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This placement allowed me to gain a better understand of children and what activities and crafts work well for certain children and what do not. Through critical reflection I believe it possible for my activities to potentially be continuous. For example, the tree activity can be extended by making a forest, this can include different animals, plants etc. Or the shapes activities can be modified and turned into 3d shapes. My question for the start of the panel was during the remote learning process have I ensured I provided materials and activities that were both educational and linking with the EYLF and engaging, and have I included the families into the planning of these activities. Overall, I believe that Including Helen in the decisions allowed me to create a personalized activity that is engaging specifically for Evie. I think it is very important to have good relationships with families because we can be surprised with the amount of knowledge and ideas they can bring into your classroom. Going on further it would be challenging for me to create content/activity  for a whole classroom rather than a specific individual. 

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This placement allowed me to gain a better understanding of children and what activities and crafts work well for certain children and what do not. Through critical reflection, I believe it possible for my activities to potentially be continuous. For example, the tree activity can be extended by making a forest, this can include different animals, plants, etc. Or the shapes activities can be modified and turned into 3d shapes. My question for the start of the panel was during the remote learning process have I ensured I provided materials and activities that were both educational and linking with the EYLF and engaging, and have I included the families into the planning of these activities. Overall, I believe that Including Helen in the decisions allowed me to create a personalised activity that is engaging specifically for Evie. I think it is very important to have good relationships with families because we can be surprised by the amount of knowledge and ideas they can bring into your classroom. Going on further it would be challenging for me to create content/activity for a whole classroom rather than a specific individual.

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During the first observation, Evie demonstrated multiple types of learning theories, one of them being Piagets theory of learning through play. Piaget viewed play as integral to the development of intelligence in children, his theory argues that as the child matures, their environment and play should encourage further cognitive and learning development. ‘In a play a child is always above his average age, above his daily behaviour, in play, it’s as though he were a head taller than himself’ (Lev Vygotsky 1978). Evie’s play also a prime example of Outcome 1 in the EYLF framework. Children have a strong sense of identity and develop their emerging autonomy, independence, resilience, and sense of agency. The second observation demonstrates the John Dewy constructivism theory, this theory views knowledge as constructed and that students build on their previous knowledge and put them together in their unique way.  I think this was evident when Evie decided to do the activities on her own and made it unique to her by adding butterflies. These events is a clear demonstration of outcome 4 in the EYLF where children are confident and involved learners, specifically children develop a range of skills and processes such as problem solving, inquiry, research and investigation. The last ordinary moment where Evie pretended to be a character from start wars demonstrates Vygotsky’s imaginative play. Vygotsky believed that Imaginative play promotes language and social development, fosters creativity, encourages positive behaviour and boosts problem-solving skills, which I thought were evident In my observations. Evie's demonstration of imaginative play also links with outcome 2 of the EYLF: Children are connected and contribute to their world. Children develop a sense of belonging to groups, communities, and an understanding of their reciprocal rights and responsibilities necessary for active community participation.

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My last ordinary moment was during my latest session with the family. This is where we were continuing our caterpillar activity. Evie jumped onto the screen and said 'Look at me, I'm Rae from Star Wars’ she then proceeded to pretend to shoot me with her laser and from there continued her activity as Rae from Star Wars. I thought this was a very intimate moment that she shared with me, and I'm glad she was comfortable enough to show me her creative and bubbly personality. Through observations I can tell how much she loves to use her imagination and play instead of watching the screen, so I thought it was really nice that she made these activities even more engaging for herself by portraying a character that she has seen on tv. 

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The second ordinary moment of choice was during my second or third session with her. This morning was particularly exciting because I felt that Evie was opening up with me a little more, and slowly acknowledging my existence. This moment started with Helen Evie’s mother telling me how excited Evie is about her new activities and the fact that she has been doing this all morning. Helen then proceeded to Face-time me, and I was fortunate enough to see Evie willingly doing all of her activities by herself. This moment was exhilarating to both Helen and I as we succeeded in creating engaging and age-appropriate activities.

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The first ordinary moment of choice was during my second session with Evie, this is when she decided she wanted to do the number game activity. This activity is designed for children to learn their numbers through colour coordination and problem-solving skills. The Moment that I found most interesting was when she laughed at herself when she put the purple and pink numbers together; she then proceeded to say, 'that's not the same colours' and laughed again. I thought this was an extraordinary moment and a good learning experience for her. I also liked the fact that her mother didn’t try and do the activity for her, she allowed Evie to make mistakes and try and correct those errors.  The observation of the incorrect colours is an excellent example of child led and based play. Child led play is described as allowing children to play freely without direction or intervention. . This ordinary moment is a prime example of Outcome 1 in the EYLF framework. Children have a strong sense of identity and develop their emerging autonomy, independence, resilience, and sense of agency.   

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Observation 1 references

Reddy, L.A., Files-Hall, T.M. and Schaefer, C.E., 2005. Empirically based play interventions for children (pp. xviii-310). American Psychological Association.

Willoughby, B.J., Hall, S.S. and Luczak, H.P., 2015. Marital paradigms: A conceptual framework for marital attitudes, values, and beliefs. Journal of Family Issues, 36(2), pp.188-211.

Hamm, C., 2015. Walking with place: Storying reconciliation pedagogies in early childhood education. Canadian Children, 40(2), pp.57-67.

Churchill, R., Ferguson, P., Godinho, S., Johnson, N.F., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M. and Nicholson, P., 2012. Teaching: Making a difference. John Wiley and Sons.

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Taking a deeper look into the EYLF and my own critical reflections I’ve managed to produce a series of questions to help assess myself and better my practice.

1. During the remote learning process have I ensured I provided materials and activities that were both educational, linking with the EYLF as well as engaging, and have I included the families into the planning of these activities.

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This pedagogical narration is set in the child’s home, with the educator (myself) connecting with her through zoom. Evie who is an energetic 2-year-old who can talk for hours and hours usually has her zoom set up in the family living room. What’s beautiful about this scene is the eye-catching displays of all Evie’s work stuck on the wall, this wall also had charts of numbers and letters as well as beautiful illustrations by Evie and her older brother. During our first zoom sessions, Evie was reluctant to show me her surroundings, but through observation, I realized that with every activity we have done, her favorite part is displaying them on the living room wall. Occasionally we did our zoom sessions outside on the porch and I was able to see the beautiful Veggie patches and flowers that they had in their backyard, which both Evie and her mother were excited to show me.