Potential follow-up activities:

• Discuss different types of houses from around the world, encouraging Leon to draw houses from diverse cultures.

• Prompt Leon to create a story about a special memory with his family, illustrating it through drawings or comics. Encourage him to draw or paint scenes showcasing family traditions or cultural celebrations they participate in.

• Guide Leon to create a family tree and discuss family connections and relationships while drawing.

• Discuss shapes, sizes, and elements in homes while drawing different types of houses family members live in.

  
  

2b _ Lyrha's drawing

Potential follow-up activities:

• Give Sana different materials like sandpaper to practice cutting, engaging multiple senses and tactile exploration.

• Encourage Sana's creativity by making collages using cutouts from magazines or coloured paper.

• Use natural materials like leaves, twigs, or yarn for cutting. Encourage outdoor exploration and sensory experiences. Keep it simple and direct, avoiding long sentences and technical jargon. Use active voice and prioritize important information.

2b_Activity with dinosaurus_ Austen, Ethan, Emmanuel

Potential follow-up activities:

• Encourage accurate representations of dinosaurs in children's creations with books or videos about their habitats.

• Let's create a story about dinosaurs and their habitats.

Potential follow-up activities:

• Levi is interested in specific details or elements that stand out in his environment, like the little colourful miniature bears. I can introduce scale activity centred around Levi's interests, the little bears, to work with him on his colours.

2b_Bianca, Lily and Gracey interact with Rosie.

Potential follow-up activities:

• Let's talk about pet care responsibilities, grooming, feeding, and empathy towards animals. We can discuss rabbits' habitats and behaviours and encourage curiosity about animal needs. I'll ask open-ended questions about Rosie's preferences during play to promote critical thinking and problem-solving.

  Austin and peers making letters.

• To make their names with play dough. I can do this with younger children and ask Austen to help them. I could present it as a fun way to share his knowledge and make new friends. By introducing activities where Austin can use his skills to assist others, I can emphasize the happiness and fulfilment that come from helping others, nurturing empathy and instilling a sense of responsibility and joy in contributing positively to his new friends.

I noticed the children were interested in the Greek alphabet songs and the "Hello" song. https://youtu.be/472AnCrHYVs?si=F2uS47EGjazFueR6

• 3a _Levi playing on an app

I will try to offer different activities that engage his senses, like playing with textured materials (sand, clay, or water), because, as my Mentor told me, I should integrate learning with movement-based activities to engage both body and mind.

I need to foster communication between my Mentor and the other educators to share insights and practical techniques for supporting Levi.

• 3b_Austin and peers making letters

Austen showcased his work and made negative remarks about his friends. Austen may not be aware of how his words affect others. I will observe him to see if this is his typical behaviour.

• 4_Introducing Greek songs

The children already know a similar, shorter song they like, and I will practice it with them to say good morning in Greek.

The children asked to learn how to count in Greek, and I plan to include this in our future group activities.

Potential follow-up activities:

• Organize an outdoor hunt for Greek letters.

• Introduce multisensory activities related to the Greek letter, such as creating the shape with playdough or drawing it in sand.

• Dive deeper into Greek culture, traditions, or mythology related to letters, engaging Austen in stories or activities.

2b_Abdullah writing his name.

Potential follow-up activities:

• Use different textures (sandpaper, finger paint) to trace or write letters, engaging multiple senses in the writing process.

• Offer tracing sheets or dotted lines of his name to guide Abdullah in practising forming letters in his name.

• Incorporate playful activities like forming letters using playdough or arranging letter-shaped blocks to form his name.

• Showcase Abdullah's writing attempts in a designated space, celebrating his progress and efforts.

• Suggest simple writing activities related to his name that Abdullah can do with family members at home.

  
  

  3a_ Bilal and Natalie play with the Greek letters on the iPad.

  The interactive nature of the app encouraged active engagement.

  3b_ Creating a matching game.

  My presence at the table served as an invitation for guidance and support. I observed how each child interacted with the recourses, paying attention to their interests and adapting my guidance accordingly.

  
  

  4_ Introduced a simple Greek Christmas song with Christmas Greetings in the Greek, Spanish and English languages,

Potential follow-up activities:

• Introduce puzzles with diverse themes (shapes, letters, nature) to challenge their problem-solving skills and interests.

• Dive deeper into animal characteristics, habitats, or behaviours explored through books, videos, or educational resources.

• Foster reflection by discussing their puzzle-solving process, allowing them to share their experiences.

  
  

  2b_Bilal playing at the scale

  Encourage Bilal to explore heavier and lighter objects, comparing their effects on the scale's balance.

