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I'm looking forward to working as a whole team with kylie support and guidance to unpack STEM education and how we can really enhance our capacity as educators to embed experiences and to be able to document and capture the learning which in turn will help support our families to understand STEM and how Tarcoola Kindergarten promotes it each day in their child learning. let's get learning and discovering together .....

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Gurpreet's Goal: Embedding Science into the program with an Indigenous and Torres Strait Islander lens. 

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Gurpreet's Goal: Embedding Science into the program with an Indigenous and Torres Strait Islander lens. 

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Individual SRF Coaching Plan- Gurpreet Sidhu

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Rattikarn's Goal: To develop and strengthen knowledge of STEM/STEAM.

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Rattikarn's Goal: To develop and strengthen knowledge of STEM/STEAM.

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Individual SRF Coaching Plan- Rattikarn P

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KYLIE PLEBAN                  Early Years Practice Coach

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KYLIE PLEBAN                  Early Years Practice Coach

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Hello and Welcome!

Twenty Years ago, after completing a certificate 3 in Children’s Services I was presented a job opportunity in the Netherlands working for a Dutch family, caring for three children. It was here where I developed the critical foundations of how understanding family culture fosters respectful connections and responsive engagement.

After heading back to Australia I spent majority of my career working for the City of Melbourne as a Cert 3, Diploma, Educational leader,  and 2IC of a small 50 place service nestled in between highrised apartments in North Melbourne. Mid into my career I found myself back overseas and was further provided worldly Early Childhood experience throughout various Primary School and Early Childhood settings embedding the new UK curriculum. This is where my passion towards Early Years frameworks and striving towards developing the ‘perfect’ program grew. After completing a Bachelor of Early Childhood, I began my teaching career at a small Community Cooperative before moving to Hume City Council. During my time working as an ECT, Nominated Supervisor and Regional Team Leader I was able to successfully complete a Graduate Certificate in Education, Business and Leadership.

I have a strong alignment to Child Wise’s mission to transform systems and services to keep children and young people safe from abuse and harm and am an advocate for building strong relational partnerships. I am highly influenced by Lev Vygotsky’s socio-constructivist approach as I believe in co-constructing knowledge through relationships and the surrounding environment.

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Ebru's Goal: What does Science look like when embedded into the everyday program. How can we best document the learning?

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Ebru's Goal: What does Science look like when embedded into the everyday program. How can we best document the learning?

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Individual SRF Coaching Plan- Ebru Arnavut

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resource to look at and rreflect

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The term 'STEM' is often a grey area for educators and parents alike. What exactly is it? How do I incorporate it into my curriculum planning or home? What resources do I need to help me do this?

Well, STEM refers to the integrative exploration of Science, Technology, Engineering and Mathematics. The focus on STEM in early childhood has grown dramatically over the years with the rise of technology and an increased understanding of the importance of these areas for life and careers of the future (think problem solvers, explorers, creative thinkers. Think building resilience in kids to create resilient adults).

So how do you incorporate STEM into your little one's world? You may be surprised to realise that you are probably already doing this every day. Have you ever cooked with your child at home or with children in the classroom?

Think about all of the STEM moments that were happening:

Adding a cup of flour / oil / water = Maths (capacity and volume)
Adding an ingredient one by one, such as three eggs = Maths (numbers, counting and one-to-one correspondence)
How are we going to get the eggs out of their shell? = Engineering
Mixing different ingredients and observing the outcome = Science
Using senses to see, touch, smell, taste and hear = Science
Was the recipe from a book or was it from an online source? = Technology
Placing the mixture in the oven and watching it rise = Science
How many cupcakes did we make? = Maths

Think about when your little one has a bath. Are there toys that sink and float? What about a cup that they fill up and pour out. These are all STEM moments.

Do you go on nature walks and explore? Play with loose parts and make patterns or create structures? Do you value box construction play? Do you have blocks in your classroom or home? STEM moments! Have you seen children looking for butterflies? Counting petals on a flower? Building a cubby house? STEM moments!

Do you have toys with magnets? Have you ever built a marble run? Do your children build with Lego? STEM moments! Have you ever tried oobleck / playdough / kinetic sand? Do you have a tinker table in your classroom or home? Compost bin or worm farm? Light table? Torch?
Featured Product: Colourful Bells STEM! STEM! STEM!
Often, without us even realising, the intertwined relationship of these disciplines is occurring and children are learning and developing through play. Have you ever observed a child building a block tower? They will often count the number of blocks used and measure the height of the tower against themselves: "The tower is taller than me!" That's engineering, maths and science entwined right there.

Whilst STEM is occurring naturally within a quality early childhood classroom setting through open-ended play opportunities and resources, STEM based activities may be intentionally planned at times too. For example, after reading The Three Little Pigs story, children might be encouraged to try and build a house of their own design from sensory materials such as recyclables / loose parts / blocks that can withstand the force of the wolf's huff and puff (aka a fan). Beebots are often a part of schools' curriculum planning and this may take on not only a coding role but also additional STEM elements.

Recently, we adopted silkworms into our home as 'simple pets' (full disclosure - 100 silkworms who are extremely hungry and need to be fed mulberry leaves constantly are not as 'simple' as I had anticipated). The language and learning around this was phenomenal and probably the reason you will find silkworms in a lot of Kindergarten classes around August and September every year.

Not only was it a great science-based project but we also spent time looking online and in books for information on how to care for them. We counted how many we had and added numbers as new silkworms were cocooning each day, we spoke about how we could help them find a space to cocoon (as they need to spin off something, usually a corner - our solution was to cut cardboard tubes into small cylinders and place around the box for the silkworms to cocoon inside) and so much more.

During the early years, children spend much of their time playing, however in an early learning environment the planning, scaffolding and intentional teaching that occurs is shaping those little minds and they are actually LEARNING THROUGH PLAY.

The blocks aren't out only for fun. The opportunities for STEM learning while playing with blocks are endless. Not only are the children developing mathematical skills through engineering with 3D shapes, developing an understanding of quantity, number sense, spatial awareness and geometry, block play also develops science skills through the properties of materials, stability and balance.

Playing with loose parts offers children the opportunity to explore different materials, build and construct, use their imagination, count and make patterns, test density and stability and so much more.
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STEM in early childhood is occurring every day through observation, exploration, investigation, experimentation and most importantly - PLAY. "Play is not a break from learning. It is endless, delightful, deep, engaging, practical learning. It's the doorway into the child's heart!" ~ Vince Gowmon
How do you Incorporate STEM into your classroom ? We'd love to hear from you!
Brea Brand is an experienced teacher who is currently completing her Master of Education in Early Childhood. She has extensive experience working with young children, from working in schools, childcare centres, as a nanny and tutor as well as with her own three young children. Brea is passionate about learning through play and the social and emotional development of young children. Follow @wonder.and.awe for play and learning inspiration for both school and home.

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What Does STEM Mean In Early Childhood? - Modern Teaching Blog

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In this blog post from Modern Teaching Aids, we explore what STEM means in Early Childhood and how you can incorporate this into your everyday practice.

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Joanne's Goal: How can we capture children and familie's voices and learning journeys through effective documentation- Inquiry based.

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Joanne's Goal: How can we capture children and familie's voices and learning journeys through effective documentation- Inquiry based.

