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I would have liked some more specific details around your planned experiences, your approach and the intention behind them, as this would have shown greater insight into your teaching pedagogy. This assessment read as an essay, rather than a reflection of a planning cycle. When I did assessment tasks like this, I would write up the activities almost like a lesson plan, going more in depth to each activity and outlining how it would look, with any key language etc.

Also, in your 'what could have been improved' section, next time think a little deeper around how your practice could have been improved. Were there any strategies which could have helped particular students to be more involved, etc?

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I deliberately organised three distinct activities tailored to the children's interests and capabilities (Figure 1). These carefully thought-out activities, especially the dramatic and creative play (Activities 2 and 3), were not intended to yield specific results but were crafted to encourage the children to nurture their curiosity. They were presented as a "broad invitation to expand their interests" and explore their learning potential (Mrs. Mactivity, 2021, 2:00).
What went well?

The three activities went well and the children were engaged throughout.  One child who is a generally quiet student and does not normally participate well, thoroughly enjoyed the dramatic play and it appeared that playing a different role and talking about a topic which was of interest inspired her to be displaying more confident interaction with the other children. She spoke well and the level of vocabulary and knowledge of recipes i.e., fruit salad (names of the fruit and how to make the fruit salad).

Another child who is usually very active and finds it difficult to sit down and do fine motor skills activities, surprised me.  He was totally engaged in the fruit-stamp painting.  When I asked him what he liked, he commented “I LOVE this painting and wish I could always paint like this!”

What could have been improved:

Other activities which I could have used which occurred to me later were:

1. Good and bad game - thumbs up if the picture of the food is good for you e.g. chips

2. Cooking  - the children would have enjoyed ad kearny more about food and healthy eating.

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My three activities revolve around hands-on and cooperative learning. However, each activity has a distinct structure, encompassing group time, dramatic play, and painting. These diverse approaches facilitate extended learning through discussions that enrich vocabulary and comprehension, engaging in socio-dramatic activities that bring experiences to life, and fostering creative play that encourages children to explore new ideas using their imagination.

Resources needed:

The Hungry Caterpillar Book / real fruits / numbers / picture of fruits

Cutlery / plates / food items / restaurant set with kitchen / loose parts (i.e., buttons, leaves, stones)

Paint (colours used for the fruit in the book - pink, blue, yellow, green) and real fruit cut up as stamps

Broad ideas and learning opportunity:

The primary educational objectives achieved involve fostering a deeper comprehension of nutritious foods and their positive impact on our lives among children (VegKIT, 2019). By employing methods such as class reflection, discussions, interactive games, self-directed or collaborative play, and creative artistic activities, the goal is to facilitate the expansion of children's knowledge in order to inspire them to embrace a healthier lifestyle. These activities will also emphasise the importance of our environment and the role of growing and consuming plants in maintaining our health (Tjeuw, 2023, para. 2).

The three intentional teaching sessions designed to arouse the children's curiosity, ignite their imagination, and foster critical thinking, the children contributed intriguing ideas and engaged in discussions about healthy foods beyond just fruits (Schmidt-Jones, 2020, 0:30). Furthermore, some delightful moments transpired when, in the midst of a restaurant-themed activity, a chef was confused by the contents of an apple pie recipe and playfully suggested unique ingredients like vegemite and tomatoes! The ultimate result of these provocations was of little consequence, as it was evident that the children were enthusiastically involved in discovering the world of food and its diverse applications in the meals we enjoy (Mactivity, 2018, 2:03).

1. Implementation and reflection:

How I implemented the provocations:

I deliberately organised three distinct activities tailored to the children's interests and capabilities (Figure 1). These carefully thought-out activities, especially the dramatic and creative play (Activities 2 and 3), were not intended to yield specific results but were crafted to encourage the children to nurture their curiosity. They were presented as a "broad invitation to expand their interests" and explore their learning potential (Mactivity, 2021, 2:00).

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What theories or research which informed the teaching strategies:

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What theories or research which informed the teaching strategies:

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The educational theories of Dewey (1859-1952), Montessori (1870-1952), and Reggio Emilia (founded by Loris Malaguzzi, 1920-1994) have significantly shaped my approach to planning and practice. Dewey, a pragmatist and the pioneer of "functional psychology," applied his ideas to various domains, including early childhood education. He advocated for inspiring learners to explore the marvels of the world and pursue their interests without rigid constraints (Gouinlock, 2023).

