'Hey good morning' song using actions to bring children together throughout our day.

• Positive affirmation cards

• Social/emotional books, e.g. why am I happy, why am I sad, why am I angry.

• Comfortable cushions

• comfort toys, such as Sam the Sloth, large dinosaurs, my sensitive squid Kevin. A new addition to the social skills group will be a cassowary (Chn to name) (Story: saved from the Daintree rainforest)

Term 2: Adding ‘Becoming a hero’ program. Resource pack developed. The children will be asked, ‘what does safe mean and look like’, who could be safe in your life? Another aspect of learning will be kind acts the children do for others. This can be in photo form or within a drawing. We then place it on our wall, if the child would like to share.

A message has been sent to all Wild Figs families, regarding the plans for term 2 (17/04/2025).

This will be developed in collaboration with the children and their families/carers. The children will be introduced to the 4 books in the series, deploring 4 different areas of safety. The children will also be given the opportunity, in small groups or 1:1, depending on how the children will feel about sharing this information.

This emerging project links in well with the 3 Early Years learning Framework, Outcomes, 1, 2, 3 (located on the initial page of this plan.

Mountain breathing techniques:

1. Hold one hand up,

2. Separate fingers,

3. Use your pointer finger, from other hand,

4. Place pointer finger at the base of your thumb,

5. Take a breath in and move your finger up to the top of the thumb,

6. Release breath as you move your finger down the other side of the thumb,

7. Repeat the same action and breathing technique for each digit.

8. This will enable your child support to regulate their emotions if heightened.

further techniques could be;

• Crash mats can help with regulation by providing deep pressure and proprioceptive input, which can help children focus and learn. They can also help with body awareness and coordination. 

• Great website/youtube for understanding the importance of deep pressure input https://www.youtube.com/watch?v=pm5_QVeswhw#:~:text=Using%20a%20crash%20pad%20can%20improve%20a,which%20is%20good%20for%20muscle%20tone%20and

Child’s learning and development: This section provides a holistic view of the child based on the outcomes and key components of the Early Years Learning Framework, from observation and communication with the child.

Learning outcome 1: Child has a strong sense of identity. Children learn about themselves and construct their own identity within the context of their families and communities. Learning in this area has strong links to learning at school, including oral language, health, wellbeing and relationships, drama and history

Feels safe, secure, and supported:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Is developing their emerging autonomy, inter-dependence, resilience and sense of agency

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

 Is developing knowledgeable and confident self-identities

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Learning to interact in relation to others with care, empathy and respect

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Learning outcome 2: Child is connected with and contributes to their world. Experiences of relationships and participation in communities contribute to children’s belonging, being and becoming. Learning in this area has strong links to learning at school, including human society and environment, living and material worlds, physical worlds, earth and space and communication.

Is developing a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Responds to diversity with respect:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Becoming aware of fairness:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Becoming socially responsible and showing respect for the environment:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Learning outcome 3: Child has a strong sense of wellbeing. Wellbeing incorporates both physical and psychological aspects and is central to belonging, being and becoming. Learning in this area has strong links to learning at school, including movement skills and performance, healthy, safe and active lifestyles, dance and drama.

Becoming strong in their social and emotional wellbeing:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Taking increasing responsibility for their own health and physical wellbeing:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Learning outcome 4: Child is a confident and involved learner. A sense of security and sound wellbeing gives children the confidence to experiment and explore and try out new ideas, thus developing their competence and becoming active and involved participants in learning. Learning in this area has strong links to learning at school, including reasoning and problem solving, reading comprehension, creating texts, working scientifically and digital technologies.

Is developing dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Is developing a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Transferring and adapting what they have learned from one context to another:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Resourcing their own learning through connecting with people, place, technologies and natural and processed materials:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Learning outcome 5: Child communicates effectively. Communication is crucial to belonging, being and becoming. From birth, children communicate with others using gestures, sounds, language and assisted communication. Learning in this area has strong links to learning at school, including phonological awareness, reading, creating texts, understanding and responding to literature, working mathematically, representing numbers, measurement and data and creative arts.

Interacts verbally and non-verbally with others for a range of purposes:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Engages with a range of texts and gains meaning from these texts:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Expresses ideas and makes meaning using a range of media:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Is beginning to understand how symbols and pattern systems work:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Uses information and communication technologies to access information, investigate ideas and represent their thinking:

Mid Term report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Term 4 report: Always  ☐ Usually ☐  Sometimes ☐  Needs support ☐

Ideas:

Bracelets/necklaces

Popsicle stick photo frames

Decorative pots with plant

• Brief child history, e.g. illness, additional needs, what comforts the child (transition ideas)

• Childs interests, strengths and family structure.

• Concerns families may have about their child.

• Goal setting in collaboration with families, from areas of concern.

• Strategies, ISP, BMP if required.

• Input from external agencies, therapy supports.

• group time setting

• Play-based setting

• Child-based inquiry setting

This song idea was inspired by my 6 month old granddaughter.

Photos of the Children’s faces and they get to decorate the outside using paint and crayons.

• Opportunities for the children to have an understanding of how the room looks, respecting the space for all to use.

• Opportunities for the group to ask questions.

• Gather back on the mat to formulate rules and respect for each other and our indoor environment. This will be a collaborative partnership between children and educators.

- Regulate heightened emotions.

- Used as a transitional tool, on arrival, or transitioning within the daily program.

• Calming tool to allow the child to take in new information.

• Share the space others

• Create new friendships, re-establish previous relationships.

• Extend on developmental domains, using learning opportunities to explore science concepts.

• Links to EYLF OUTCOMES (refer to learning objectives)

Thank you georgia for sharing this with us

https://youtu.be/XPXY0bphLjo?si=zR8PKQPdlD3XLG61