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Individual SRF Coaching Plan- Joanne Keogh

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Estimated release date: February 2024.
Dr Red Ruby Scarlet and Anthony Semann have carefully curated ways of engaging with the EYLF that are inclusive and accessible. In the chapters of this book they dive into each part of the EYLF to guide and support the diversity of educators who are required to use the EYLF in their everyday practices. Their approach in this book is to ensure that educators feel enthusiastic about learning the new additions, as well as a sense of excitement to put them into practice. Red and Anthony are both currently involved in service delivery in various ways and so speak from a practice-based perspective.
Table of Contents
Chapter 1: What has actually changed?
Chapter 2: Let's talk about the new Principles...
Chapter 3: Let's talk about the new Practices...
Chapter 4: Let's talk about the new planning cycle...
Chapter 5: Let's talk about documentation...
Chapter 6: Writing a program based on the new EYLF.
Chapter 7: Reflective practice and the new EYLF.
Chapter 8: Collaborative leadership, teamwork and implementing the new EYLF.
Chapter 9: Leading the new EYLF as an Educational Leader.
Chapter 10: The new theories.
Chapter 11: Social justice and the new EYLF.

Dr Red Ruby Scarlet is an activist, early childhood teacher-researcher, consultant, artist and academic. She holds numerous degrees in early childhood education and performing arts. Red has been working in early childhood for over 30 years and is devoted to creative, imaginative, inclusive practices that promote dignity and integrity in early childhood. Red has developed curriculum and learning frameworks nationally and internationally. She has won numerous awards for her teaching and advocacy. Red has published widely foregrounding the stories of the numerous 'teacher-research' projects she has lead and contributed to across the world. She is committed to raising the voices of early childhood teachers and educators through telling and writing their own stories. Her books include The Anti-Bias Approach in Early Childhood (3rd Edition), Fair's Fair: How to Tackle Bias in Education and; Care Services, The Aboriginal Early Childhood Practice Guide, and Becoming With Art in Early Childhood, That Music Book and The EYLF Play Book. She is the co-composer and performer of 'Like To be Me' a song for children about pronouns. She has always been part of diverse educational communities. She is a highly sought leader and mentor in the early childhood profession. Red' work includes consultancy, creating professional development and resourcing for early childhood that is committed to inclusive and innovative pedagogical approaches to curriculum. Red is a Pedagogical Artist in Residence. the Founding Chair of the Social Justice In Early Childhood Foundation. Red is the co-writer and performer of wildly popular "The National Quality Framework - The Musical!" and "Inclusion - The Musical!"

Anthony Semann is an agent of change. After qualifying as an early childhood teacher, Anthony spent his early career working in long day care. Eager to learn as much as he could about practice and people, he built his pedagogical knowledge and developed his skills in fostering relationships. Early on, Anthony also discovered the importance of equity and social justice as a driving force in social change. His desire for learning remains apparent, so too does his commitment to naming inequity, shifting practice towards justice, and living a life that embodies all that he preaches.

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The EYLF Play Book - Dr Red Ruby Scarlet

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RRP $70. Delivery expected Feb 2024. The EYLF Play Book has almost everything you want, and need, to know about the new improved Version 2 of the Early Years Learning Framework.

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When Indigenous artist Glenda Nicholls began making fishing nets using the traditional weaving techniques she had learned from her mother, she was told women do not make fish nets.

It was a moment in the master weaver's life that could have thrown her off course.

But then she was given some advice from her father.

Go out and do what you want to do, he told her.

"Don't stay in the box."

Nicholls has lived by those words and it shows in the boldness of the elaborately hand-woven, sculptural artworks for which she is renowned.

Her most ambitious piece - Miwi Milloo, or Good Spirit of the Murray River - is a seemingly endless fish net hoisted high above the water-wall feature at the National Gallery of Victoria for its Triennial exhibition.

The white net is both grand and intricate, comprising thousands of hand-woven finger-knots and hundreds of feather flowers that dangle daintily above all who gaze up at the majestic artwork.

It's a deeply personal piece for Nicholls who grew up in Swan Hill, along the river's edge, where she would play and fish with her family.

She learned feathercraft and traditional weaving in those days as a child, watching her mother and grandmother knit and sew traditional crafts from local plants and grass.

Through her art, Nicholls seeks to preserve those cultural practices.

"Feathercraft has been handed down for generations, so it is a generational storyline," she explains.

"I've got my granddaughter now that has watched her mum, my daughter, make the feather flowers."

Before Nicholls began weaving nets for art, she did so out of necessity.

She was raising a young family in Queensland, and would have to repair the torn cast nets they used to catch fish, which were too expensive to replace.

"It was a tool we as Aboriginal people once used, and we don't use that tool today.

"I've turned it into a craft, and turned it into art, so that it carries on that storyline but also keeps that process alive."

Hand-weaving on a grand scale

When Nicholls began Miwi Milloo in February last year, COVID-19 had just reached Australia.

She hunkered down in her studio where she would spend the next seven months weaving.

Curator of Indigenous Art at the NGV, Hannah Presley, who commissioned the piece for the Triennial, says the magnitude of the project could not have been realised had it not been for the time the pandemic allowed Nicholls to just "sit and weave".

"A hand-woven net of that scale, I just don't think it exists anywhere else," Presley says.

"There is no way we would have had the net at the scale that we have it, had it not been for [the pandemic]."

Reflecting on the process of making Miwi Milloo and its feather flowers, the artist gives a fairly frank assessment.

"It was pretty full-on ... I just kept weaving."

But for Nicholls, the everyday reality of the pandemic, and its consequent social restrictions, would become just as significant for the artwork as the ancestral practices she used to make it.

"There were a lot of stories woven into the net during those months," she reminisces.

"There was a little boy that went missing in the mountains and, of course, I cried when he was found, so that story was woven into the net.

"Lots of stories, just everyday happenings, stories from myself, my friends, my work colleagues - all woven into the net."

And after the long months of toil, the net was complete.

"There was a Dreamtime (AFL) game that happened here in Victoria and that's when my net told me to stop weaving, after I finished watching that game.

'Thrilling' Triennial commission

Nicholls says she was "pretty thrilled" to be commissioned for the Triennial.

"I've got my bucket list and I'm starting to tick things off now," she laughs.

But her NGV showcase is just one of the many achievements to her name and caps off what has been a fruitful decade for the master weaver.

In 2015 she was awarded Victoria's richest Indigenous art prize, The Deadly Art Award, for her woven sculptural work, A Woman's Right of Passage, which consists of three life-sized woven cloaks, which represent the roles Aboriginal women play in Welcome to Country ceremonies.

Nicholls has also created works for the Mildura Palimpsest Biennale and the Australian War Memorial, while her hand-woven piece, Ocra Net won two prizes at the 2012 Victorian Indigenous Art Awards.

Just last year, Nicholls was awarded the prestigious Hutchinson Indigenous Fellowship and Residency, which she describes as "the icing on the cake".

She has also found success closer to home with an installation at the Swan Hill Regional Art Gallery, which commissioned her to create artwork inspired by regenerative agricultural practices for roving exhibition Earth Canvas.

That Nicholls's works would be simultaneously on display in one of the nation's leading cultural institutions as well as her hometown gallery is no small feat.

Nicholls says that when she was born, her mother was forced to give birth on the hospital verandah because Aboriginal women were not permitted inside.

Miwi Milloo's prime position at the beginning of the exhibition, therefore, would seem not without consequence.

"It actually welcomes you into the space," says Presley.

"My hope, and with Glenda as well, was that there would be some kind of recognition as you walked in that, yes we are on Aboriginal land.