Similarly, the Montessori approach also emphasised child-centred learning. It utilised sensory-based materials specifically designed for young children and structured activities in alignment with each child's unique strengths and abilities. This was achieved through careful observation, which served as a crucial source of data (Christle, 2023).

The Reggio Emilia approach, rooted in socio-constructivism, centres on the collaborative process of educators and children constructing knowledge together. They work side by side, engaging in co-constructive experiences that foster a deep understanding of various concepts and ideas (Dodd-Nufrio, 2011).

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This planned provocation uses the assignment question, its rationale, and my comprehension of them as a foundation to steer these concepts/ideas towards advancing the learning experience for the children.

Question: “What activities support children to build upon their understanding of healthy food choices and eating habits?” are as following:

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Did you make any modifications:                       What were they: 

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Did you make any modifications:                       What were they: 

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Some modifications were made for example: on the day of the fruit stamp painting, I had planned to do it inside the centre but the weather was so glorious that I shifted the activity to the outside covered area. As endorsed by Reggio Emelia the outside environment (the third teacher) inspired the children as they looked around, could see nature and hear the noises surrounding them (ACECQA, 2018). By providing open-ended materials to expand their understanding and knowledge about the natural environment (Outcome 2); this builds the children's agency (Outcome 1) and self identity as they explore (VEYLDF, 2016).

Another modification which I made was that I decided to adjust the order of the first activity.  I had planned to read the book first but after observing other group times where the children were reading a story, not all children were engaged.  So I switched my plan and started with introducing the children some real fruit before the story.  It worked very well and the children were fully engaged in the story.

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What methods were used to capture the children’s learning:

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What methods were used to capture the children’s learning:

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A variety of methods were used:

Observations by joining into the conversation and/or interactions  - to gain a better understanding of the child’s thought processes and learning.

Observations ‘present’ with the children  (individual or group) - where the focus is totally on the children.  Dewry (1938, cited in Gowrie, n.d.) comments “we have to understand the significance of what we see, hear and touch…” which means the educator needs time to reflect through thoughtful listening and watching (para. 3 & 5).

Photographs - as highlighted on the padlet.

Sample of the children’s work  - as recorded on the padlet.

Children’s feedback - their excitement and engagement in the program was evident and they readily chatted throughout the activities (ACECQA, n.d.a).

Feedback from other educators and families  - encouraging feedback  was given by other educators. At drop-off and pick-up I had discussions with the parents/carers on how to best support their children’s development and give them feedback about the activities; the families were particularly pleased by the theme of “Healthy Eating”. A strong partnership is outlined as an important  legislative requirement and are outlined in Quality Area 1 in National Quality Standards [NQS] (ACECQA, n.d.b), Regulations 73 to 76 in Part 4.1 [Education and Care Services National Regulations] (Australian Children’s Education and Care Quality Authority [ACECQA], 2023), and Section 168 (Education and Care Services National Law, 2010, p.123).

What theories or research which informed the teaching strategies?

The educational theories of Dewey (1859-1952), Montessori (1870-1952), and Reggio Emilia (founded by Loris Malaguzzi, 1920-1994) have significantly shaped my approach to planning and practice. Dewey, a pragmatist and the pioneer of "functional psychology," applied his ideas to various domains, including early childhood education. He advocated for inspiring learners to explore the marvels of the world and pursue their interests without rigid constraints (Gouinlock, 2023).

Similarly, the Montessori approach also emphasised child-centred learning. It utilised sensory-based materials specifically designed for young children and structured activities in alignment with each child's unique strengths and abilities. This was achieved through careful observation, which served as a crucial source of data (Christle, 2023).

The Reggio Emilia approach, rooted in socio-constructivism, centres on the collaborative process of educators and children constructing knowledge together. They work side by side, engaging in co-constructive experiences that foster a deep understanding of various concepts and ideas (Dodd-Nufrio, 2011) (Christle, 2023).

Did you take a step back?

At all times, I considered the importance of allowing the children to explore their own learning and “stood back” to observe.  This approach is endorsed in the Reggio Emelia theory were “wondering” allows the children to experience at their own pace and interest level (Hargraves, 2020, para. 2).

Did you make any modifications? What were they?

Some modifications were made for example: on the day of the fruit stamp painting, I had planned to do it inside the centre but the weather was so glorious that I shifted the activity to the outside covered area. As endorsed by Reggio Emelia the outside environment (the third teacher) inspired the children as they looked around, could see nature and hear the noises surrounding them (ACECQA, 2018). By providing open-ended materials to expand their understanding and knowledge about the natural environment (Outcome 2); this builds the children's agency (Outcome 1) and self identity as they explore (VEYLDF, 2016).