  Encourage Bilal to predict the outcome before adding or removing items, fostering his predictive skills.

  Celebrate Bilal's discoveries and efforts, reinforcing his confidence and interest in exploring scientific concepts.

  
  

  3a_ Paul enjoys the Greek app

  
  

  3b_Creating and playing games

  The children's autonomy boosted their motivation, and my presence offered guidance and support. I observed their interests and adapted my guidance accordingly.

  
  

  4_ Introducing the app with the Greek sounds

-          Prompt the boys to create stories or backgrounds for their robots, like where they came from, their missions, or their adventures.

-          Encourage the boys to draw or sketch their robot designs, adding an artistic dimension to their creations.

2b_ Olivia is cooking a cake on the iPad

• Set up a sensory bin with materials like coloured rice or playdough for Olivia to sculpt and decorate her own sensory cake.

• Plan a hands-on baking session where Olivia can bake a cake or make play dough with her friends.

3a_ Sana and Selena are cutting, follow-up from 15.12.23

3b_ The animals travel to space

The children had a great time playing and showed interest in exploring the concept further.

4._Animals Around the World_ first introduction_to be continued

Potential follow-up activities:

https://youtu.be/ysKFt7t9hTE?si=4h6tAB-l9hgYVHkt

Animals Around the World | Little Angel Kids Songs & Nursery Rhymes

Potential follow-up activities:

• Encourage Lily to collect natural materials outdoors and incorporate them into her artwork, fostering a connection with nature.

• Facilitate collaborative art projects where Lily collaborates with peers to create a larger piece, promoting teamwork and creativity.

  2b_ Leon makes cars with blocks.

  - Arrange opportunities for Leon to build and play with peers, promoting sharing ideas and collaborative problem-solving.

  - Use props or figures to accompany his cars, allowing for imaginative play scenarios, storytelling or role-playing with his creations.

  3a_Follow up on cutting magazines from 21.12.23 with Sana and friends.

  
  

  3b_ Follow up with Leon’s family interest.

  
  

  4_ "On the Road with Mavis and Marge", Fri 22.12.23_ follow up from 21.12.23

Even though I had several questions in mind, I let the children guide our discussion and focused on what interested them the most.

I plan to revisit the book with them to nurture the children's interest in animals and space travel. I will encourage the children to predict/ or remember what might happen next in the story. I intend to ask them questions from the beginning based on the illustrations and context clues to extend their experience wherever it can take us.

Moreover, I will discuss the various places that Mavis and Marge visit in the book, which represent different cultures or geographical locations.

I'll observe Ethan's play, understand his interests, and encourage him to interact with other kids, expand his play experiences, and foster social engagement.

2b_ Natalia mimics Austen’s activities, and Sally joins Natalia.

Potential follow-up activities:

• Suggest a joint project and provide diverse materials like paper, stickers, fabric scraps, and glue to encourage collaboration and varied artistic expressions.

  
  

  3a_ Christopher and George_Robot's drawings Follow up from 21.12.23.

  
  

• 3b_ Leon, Austen and Sana gluing animals and making a story _ Follow up from 22.12.23

  
  

• 4_ Introducing a part of a ‘kalimera’ song and talking

  about day and night.

1. Engagement: Children enjoyed the new song and discussion on day and night. They were attentive throughout the activity.

2. Children’s learning: The children said 'Good afternoon' to people worldwide. They guided our discussion on day and night, asking beautiful questions about what interested them.

3. I created an interactive learning environment for children to learn a new language and scientific concepts using day and night scenes. I used visual aids and storytelling and created a safe space for expression. To reinforce learning, I revisit the song and discussions during group sessions.

• I will guide Ethan in using glue and paper again, using it as a teaching moment to explain cause-and-effect relationships. We'll discuss what happened before, what he learned, and how to handle glue responsibly in the future. I'll demonstrate proper handling techniques and encourage empathy by discussing how his actions affected others.

• I will engage in sensory activities with Ethan, like playdough, and the sand pit.

2b_ Louis Making Airplanes 

Potential follow-up activities:

• I will continue to provide a variety of open-ended materials that allow Louis to explore and create freely and encourage him to describe his creations in more detail.

  • I can introduce small figurines, mini-people, or other elements that can interact with his creations, fostering storytelling and imaginative scenarios.

  
  

• 3a_ Cutting and arranging day and night, follow up from 02.01.24

  
  

• 3b_ Squeezing sponges and making bubbles_ Follow up for motor skills from 02.01.24.