"I was so pleased about the placement of this work."

Nicholls is too.

"It's fantastic!" she says.

"We are right at the door."

The Triennial is on at the NGV International until April 18.

Earth Canvas is on at the Swan Hill Regional Art Gallery until May 9.

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'I just kept weaving': The huge artwork that was only made possible by lockdown

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When Glenda Nicholls started making traditional fishing nets she was told it wasn't women's work. Now her massive weaving is hanging in the entrance of one of Australia's major art galleries.

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does anyone have any ideas to add to our service philosophy?

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 Stem in kindergarten is described as children play and explore, there is a natural crossover between science, technology, engineering and mathematics (STEM). Everyday routines and play experiences are opportunity times for learning about STEM but furthermore it encourages children to think critically and creatively. STEM activities require children to think outside the box, ask questions, and come up with solutions to problems. innovation, and more!

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 Stem in kindergarten is described as children play and explore, there is a natural crossover between science, technology, engineering and mathematics (STEM). Everyday routines and play experiences are opportunity times for learning about STEM but furthermore it encourages children to think critically and creatively. STEM activities require children to think outside the box, ask questions, and come up with solutions to problems. innovation, and more!

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Wurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation

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Home - Wurundjeri Woi Wurrung Cultural Heritage Aboriginal Corporation

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Aboriginal cultural heritage work Cultural & educational services Land management

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Kevser's Goal: Creating an outdoor learning space that promotes sustainability, Indigenous perspectives and STEAM practices. 

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Kevser's Goal: Creating an outdoor learning space that promotes sustainability, Indigenous perspectives and STEAM practices. 

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Individual SRF Coaching Plan- Kevser Dogan

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Reflection Reconciliation in Children's Education and Care

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Early Learning Science, Technology, Engineering and Mathematics (STEM

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Early Learning STEM Australia (ELSA)

The University of Canberra is being funded to design, develop and pilot a suite of HTML web apps as part of the expansion of the Early Learning STEM Australia (ELSA) program into Foundation to Year Two, with the pilot planned for the 2024 school year. ELSA F-2 is designed to complement the Australian Curriculum outcomes using the lens of spatial reasoning and logical reasoning and aims to improve STEM literacy and numeracy in Australian schools.

The ELSA preschool pilot developed a series of play-based digital apps, linked to the Early Years Framework (EYLF) and the Australian Curriculum: Foundation, to facilitate engagement in foundational STEM practices for preschool children and to build the capacity of early learning educators.

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Early Learning Science, Technology, Engineering and Mathematics (STEM)

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The Government is committed to the development of early learning STEM resources and training for educators, to provide further opportunities for families and children to take part in fun and exciting STEM activities.

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Introducing STEM To Children In Early Childhood Settings 

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Introducing STEM To Children In Early Childhood Settings 

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Photo by YY TEOH on Unsplash

STEM refers to an integrated learning approach that introduces Science, Technology, Engineering and Mathematics through play-based activities.

Since the first few years are when the brain is developing most rapidly, it makes sense to incorporate STEM concepts, skills and dispositions in early childhood education.

For educators looking for ways to get your learners talking about STEM, here are a few ways to get started.

Encourage Play

Early childhood is the time when boys and girls want nothing more than to play. A good thing too, since the playground can provide opportunities galore to introduce STEM concepts. Use sorter toys and blocks to teach kids about shapes. Talk about increasing and decreasing speed as they have fun on a see saw. If a rainy day has resulted in a flooded playground, encourage kids to think of how they might get the water to drain out quickly.

Explore Your Environment

One of the things that STEM sets out to do is to banish the notion that such subjects can only be taught in a classroom. Science and Mathematics is all around us and the more children realise this, the deeper their interest will grow. So as set out on a nature walk, call attention to leaf patterns and arrangements of petals on flowers to introduce design and numeracy. Simulate grocery shopping in home corner, to teach the basics of counting and calculating or have fun making sorbet as you talk about different states of matter for water.

Use Questions

Fortunately for early childhood educators, curiosity comes naturally to young children. Use their umpteen questions as cues to launch into age-appropriate STEM discussions. So if they ask about why flies don't fall off the ceiling, you can talk about sticky feet and Spiderman! Or how balloons can fly? Once you are through explaining why balloons can fly, put out some questions of your own, like "Which balloon is smaller of the two?" or "Which is furthest from you, the red or the blue balloon?" to teach about size and distance.

Equip The Learning Environment

Ensure that your room is equipped with a variety of materials that children can use to measure, count, sort, blow, fly, mix, make larger, make sounds and so on. Besides blocks and sorter shapes, stock up on crayons, paints, bowls, spoons, dough, fun mirrors, flowers and leaves. Sensory learning is a hugely effective way to teach concepts ranging from colour and music to pressure and gravity. Better still, regularly set up simple experiments to introduce STEM concepts. For example something as fun as using droppers to squirt coloured oils into a beaker of water can teach kids about oil and water not mixing while just a paper towel, markers and two glasses of water are enough to demonstrate capillary action.

Use Appropriate Language

Among the reasons that educators sometimes hesitate to introduce STEM subjects is the worry that certain explanations require a complex vocabulary. See if you can replace jargon with simpler phrases; like when conducting an experiment, instead of telling kids to "make observations", ask "What does it look like"? Though some terms may be unavoidable, wherever possible, use simpler questions to clarify different concepts, like "what do you think will happen" and "did your guess turn out to be correct" to teach the difference between a hypothesis and a conclusion.

With increasing evidence of the benefits of early STEM introduction, there is also a growing corpus of resources for educators. With some research and a hearty imagination, you can implement fun, hands-on activities to integrate STEM within the learning environment.

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Introducing STEM To Children In Early Childhood Settings - Aussie Childcare Network

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STEM refers to an integrated learning approach that introduces Science, Technology, Engineering and Mathematics through play-based activities. Since t...

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One of the primary purposes of kindergarten is to prepare children to learn to read, write, and understand math concepts. We sometimes forget that kindergarten also prepares children to learn and apply scientific principles.

Although science curriculum can vary by state-and even by school-many kindergartners will learn roughly the same science concepts. Knowing what to expect from kindergarten science curriculum can help you support your child's learning at home or provide some guidance if you are considering homeschooling.

Kindergarten Science Basics

In general, kindergartners will develop an understanding of four areas: physical sciences; life sciences; earth and space sciences; and the engineering, technology, and applications of science. During kindergarten your child's learning will be focused on recognizing patterns and formulating answers to questions about the world around them.

Through science, your child will be encouraged to develop their curiosity and make observations. And as they are introduced to science, your child will begin to develop organized and analytical thinking as well as problem-solving skills.

You can support this by asking your child questions about what they are learning. Ask them to teach you the concepts they have been exposed to, and ask probing questions that require them to think or solve a problem.

Core Areas of Study

The goal of science instruction is help students (in kindergarten and beyond) become scientifically literate citizens who are able to use science to learn more about the natural and material world. At the kindergarten level, your child will just start learning the basics.

If you feel like your child is struggling with a concept, consider exploring the idea at home. You can read a book, visit a science museum, do an experiment, or watch a video.

Physical Sciences

The physical sciences involve the study of the physical world. This includes chemistry, physics, and astronomy. Sometimes the Earth sciences are included in physical sciences since they are part of the physical world.

In kindergarten, children learn about the properties of certain materials and discover that these properties can be observed, measured, and predicted. They might sort objects by color, shape, size, temperature, odor, texture, or flexibility. They might learn about the different properties of water and how it can change from one to another and back (from liquid to solid back to liquid, for example).

