identity, wellbeing, and confident exploration through play and creativity in the children (Department of Education, 2022), which is also guided by Piaget’s (1952) Sensorimotor Stage, which highlights learning through sensory and motor experiences, and Malaguzzi’s (1998) Reggio Emilia philosophy that values children's mark-making as a form of communication, and the session allows for open-ended expression and discovery. I supported the children during the activity by narrating their actions, helping them recognizing coour choices, and maintaining a calm and joyful atmosphere in the room. This experience demonstrates the importance of creative engagement in early learning and the foundational role of sensory play in developing fine motor and cognitive skills in the children. Professionally, it reflects AITSL Standards 1.2 (understanding how children learn) and 3.4 (selecting and using resources safely and effectively), reinforcing the importance of offering exploratory art experiences even at the earliest stages of development (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
Malaguzzi, L. (1998). No way. The hundred is there. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach—Advanced reflections (2nd ed., pp. 3–10). Ablex Publishing.
Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press.
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