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Observation 1
After morning tea finished at 10am, Child A and B began to walk to the reading corner and sat down and decided to choose a book together to read. Then Child A said “would you like to read this book together?” Child B replied, “Yes, I’d like that”.  The board book that they were reading together was about different fruits and was called “My First Book of Fruits” published by Wonder House  Books (2018). The book had many different photos of fruit and the name of each fruit on each page. It was colourful and appealing to the children.

Child A said to Child C  “Would you like to read the book with us?”. Child C joined the group.

They were all sitting beside each other on a mat on the floor. Child A sat in the middle of Child B and C and held the book. As they were reading the book together they were creating meaningful conversations with each other.  Each child appeared happy and relaxed as they were smiling and interacting easily. Child A referred to the picture of an apple and indicated it was red. Child B noticed that there were strawberries and commented that the strawberries begin green and then go red.  The picture of the strawberry was red that this child was looking at. Child C was looking and commented “that’s an orange” and talked about the inside of the orange and that it was soft inside.  The children then began to comment about which fruits they like to eat. Child A said “I eat strawberries at home” and Child C commented “I like to eat apples and my Mum cuts them up for me”.  The children played together for five minutes in the reading corner area and all decided to get up and go.

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Observation 2
This observation was dramatic and corporative play between Child D and E.  In the afternoon at 3pm, the two children (Child D and E) played ‘restaurant’. There were two characters, a chef and a customer.  They discussed calmly who would be the chef and who would be the customer.  Child E was cooking and asked, “What do you like?”, “I would like bread and tomatoes,” replied Child D.  Child E said with great enthusiasm and excitement, “Coming right up!”. Child E then said “Here you go” and the other child said “thank you”. Child D started to describe the bread as brown and soft.  Child E then said, “I eat it (bread) at home - it is yummy!”.  Child D commented, “I like butter on mine”. As the educator was passing the children, Child D asked her “why is the tomato red?”. The educator explained that it starts off green and when it is ready to eat it goes red. When food like fruit is ready to eat it is called ripe. Then Child E commented, that there are different sized tomatoes and that some are small and big. She says she loves to eat tomatoes. The dramatic-play went for 6 minutes. The children clearly enjoyed playing with each other by observing their body language (energetic throughout) and facial expressions (lots of smiles).

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Observation 3
Two children sat down at one of the tables near the reading area. Child F and Child G wanted to draw some ice cream. They sat close to each other as they wanted to share the drawing paper. Child F asked the educator to help. “I can’t draw ice cream” she said.  Child G said “I can”. The educator initially drew some dots in the shape of an ice cream to help Child F.  She talked about the shapes which form the ice cream as she drew it. “Can you see two shapes as I draw the ice cream?” said the educator.  Child F said, that is the cone - it looks like is a triangle. Child G commented “the ice cream is a circle”. Child F traced over the dots to form the cone and the ice cream on top of the cone.  She then coloured in the ice cream green and made a lined pattern on the cone. Child G wanted to draw the ice cream by herself and it was clear she was looking at the traced ice cream that Child F had drawn and attempted to copy the shape of the cone and ice cream. She drew the two shapes and it was clear she carefully drew the circle on top of the cone. When she finished her free drawing ice cream, she started clapping her hands and replied “Yes, I did it!”. Child F then commented “ Look, I did it as well”.  They then high-fived each other. They played together at the table for 8 minutes. In this observation the type of play that is being observed is Cooperative Play.

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Figure 1 - Early Year Planning Cycle (VEYLDF, 2016, p. 8)

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This analysis will focus on three theorists: Italian Maria Montessori (1870-1952; French Jean Paiget (1896-1990);  Russian Semyonovich Vygotsky (1896-1934).  These prominent theorists advocate for play-based, child-centred learning, ushering in a progressive paradigm in pedagogy. Under their guidance, children are empowered to exercise greater autonomy, selecting activities and tasks aligned with their interests and curiosity (Cherry, 2022, para. 21). Pacini-Ketchabaw et al. (2014) also highlight that the “image of the child” is shifting in contemporary times, and this change is influencing current practice, policy documents and training courses for early childhood educators (p. 46). Within this context, the Victorian Early Years Learning and Development Framework (VEYLDF) will be used to demonstrate how this important pedagogical document is aligned to some of the key principles of these theorists.