They also might make comparisons of objects such as determining which of two blocks is heavier, or which of a few objects is attracted to magnets or floats in a container of water. These comparisons are a precursor to measurement, which kids will learn as they get older.

Kindergartners also may begin to study the concepts of pushing and pulling. For example, they might be asked to explain why and how things move and identify whether or not an object is being pushed or pulled. They also might be given a worksheet where they circle which pictures show the greatest force. Or, they may even create a project as a class that demonstrates pushing and pulling motions.

Earth and Space Sciences

The Earth sciences involve the study of everything relating to the Earth, except for living things. These sciences include mainly geology and meteorology, and sometimes geography.

As they learn about the earth, children will learn about the characteristics of the earth's environments (mountains, rivers, oceans, valleys, and deserts) and the four seasons. They'll study the weather, daytime, nighttime, the different phases of the moon, and resources and conservation.

A classroom lesson might involve observing, exploring, describing, and comparing weather changes. Students also might chart patterns in the sky and changing seasons. The goal of a lesson like this one is to understand the natural world around them in greater depth by using scientific inquiry.

Life Sciences

The life sciences are the study of living things. That includes biology, botany, zoology, and ecology, among others. As part of their study of the life sciences, children will learn the basic structures of common plants and animals (arms, legs, wings, leaves, stems, roots, etc.). They also may learn about the differences and similarities in plants and animals.

Life science also allows kids to explore how living things adapt to their environment, grow, change, and have certain needs. They may even explore how living things and non-living things differ or how they impact one another.

For instance, they might study the fact that plants and animals have needs that can be satisfied by their environment. The teacher may have them perform a paper-based sorting activity showing the needs of plants and animals. Or, they might sort images based on whether they help or hurt the environment.

Engineering and Technology

Although kindergarten students will not be building many things during their science instruction, the purpose of engineering and technology component of science is to use the knowledge they have gained of how the natural world works to engineer or build useful technologies.

For instance, the Baltimore County Public Schools kindergarten science curriculum has an option to expand what students are learning in the life sciences unit about how different things interact with the world around them. In that project, students are asked to build a way to protect the white turtlehead plant from being eaten by deer or stepped on by people.

Similarly, during the weather section, the students create a severe weather alert for the principal based on the weather data they have been studying. And, in the push-pull study in the physical sciences section, students work together to build a windmill that pulls up a cup of water.

Emerging Science Skills

Children won't be conducting any complex scientific experiments in kindergarten, but they will learn the basic scientific principles of observing, predicting, and measuring. They may even perform some observations, like tracking the stages that a caterpillar goes through to become a butterfly, or charting how a seed grows into a plant.

The kindergarten science curriculum helps students learn how to:

Ask questions based on prior knowledge and observations

Compare common objects using one physical attribute, such as color or shape

Describe how objects move (or behave), and the characteristics of common objects in terms of the five senses

Observe seasonal changes; the size, shape, texture, and color of common objects; and illustrate observations through drawings

Predict what happens when certain materials are subjected to tests (such as placing a piece of wood in water to see what it does)

Recognize patterns and describe them

A Word From Verywell

These emerging skills will help kids learn more about the world around them. Try to pay attention to what they are studying. Ask questions. and encourage their budding science skills. Developing a love for science at an early age can help your child hone their critical thinking skills as well as their problem-solving skills.

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How to Prepare Your Child for Science in Kindergarten

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Although it varies by state, there are specific goals for teaching science to kindergartners. Here is an overview of kindergarten science curriculum.

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Wombat stew Picture Book - A STEM Water Stimlus

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Use this book to encourage the children to make their own wombat stew. Which ingredients dissolve and which don't? Which ones float and which ones sink...

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The Monash PlayLab has developed a new and effective way of teaching STEM to young children through play. It’s called a Conceptual PlayWorld and it’s all based on research by Laureate Professor Marilyn Fleer and her team.

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STEM stands for science, technology, engineering and mathematics. The need for STEM programming in education developed out of concern that future generations were lacking critical skills needed to succeed in the current and future economy. STEM programming teaches innovation, creativity, critical thinking, problem solving and collaboration among many other skills proven to lead to success.

What is STEAM?

STEAM stands for science, technology, engineering, arts and mathematics. The difference is that arts are included, ranging from visual arts, language arts and physical arts to music and more. STEAM focuses on sparking imagination and creativity through the arts in ways that naturally align with STEM learning.

What's the debate?

There is some debate about whether art education should be included in programming promotingscience, technology, engineering and mathematics. Some STEM supporters believe that including art takes away from the other core subject matter. Many STEAM supporters believe the arts should not be overlooked and feel that the arts enhance the overall learning experience by adding even more creativity into the mix.

Should we focus on STEM or STEAM?

Currently, STEM is the more commonly used terminology, though the debate about STEM versus STEAM is well known. At the National Inventors Hall of Fame®, our focus isn't on the debate - it's on children. We create hands-on programming that encourages children to ask questions, embrace failure and create without boundaries.

Focus on hands-on learning

Regardless of your preference on STEM education or STEAM education, the key factor remains: using hands-on experiences to teach children the important concepts that will help position them for future success is critical. Hands-on learning allows students to think creatively and use innovation to find unique solutions to common problems - ultimately making our world a better place.

Ready to join the cause?

Learn about our hands-on STEM programming and consider how you or your child can make a difference in our world. Download our white paper " How to Prepare the Next Generation of Entrepreneurs " to learn more about the importance of STEM and STEAM education.

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STEM Education and STEAM Education Defined

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The National Inventors Hall of Fame discusses the debate between STEM education and STEAM education. Gain a better understanding of this terminology and discover why it's critical for a child's future success.

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Kamilaroi author/illustrator Gregg Dreise reads his award winning book, Mad Magpie.


Jarjum Stories 
Free showcase
19 Oct  - 10 May 
kuril dhagun, level 1
State Library of Queensland
https://www.slq.qld.gov.au/whats-on/jarjum-stories

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Tarcoola's mind map- What does Science look like in the everyday programs at Tarcoola.

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Tarcoola's mind map- What does Science look like in the everyday programs at Tarcoola.

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Hey team, This is a great mind map of what Science can look like in the everyday program. Let's revisit this after we have some reflective conversations, complete a self-assessment using ECERS & SSTEW and after completion of STEAM/STEM PD on the ECA hub. I wonder what gaps might become visible? What else could we add?

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STEM in early childhood education

Authors: Marianne Knaus and Pauline Roberts
Published: 2017
Pages: 36
ECA code: RIP1704

STEM is the acronym given to the integrated learning approach focusing on science, technology, engineering and mathematics. Governments and policy-makers around the world are recognising the importance of STEM education and the Australian government has committed significant funding to prioritise the uptake of STEM education.

This book will help educators in the early childhood sector to understand the ' what' and ' why' of STEM and to learn how to implement hands-on, inquiry-based pedagogies within the STEM disciplines for young children. The content includes:

STEM and what it is

how to incorporate STEM in early childhood pedagogy

the role of educators

opportunities for STEM in early years contexts

practical ideas and examples

resources and references.

Using a play-based pedagogy, children can be given the opportunity to investigate, manipulate and experiment with a wide range of resources and materials that develop the concepts, skills and dispositions that are important for science, technology, engineering and mathematics.

To purchase your copy today, click here. Or to buy a subscription to the series online, please click here.