  
  

• 4_ "Day and Night" and "Dingle Dangle Scarecrow" song

  
  

• This could be a great opportunity for children to learn about family dynamics, different types of households, and the diversity of family structures through inquiry-based learning. I will tailor my approach to their interests and learning needs.

• I can show pictures of rooms in a house and ask children to describe what they see. We can discuss what is needed in a house for sleeping, eating, etc., and who uses them.

2b_Ann and Stella are best friends.

• Encourage children to express and appreciate their friendships and what it means to be a good friend by reading a book about friendship.

3a_ Making robots and other constructions with playdough and sticks

3b_ Different textures of the sponges

4_ The globe turns around itself- day and night_

Emmanuel calls Louis's mum.

2b - Ann is ironing; it's really hot, careful

3a_ Wail and peers interested in mixing colours.

3b_ Making crafts from bubbles

4_ Recognising and understanding continents

Potential follow-up activities:

I can create a gallery by displaying their finished creations.

I should encourage the children to describe their sculptures to others, enhancing their language skills and confidence.

2b_Making pizza and cake

Potential follow-up activities:

"Restaurant Role Play" using 1. Role Play and Dramatic Play,

2. Storytelling and Language Development, and 3. Collaborative Play. Resources: Aprons, menus, play money, plates, and utensils to enhance the restaurant experience. 

(Outcome 4). 

The date of implementation and evaluation of the follow-up: Mon_15.01.24_afternoon_indoors

3a_ Scale activity with Levi involves learning the colours red and yellow and counting up to five. Follow up from Levi, during Group Time_ 18.12.23

3b_Follow up from Louis Making Airplanes_ 03.01.24

4_ Cards with hellos from different countries

I can create a bug obstacle course challenge. I'll need plastic bugs, golf clubs, obstacles, and a recording device, for their self-assessment and reflection.

2a It’s raining on the ‘rocket ship_

• I can offer objects to create musical instruments and suggest "Experimenting with Sound" as a follow-up activity to encourage scientific exploration.

• I can introduce musical instruments or help children create DIY instruments with available materials. This encourages sound experimentation and creativity.

3a _Being a good friend and helper_ Follow up from 18.12.23

3b_ Follow up from Ethan's play with a train on 02.02.24

I'll create a train station role-play area for Ethan and his friends. They can be conductors, passengers, or ticket collectors. I'll also add books or visuals about trains to enhance their creativity.

4_ Follow up from 'Cards with hellos from different countries'.

Children can learn about animals and their habitats, fostering an understanding of the natural world and promoting respect for diversity and a sense of belonging.

I will start introducing the ocean animals.

Next Thursday on 18.01.24_

2b

3a_ Making chips with playdough_

3b_ Bug obstacle golf course challenge_

4 -_Starting a Project about families and friends_

2b

3a- Rainbow colours and numbers with Sana_ follow-up story about colours from 11.01.24

3b_ Abdullah plays with his name _ follow-up from 19.12.23/ It was not done because Abdullah was playing with his friends outside, and Jessie said it would be too messy to bring playdough there. I could only give him the choice to come inside or glue other material on his name, but Abdulah didn't want to.

3b -Animals and where they are from.

It was not done because the children didn't attend the centre and was rescheduled for next Thursday

4 As Nicole's example_What is family?

4 “Goldilocks and the Three Bears”

3a Matching game for Emmanouel_Follow-up activity from 12.01.24_

3b_Exploring Textures through Sensory Bins

2b -__ Children balancing

3a __“Birthday party preparations at the sand pit”

3b -Animals and where they are from

4 “Goldilocks and the Three Bears 2”

3a follow up from the Matching game for Emmanouel

I suggest involving Emmanuel in a Mini Puzzle Challenge with puzzles that have fewer pieces.

3a - Making hats for the party .

4 “MY FAMILY IS A TEAM”

19_ 22.01.24_Mon_PE Doc 3a -Making playdough_ Play-Based Learning Experiences

19_ 22.01.24_Mon_PE Doc 3b - Collaborative Memory Game Challenge _ follow-up from 17.01.24

19_ 22.01.24_Mon_PE Doc 4 -“MY FAMILY IS A TEAM” _ Group time

3a -_Balancing and coordination Follow up from 18.01.24_

3b -_Train Track Measurement

4 - _ The Napping House by Audrey Wood

2b - Exploring pens and paper clicks._

3a -Making a castle collage at the sand pit

3b -“Creative Felt Arts Session”_

4 - The_Family_Book_by_Todd_Parr.