Despite their shared commitment to this approach, each theorist has distinct nuances in their methodology. Observations 1 and 2, for instance, foster an environment where children can explore and learn through play, aligning with the principles of Piaget and Vygotsky. Montessori, on the other hand, endorses free play but within the framework of a pedagogical theory that necessitates meticulous preparation of resources, guided by a comprehensive understanding of each child's skills. This profound insight is derived from careful and systematic observation, mirroring the methodology employed in our assignment. Montessori's emphasis on data collection has become an integral part of contemporary early childhood practices, as illustrated in the Early Year Planning Cycle (Figure 1) within the Victorian Early Years Learning and Development Framework (VEYLDF) (2016, p. 8).

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Artefact 1 observation 1 published by Wonder House  Books (2018).

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The key themes used throughout the observations below were collaborative play and food. At all times, the children interacted appropriately demonstrating their understanding of  active listening, care and respect for each other. They were all beginning to develop an emerging interest in food, and were exploring the food items discussed in different ways. .

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This investigation was with Year 3 and 4 children at Journey Early Learning in Taylors Hill, Victoria. The state-of-the-art facilities provide many opportunities for the children to develop their interests in a safe and secure environment; Moreover, the centre prioritises positive relationships between all members of the community to ensure all children are fully supported (Journey Early Learning, 2023)

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Activity 1 Flashcards Fruits and Numbers 

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What activities support children to build upon their understanding of healthy food choices and eating habits?

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Reading The Hungry Caterpillar Activity 1 Part 2: 

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Reading The Hungry Caterpillar Activity 1 Part 2: 

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Activity 2 Cooking  Role  PlayDramatic Play

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When the was child was participating in this activity he was  able to mix and match the  fruits with  the number he choose. As highlighted in the VEYLDF In outcome 5 to be able recognise the visual the image and increasing vocabulary like pronouncing the words/numbers such as 5,orange and strawberry. (p.24).

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When the child was using the different fruits such as apple, orange and pear the child was able to explore the different senses such as touch, sight, sound, , smell and movement when they were using the fruits to take control of the movement as stated in Victorian Early Years Learning and Development Framework Outcome 4 ( p.23 ).

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Group time Reading The Very hungry Caterer pillar 

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Group time fruit and number Flash cards Activity 1 

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Figure 2: Piaget’s four stages of cognitive development (The Psychology Notes Headquarters, 2023)

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The main themes that emerge from the three observations revolve around collaborative play and food. Vygotsky's sociocultural theory underpins these experiences, emphasising how children learn through social interaction and how their cultural surroundings play a significant role in shaping their development (McLeod, 2023, p. 4; Pacini-Ketchabaw et al., 2014, p. 33). This is evident in the discussions about food items, such as bread (Cherry, 2022, para. 3), which may differ for Asian children who might focus on rice, highlighting the influence of culture.

The educator's role in guiding (scaffolding) the child's drawing of tracing the ice cream dots (Observation 3) aligns with Vygotsky's concept of the "zone of proximity," where the child is able to complete the task with support but is not yet confident enough to do it independently. However, when observing the child (Montessori approach), it becomes apparent that she possesses quite advanced fine motor skills for her stage of development (referred by Paiget as the preoperational stage, see Figure 2), as demonstrated by the intricate cross-pattern drawn on the cone and the precise colouring of the ice cream. In this case, the child's abilities surpass her initial self-assessment and confidence to complete the task independently.

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Artefact 3 Observation 3 drawing and colouring 

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The VEYLDF (2016) outlines five key outcomes: identity, community, well-being, learning, and communication, which also inform the analysis of these observations.

Identity: Observation 1 illustrates how children felt secure during a question and answer sequence, fostering a strong sense of identity (p.18).

Community: In Observation 2, children engaged in dramatic-play, demonstrating their connection to and understanding of community routines and traditions (p.19).

Well-being: All observations indicate that children have a strong sense of well-being, effectively managing and expressing their feelings. For instance, Child F and G expressed satisfaction and happiness through high-fives (p. 20).

Learning: Children learned from their peers and educators, as seen in Observation 2 when the educator discussed a new word (p. 21).

Communication: The observations highlight diverse forms of communication, including symbolic information, question and answer exchanges, and creative arts. Children demonstrated well-developed communication skills, with active listening and mutual respect (p. 22).