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STEM in early childhood education - Early Childhood Australia

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STEM in early childhood education Authors: Marianne Knaus and Pauline Roberts Published: 2017 Pages: 36 ECA code: RIP1704 STEM is the acronym given to the integrated learning approach focusing on science, technology, engineering and mathematics. Governments and policy-makers around the world are recognising the importance of STEM education and the Australian government has committed significant [...]

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Eric Carle's The Very Hungry Caterpillar was originally published over 50 years ago! There's even a special day dedicated to this favorite book: March 20 is known as Very Hungry Caterpillar Day around the world. Plus, June 25 is author Eric Carle's birthday-another reason to celebrate! Check out our favorite Very Hungry Caterpillar activities to celebrate this classic children's book.

1. Caterpillar Necklace

Source: Hands On as We Grow

This caterpillar necklace is a fantastic way to get kids' imaginations going and support fine motor skills. This simple activity involves threading dyed penne noodles and paper discs cut from construction paper onto a piece of yarn. Tie off the ends, and your kids will have a fancy necklace to share with their families.

2. Tissue Paper Butterflies

Source: Preschool Play

This colorful craft is as fun as it is pretty! Children tear squares from thick sheets of tissue paper and glue them onto a pre-cut card-stock butterfly.

3. Caterpillar Headband

Source: Lisa's Libraryland

After reading the story, make these fun caterpillar headbands out of colored construction paper and have a fun parade around the classroom!

4. Egg Carton Caterpillar

Source: Two Pink Peonies

No activity roundup for The Very Hungry Caterpillar would be complete without the classic egg carton caterpillar. Yes, it's been done before, but it's one of those memorable activities (and keepsakes) that every kid loves.

5. Paper Plate Caterpillar

Source: Learning Through Play

This activity helps students engage with the story, learn the days of the week, practice their counting skills, and learn about healthy eating!

6. Caterpillar Letter Sort

Source: Growing Book by Book

Being able to recognize the similarities and differences between letters is an important skill for early readers and writers. With this fun activity, kids build caterpillars letter by letter by sorting them into curves and straights.

7. Clothespin Story Retelling

Source: School Time Snippets

This activity is a fun way to work on another important literacy skill-sequencing. After reading the story together, students can retell it in order by clipping the story sequence circles (download here) onto the caterpillar body.

8. Caterpillar Word Puzzles

Source: Playdough to Plato

These simple, colorful word puzzles are a novel way to practice letter sounds, shape recognition, word building, and fine motor skills. Download templates here.

9. Caterpillar Fine Motor Activity

Source: Modern Preschool

Speaking of fine motor skills, kids will love this activity. They will chomp and munch through the fruit shapes using a caterpillar hole punch. Have them retell the story as they munch so you can check for comprehension.

10. Grassy Caterpillar

Source: Toys in the Dryer

Get your hands dirty and give a little nature lesson while celebrating The Very Hungry Caterpillar. This blog gives you step-by-step directions (scroll down to Thursday's entry) for creating your own project.

11. Caterpillar Pop-Up Book

Source: Mrs. T's First Grade Class

This adorable book features a little caterpillar lying on a leaf on the cover, his cozy cocoon on the back, and the butterfly he becomes in the middle. Hang these books from your classroom ceiling for a colorful display.

12. Storytelling Basket

Source: The Imagination Tree

Use this fun basket when reading the story with your class, then have it available afterward for kids to enjoy in a choice center. Include the book, a caterpillar, a butterfly, and plastic foods for the caterpillar to munch on.

13. Caterpillar Fingerprint Counting

Source: Totschooling

Looking for Very Hungry Caterpillar activities that combine art and math? These free fingerprint counting printables make learning number sense fun while giving your kids a chance to get their hands messy. Also, check out Totschooling's free dot-paint packet, which includes tons of activities to help kids work on fine motor skills, counting skills, prereading and prewriting skills, and more.

14. Hungry Caterpillar Bug Jars

Source: Olives Originals

Use pom-poms, pipe cleaners, and googly eyes to create these adorable caterpillars. Cut out some fresh green leaves, pop them in a mason jar, and give your students their very own lovable pet.

15. Classroom Caterpillar

Source: The Educators' Spin on It

Have each student paint a green circle on an 8.5 x 11 sheet of white card stock. If you have time to take and print photos of each child, have them glue their photo inside of their circle. If not, ask each student to draw a self-portrait. Join the children's pages together with staples or tape and add the caterpillar's head (see photo for sample). Hang your class caterpillar in the hall outside your classroom or on your door to share with your school.

What are your favorite Very Hungry Caterpillar activities? Come and share in our WeAreTeachers Helpline group on Facebook.

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Celebrate Very Hungry Caterpillar Day With These 15 Easy Activities15 Easy Very Hungry Caterpillar Activities

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Eric Carle's The Very Hungry Caterpillar was originally published over 50 years ago! There's even a special day dedicated to this favorite book: March 20 is known as Very Hungry Caterpillar Day around the world. Plus, June 25 is author Eric Carle's birthday-another reason to celebrate!

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Using Natural Materials and the Art of weaving ~ Hungry Caterpillar extension

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Using Natural Materials and the Art of weaving ~ Hungry Caterpillar extension

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Creating Story Stones with the Children ~ Hungry Caterpillar Conceptual Play World

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Creating Story Stones with the Children ~ Hungry Caterpillar Conceptual Play World

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Fantastic Resource to extend on the Hungry Caterpillar~  Printable book

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Fantastic Resource to extend on the Hungry Caterpillar~  Printable book

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OWL~ Six steps to Follow the Child's Lead

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OWL~ Six steps to Follow the Child's Lead

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Hanen Certified Speech-Language Pathologist and Hanen Staff Member

When preschoolers (2½ - 5 years of age) play with playdough it stimulates their senses, while offering an opportunity to use their imaginations. Furthermore, the possibilities for conversation and interaction are endless!

The goals of a playdough activity

The goals are simply to:

1. Encourage free exploration of the materials, which encourages creativity

2. Expand their ability to pretend and imagine

3. Help them learn some interesting new words that label their interests and actions

4. Have fun!

Recipe for playdough

The fun starts by making your own playdough:

1 cup of flour

1 cup of water

1/2 cup of salt

1 tbsp of oil (any oil will do)

1 tbls of cream of tartar

1/8 to 1/4 tsp of food colouring paste

Recipe from: http://www.recipesfromhome-online.com/best-play-dough-recipe.html

Additional materials required

1. Put the playdough in a ball in front of your child on a table along with a supply of stir sticks, stones or other materials in case she wants to use them.

2. Take a ball of playdough and a separate supply of materials for your own use.

3. Observe, wait and listen to your child.

In addition to having plenty of playdough, it is important to provide your preschooler with a variety of other materials to stimulate her interest, imagination and creativity:

Stir sticks, large stones, buttons, straws, pipe cleaners, strips of cardboard (i.e. anything that can be combined with the playdough to create whatever a preschooler can imagine).

Try to avoid materials that don't lend themselves to conversation and creativity (eg. cookie cutters that make specific shapes).

How to play with playdough

Let your child help you make the playdough and then...

Observe, wait and listen means...

Use your own materials (rather than taking or trying to share your child's)

Observe your child and look interested, without speaking

Once she says or does something, then follow her lead - build on what she has said or done by commenting on it and adding something to her actions and ideas, without taking over the play and telling her what to do.

- your child and see what she does. Observe silently, really watching to see what she is doing with the playdough. Often, children don't begin with an idea of what to do with the playdough. They manipulate it and when it starts to look like something they recognize, they may then start to turn it into something specific. To give your child time to come up with her own ideas, just observe without speaking, suggesting or instructing her.

- sit quietly and avoid showing your child things she could do with the playdough. Just squeeze or roll your own playdough slowly. Your goal is to give your child an opportunity to do what SHE wants to do FIRST.

- to what she says, without interrupting. If she says something, respond and show interest, but avoid telling her what to do or try not to ask questions that test, such as "What are you doing?", or "What are you making?" She probably doesn't know yet - she's still experimenting!

Once your child has started to show some direction as to what she wants to do with the playdough, then Join in and Play, which means:

For example, if your child puts a ball of playdough on the end of a stick and says, "I have a lollipop", you can say, "That looks delicious. I think I'm going to make an ice cream" and then make an ice cream from your playdough and wait for her to respond again.

Play like a kid - play how your child is playing. Preschoolers usually use playdough to create pretend events, so pretend along with her, as described below.

Encourage pretending

Your preschooler will probably start to pretend with the playdough. We want to encourage pretending as it builds more complex language skills. She may turn the playdough into a person, animal, food, vehicle, etc. This shows that she is able to use one thing as a symbol for another - e.g. a long roll of playdough becomes a snake. Pretending by using one thing to represent another is an important part of language and cognitive development. After all, a word is a symbol that represents something else.

played for a long time (maybe longer than usual)

became quite creative both with the playdough and the pretend theme

communicated with you frequently

This approach to playing with playdough with your child comes from It Takes Two to Talk® (Pepper and Weitzman, 2004), a practical guidebook for parents who are concerned about their child's language development. Click on the links below to find out more about how Hanen can help help children communicate:

If your child:

Rolls playdough into a long snake-like shape, do the same and add an idea. For example, make a snake noise "ssss" and talk as if you are a snake ("I am Sammy the snake and I am coming to see what's for lunch").

Rolls her playdough into a ball and sticks it on her nose, saying "I am a clown". You can do the same thing and then observe, wait and listen to see what you child thinks of that. Or you can add another idea related to clowns, such as making some playdough balls and juggling with them, saying, "Clowns like to juggle. Let me try juggling the balls".

Pushes the stir sticks into a round ball of playdough and says, "This is an elephant". You can add a new, but related idea. For example, you can make something related to the theme of elephants, such as using a book to create a mountain for the elephant to walk up, or making a playdough tree with branches for the elephant to eat.

When you Join in and Play and Follow your Child's Lead, you are building on what your child has started and adding a fun idea. You have not changed the topic or the activity. Then you STOP, observe, wait and listen to see whether this interests her. Your child will enjoy your playfulness and the fact that you are playing with her, contributing to what she has started to create.

If you follow the guidelines for this activity, you will probably notice that your child:

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How to Have Fun with Playdough and Preschoolers The Hanen Way

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Hanen Certified Speech-Language Pathologist and Hanen Staff Member When preschoolers (2½ - 5 years of age) play with playdough it stimulates their senses, while offering an opportunity to use their imaginations. Furthermore, the possibilities for conversation and interaction are endless!

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Sharing Books with Preschoolers- The Hanen Way

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Sharing Books with Preschoolers- The Hanen Way

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By Lauren LowryWhen reading with a preschooler, the main goals include:
Hanen Certified Speech-Language Pathologist and Hanen Staff Member

Preschoolers (aged 2 ½ to 5 years) enjoy books in many different ways. Some may want you to read their favourite story book from beginning to end. Some may just want to flip quickly through the pages. Some may try to "read" the book to you, pointing out pictures of interest or reciting memorized words or lines from the story. All of these are positive ways to share books together. What's most important is that your child enjoys looking at books with you and that the experience leads to conversation and interaction between you and your child.

1. Encouraging her interest in books and in sharing them with you

2. Learning about new words, ideas and concepts, especially those that broaden her understanding of her world and stimulate her imagination

3. Understanding and enjoying stories

Types of books to read with a preschooler:

Once you've found a book your child likes and you are taking turns talking about the book, you can Add Language that will stimulate your child's vocabulary, understanding, and thinking skills (It Takes Two to Talk® - A Practical Guide for Parents of Children with Language Delays. Pepper & Weitzman, 2004).

Repetitive books - younger preschoolers may enjoy books with predictable, rhythmic language that repeats throughout the book. The language and repetition in these books will catch your child's interest and make it easier to remember important words and sentences. Examples of repetitive books: "Brown Bear, Brown Bear, What do you see?" by Bill Martin Jr., "Goodnight Moon" by Margaret Wise Brown, or "Hand, Hand, Fingers, Thumb" by Al Perkins.

Homemade books - which could include photos of favourite people or things, or objects or remnants from outings or interesting places they have been (such as a birthday party or a trip to the zoo). See "Make a Book" at the end of this article for more ideas.

Simple storybooks with a main character or a main event - the story should have a clear beginning, middle, and end. An example would be "The Very Hungry Caterpillar" by Eric Carle. The story of the Three Little Pigs is another example of a simple story which has a repetitive structure, making it easier for your child to follow along and understand the story. If your child isn't interested in listening to the whole story at first, simplify it, or just talk about the pictures.

Non-Fiction books - non-fiction books about interesting topics such as animals, occupations or how things work will expose your child to new vocabulary and provide new topics for conversation.

Books to avoid:

Lengthy, complicated storybooks, especially those without lots of illustrations - these types of books often involve an understanding of more complex language than your child may be ready for (especially younger preschoolers). And if there aren't enough pictures to explain the story, your child may have a difficult time following along

Electronic books - In a study comparing an e-book with the same story in a paper book version, researchers found that children learned more from the paper book [1]. The buttons and games in the e-book distracted the children's attention from the story. Read more about this study.

How to share books with a preschooler

Let your child choose the book - it's okay to make suggestions from time to time, but allowing your child to choose the book you read ensures that your child is truly interested.

Let your child hold the book and turn the pages - children love to be actively involved and to have some control over the book reading. Don't worry if she skips some pages - the goal is to make the book an enjoyable experience and reading every page isn't a "must" at this stage.

Let your child "read" the book in her own way - some children look at a few pages or flip through the book for a few moments. Others want to look at the entire book. Let your child look at the book at her own pace and according to her interests. You don't have to finish the whole book at one sitting!

It's okay to change things up! - you don't have to read every word on the page. You can simplify the story, or just talk about the pictures and not read the words.

It's okay to keep things the same! - some children love to look at the same book over and over again. There's no need to discourage this. The repetition and familiarity helps your child learn new words and better understand the concepts within the book.

- for your child to do or say something. After you have either turned the page or read one page, wait silently and avoid asking questions or pointing out anything particular on that page. Your goal is to give your child an opportunity to express herself and take turns with you.

Try acting it out - once a story is familiar to your child, she may enjoy acting out the story with actions or props. For example, if she enjoys a story about a baby bird learning to fly, you could pretend to flap your wings as you learn to "fly" around the living room with your child.

"Adding Language" means:

use a variety of words - try to avoid just naming the pictures in the book as this will result in your child being exposed to mostly nouns (names of things). While nouns are important, your child also needs to be exposed to words that describe (e.g. "messy", "sticky", "enormous"), action words ("climb", "fly", "yell", "see"), words for feelings ("grumpy", "excited", "tired"), location words ("beside", "under", "through"), words about time ("soon", "later", "after"), etc.

highlight important words - emphasize the most important words (the ones that are key to your child understanding the information on the page) with your voice, slowing down, and showing a picture in the book which demonstrates the meaning of the word. Repeat these new words often when talking about the story and in everyday life. This will help your child remember these new words and possibly begin to use them himself.

expand your child's message - when your child says something about the book, you can respond by elaborating on his message. For example, if she says "there's a frog" while pointing to a picture of a frog jumping between lily pads, you can expand by saying "Yes, the frog is jumping on the lily pads!" Adding on to your child's idea shows your child how to produce longer sentences and gives her more information about the topic.

build your child's understanding - your child will gain a better understanding of her experiences and her world when you draw connections between the book and her life. For example, if you look at a book about a trip to the doctor, you can talk about a recent visit your child had to the doctor.

build your child's imagination - books offer a great opportunity to add language that introduces imaginary concepts to your child. Talking about topics like castles, ghosts, or pirates that your child cannot experience in "real life" helps to build your child's language, play, and thinking skills.

go beyond the "here-and-now" - go beyond the pages of the book to generate discussions with your child that will expand her thinking. You can help your child predict what might happen (eg. "What do you think will happen when the wolf tries to blow down the brick house?"), compare and contrast (eg. "That dog is really small, just like your friend Jane's dog"), talk about feelings (eg. "That boy can't find his ball. He looks sad"), and make connections with her experiences (eg. "Remember when you lost your doll and you felt sad?"). These ways of talking encourage your child to think, solve problems, and imagine.

A homemade book, created especially for your child, is sure to become one of your child's favourites. By following these guidelines, you will create a book together that will be interactive and fun:

Think about your child's favourite things and outings - items can include photos of favourite people or things, packages or labels from favourite foods or toys (eg. part of the Rice Krispies box), or photos or small remnants from interesting places or outings (eg. a ticket stub from a show, a stone collected from the playground, a photo of your child getting a haircut or swimming in the lake, etc). If you follow your child's lead and observe her interests, you will know exactly what to include in the book.

Involve your child - your child can help you select pictures or objects, help you paste the pictures into the book, and tell you what to write on the page underneath the picture.

Ensure that the written words make sense to your child - when your child is the one who decides what to write on each page, you can be sure that the text is from her perspective and at her level.

If you follow the guidelines above when you share books with your preschooler, you will probably notice that your child:

enjoyed sharing books with you

paid attention for longer than usual

communicated back and forth with you so that the two of you had a conversation

started making connections between books and her own experiences

incorporated themes from her books into her pretend play

Pleasesend us feedback on this activity.

Endnotes

de Jong, M. & Bus, A. (2002). Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format. Journal of Educational Psychology, 94(1), 145-155.
For more than 35 years, The Hanen Centre has taken a leading role in the development of programs and resources for parents and professionals to help all preschool children develop the best possible language, social and literacy skills, including those children with or at risk of language delays and those with developmental challenges such as Autism Spectrum Disorder, including Asperger Syndrome.

Click on the links below to learn more about how Hanen can help help children communicate:

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Sharing Books with Preschoolers The Hanen Way

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Preschoolers (aged 2 ½ to 5 years) enjoy books in many different ways. Find out how you can share books with your preschooler to encourage her interest in books, help her learn new words, ideas and concepts that stimulate her imagination, and start understanding and enjoying stories - and all while having fun together!

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here is an example of the documentation our team is eagerly using to capture learning in progression on "The very hungry caterpillar"

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Great Inquiry Question: What is a Proboscis? 

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Great Inquiry Question: What is a Proboscis? 

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I wonder what Learning journey can extend from this question?

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A proboscis is a projection or elongated appendage at the front of the face. In vertebrates, the term is used to describe an elongated nose or snout. In invertebrates, the term usually refers to tubular mouthparts used for feeding and sucking.

Images for kids

Convolvulus hawk-moth ( Agrius convolvuli) feeding with extended proboscis

A syrphid fly using its proboscis to reach the nectar of a flower

Everted proboscis of a polychaete ( Phyllodoce lineata)

Unidentified fly cleaning its proboscis

In Spanish: Probóscide para niños

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What is Reconciliation? - Explained by a child - for other children

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Introductory PD
1 x 2 -hour workshop

The principles of body safety play an essential role in developing safe and respectful spaces in and outside of the classroom. Our protective behaviours professional development covers the following topics:

Creating strategies for the participation and empowerment of children

Supporting community solutions and creating partnerships in prevention

Understanding the complexity of childhood sexual abuse: myths, facts, indicators and risk factors

Embedding the 10 key learning areas of abuse prevention

Modelling child safe practices (Victorian Child Safe Standards & National Child Safe Standards)

Understanding age-appropriate behaviour including understanding the signs of possible sexual abuse

Hearing and handling disclosures, including self-care

The principles of body safety play an essential role in developing safe and respectful spaces in and outside of the classroom. Our protective behaviours professional development covers the following topics:

Creating strategies for the participation and empowerment of children

Supporting community solutions and creating partnerships in prevention

Understanding the complexity of childhood sexual abuse: myths, facts, indicators and risk factors

Embedding the 10 key learning areas of abuse prevention

Modelling child safe practices (Victorian Child Safe Standards & National Child Safe Standards)

Planning age-appropriate child safe lessons and activities

Understanding age-appropriate behaviour including understanding the signs of possible sexual abuse

Understanding the role of technology in childhood sexual abuse

Perpetrators; profile of a typical abuser, typical pattern of grooming

Hearing and handling disclosures, including self-care

Ensuring culturally sensitive and inclusive solutions for your community

Both introduction and full day professional development courses meet the following Australian Professional Standards for Teachers (APST): 1.3, 2.3, 2.6, 3.7, 4.1, 4.4, 4.5, 6.2, 7.2 and 7.3

As part of the body safety suite, we also offer an advanced professional development program that builds on existing knowledge and provides a deep dive into areas such as child safe standards/principles and supporting staff, parents, carers, children, and young people in respectful online communication.

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Superstars! Child sexual abuse prevention

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Introductory PD 1 x 2 -hour workshop The principles of body safety play an essential role in developing safe and respectful spaces in and outside of the classroom.

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Questioning and predicting

Critical and Creative Thinking

Inquiring - identifying, exploring and organising information and ideas

Identify and clarify information and ideas

Pose questions

Comprehending texts through listening, reading and viewing

Navigate, read and view learning area texts

Comprehend texts

Listen and respond to learning area texts

Composing texts through speaking, writing and creating

Use language to interact with others

Compose spoken, written, visual and multimodal learning area texts

Compose texts

Understand learning area vocabulary

Planning and conducting

using sight, hearing, touch, taste and smell so that students can gather information about the world around them

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Questioning and predicting Critical and Creative Thinking Inquiring - identifying, exploring and organising information and ideas Identify and clarify information and ideas Pose questions Comprehending texts through listening, reading and viewing Navigate, read and view learning area texts Comprehend texts Listen and respond to learning area texts Composing texts through speaking, writing and creating Use language to interact with others Compose spoken, written, visual and multimodal learning area texts Compose texts Understand learning area vocabulary Planning and conducting using sight, hearing, touch, taste and smell so that students can gather information about the world around them

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Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106 - Scootle )

Critical and Creative Thinking

Generating ideas, possibilities and actions

Seek solutions and put ideas into action

Imagine possibilities and connect ideas

Consider alternatives

Inquiring - identifying, exploring and organising information and ideas

Organise and process information

Identify and clarify information and ideas

Intercultural Understanding

Recognising culture and developing respect

Explore and compare cultural knowledge, beliefs and practices

Investigate culture and cultural identity

observing and recording the shapes, colours and textures of people, objects and concepts they experience in their daily lives, for example, drawing faces, insects, plants, food

Considering viewpoints - forms and elements: For example - What colours were used? What is it made of? How is the colour used, and why is it used in this way?

identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

Aboriginal and Torres Strait Islander Histories and Cultures

Asia and Australia's Engagement with Asia

Critical and Creative Thinking

Generating ideas, possibilities and actions

Imagine possibilities and connect ideas

Consider alternatives

Seek solutions and put ideas into action

Inquiring - identifying, exploring and organising information and ideas

Identify and clarify information and ideas

Organise and process information

Information and Communication Technology (ICT) Capability

Generate solutions to challenges and learning area tasks

Generate ideas, plans and processes

Managing and operating ICT

Select and use hardware and software

Critical and Creative Thinking

Reflecting on thinking and processes

Generating ideas, possibilities and actions

Seek solutions and put ideas into action

Consider alternatives

Inquiring - identifying, exploring and organising information and ideas

Organise and process information

Identify and clarify information and ideas

using techniques to demonstrate various compositional effects, for example, overlapping or crosshatching

following technical processes and safe practices to make artworks, for example, drawing onto Styrofoam to print on paper

Personal and Social Capability

Become confident, resilient and adaptable

Critical and Creative Thinking

Inquiring - identifying, exploring and organising information and ideas

Organise and process information

Identify and clarify information and ideas

Generating ideas, possibilities and actions

Imagine possibilities and connect ideas

Consider alternatives

Seek solutions and put ideas into action

Reflecting on thinking and processes

Considering viewpoints - meanings and interpretations: For example - What did this artwork or design make you think about and why? What figures/shapes can you see in the artwork? How has the artist treated the figures/shapes to convey their idea or meaning?

Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109 - Scootle )

Intercultural Understanding

Interacting and empathising with others

Consider and develop multiple perspectives

Recognising culture and developing respect

Develop respect for cultural diversity

Explore and compare cultural knowledge, beliefs and practices

Investigate culture and cultural identity

Critical and Creative Thinking

Generating ideas, possibilities and actions

Seek solutions and put ideas into action

Consider alternatives

Inquiring - identifying, exploring and organising information and ideas

Identify and clarify information and ideas

Pose questions

Organise and process information

Understand how visual elements create meaning

Comprehending texts through listening, reading and viewing

Listen and respond to learning area texts

Interpret and analyse learning area texts

Comprehend texts

Navigate, read and view learning area texts

Composing texts through speaking, writing and creating

Compose texts

Use language to interact with others

Compose spoken, written, visual and multimodal learning area texts

Understand learning area vocabulary

Use knowledge of text structures

Considering viewpoints - societies and cultures: For example - Where is this artwork from and why was it made? Who made the artworks? Where and how are they displayed?

identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others

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Body Safety Australia in Action! | Body Safety Superstars in action! | By Body Safety AustraliaFacebook

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ABORIGINAL TOOLS RESEARCH CARDS Explore Aboriginal history, science and technology with this illustrated set of research cards featuring 20 tools and weapons with research prompts. This set of 20 research cards encourages students to deploy enquiry skills to investigate the materials used to make tools; the chemical pr

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Explore 20 sustainability related topics with this 20 card yarn set. Yarning has always played a key role in sharing Aboriginal knowledge and remains a powerful education tool today. Guided prompts explore the importance of sustainability today while also considering the traditional knowledge and cultural practices Ab

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In the words of Paul Kelly and Kev Carmody, ‘From little things, big things grow’. Although this song is symbolic of the broader movement for land rights and Indigenous equality in Australia, I believe this song title reflects how personal attitudes and dispositions of contemporary Early childhood understandings, perspectives and pedagogical approaches can been challenged, strengthened, and re-evaluated through a community of learners. So let's collaborate and grow together!

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"From little things, big things grow": Paul Kelly, Kev Carmody remember Gough in song

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Children’s Book Week is from the 17th-23rd of August. This year to encourage literacy development we have partnered with Emma Stuart who is an author and illustrator who has illustrated over 150 books. We have 2 signed copies of her beautiful book, Peewii and the Tree for each service and will be hosting a storytelling/art workshop in one of our services. To determine the lucky service who will receive the workshop we are wanting you to show us how you support literacy development in your service. Take a photo of your experience and send it through to Alicia-alicias@hume.vic.gov.au The best literacy experience will receive the story telling and art workshop from author/illustrator Emma Stuart during book week. Please submit your description and images of your literacy experience by Friday 26th of July. I’m really looking forward to seeing how you are focussing on literacy in your programs!

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Thanks for the open and honest conversations during out Wellbeing session. We wear so many hats in our work and home lives and that can become quite heavy at times.

It is so important that we take care of ourselves before we can take care of others.

Remember to take the time to do the things you enjoy often....

*Connect to Country/ Nature Walks

*Spend time with family and friends

*Travel & Explore

*Exercise

*Be Grateful for the little things

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This document offers a good insight into introduction of safe ICT use within an early childhood setting.

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Do you have a better comprehension of each layer of your service's planning cycle?

Why do you believe a planning cycle is essential for documenting children's learning?

How frequently do you reflect on the planning cycle, both individually and as a service? If you don't, why not, and how can you motivate others to do so in the future?

How do you make each stage of the planning cycle evident to families and children, as well as in your documentation?

How do you incorporate children's perspectives into the planning cycle for your service?

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body part safety program

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body safety part 2

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marble run activity

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Olympics at Tarcoola

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This week is National Child Protection Week (NCPW). This year’s theme is ‘Every child in every community deserves a fair go’ and is complimented by the theme ‘Every conversation matters’.

NCPW aims to engage, educate and empower Australians to understand the complexity of child abuse and neglect and work together to prevent it. The campaign does this through sharing evidence through webinars and events as well as creating resources in order to empower communities to have conversations regarding children’s safety and wellbeing.

As early years teachers and educators, we are often faced with confronting conversations where children disclose challenges they are facing at home. They do this because they feel safe to share because of the relationships we have formed with them. We have a duty of care to do our best protect children. This is a big responsibility but an important one.

This is why Body Safety education is so important. Many of our services are implementing the Body safety incursions but we should also be incorporating Body Safety education into our every day practice and conversations with children so we continue to empower them and so they know it is ok to share if they are feeling unsafe or scared. I would like to teams to reflect on how they are doing this in their educational programs and conversations with children and families.

It is also important that as educators we all have a strong understanding of the Child Safe Standards. The Department of Education Authorised officers have a role to play in ensuring we are compliant with the standards and that every one of us understands how they impact the work we do with children and families. Authorised officers are also carrying out Child Safe focused compliance visits where they will attend a service and discuss how the standards are understood and implemented in our early years service. We will soon be undertaking a few in partnership with the Department to assist us to understand what we can do better in this area and how we can improve.

All early years staff should have a clear understanding of the 11 Child Safe Standards and be able to talk to how we implement these. https://ccyp.vic.gov.au/child-safe-standards/the-11-child-safe-standards/ I encourage teams to discuss these standards in your team meetings to ensure you are clear on what your role is and how the standards are implemented in your service.