As my teaching style is largely informed by hands-on activities and experiences I made sure to include many of these into my action plan. The children were able to explore different sensory experiences using clay and painting with their hands. The group art project of Bunjil the eagle was displayed in the classroom as the children added to it so their learning could be made visible and have a connection to what they were learning about. During our sessions together the children were given the opportunity to speak their hundred languages in group time discussions, during their hands-on experiences and whilst engaged in dramatic play. As part of my teaching strategy I was able to use open ended questions during our sessions such as;

A dramatic play area was set up outside using an A frame made out of bamboo and covered with leafy branches. When completed the A frame looked like a teepee and the children were able to use it as a shelter. The word 'Gunya' was written on bark and hung onto the front of the shelter, Gunya is an Aboriginal word for a small, temporary shelter, traditionally used by Australian Aboriginal people. I was able to observe the children reenacting what they had learnt from the books we had read using the Gunya. They were making camp fires using rocks they found in the outdoors area, talking about making damper and hunting for food. This was a highlight for me during my inquiry project and provided a great example of a spontaneous learning experience that provided a lot of learning and fun. 

Wednesday 20th October 2021

Monday 25th October 2021

Wednesday 27th October 2021

Monday 1st October 2021

Wednesday 3rd October 2021

Standard 2 is important as it helps children understand key topics which are provided in an appropriate way that encourages children to develop their learning. According to Crow (2010) Lee Shulman coined the term "pedagogical content knowledge" to represent the intersection of knowing a subject matter well and knowing also how to teach that subject. Furthermore, Shulman (1986, p.4) stated that, ‘Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult’. This is why it is important to be able to understand the different learning styles of the children we are teaching to be able to plan appropriate content. I was able to demonstrate this through the use of age-appropriate learning content. When working in the 3-year-old sessions my numeracy and literacy provocations were different to what I provided to the 4-year-old sessions. I also have a greater understanding of how knowing the content and how to teach it is important for effective teaching and learning, I have embedded this into my teaching as demonstrated by the artefacts provided.

I have achieved standard 2.5 literacy and numeracy strategies by providing appropriate learning experiences depending on age and interest of the children in my sessions. I have provided evidence of my literacy and numeracy provocations I used throughout my placement. The children in the 3-year-old sessions had an interest in puzzles and enjoyed interacting with them. From this observation I set up numeracy puzzle tables for the children to gain number recognition in a fun and interactive way. I observed the children enjoying the hands-on activity which prompted me to think more on this and provide a numeracy painting experience. The children had been reading the book ‘The Very Hungry Caterpillar’ by Eric Carle so I came up with my experience based on this interest. The children were instructed to follow the print out sheet provided. The sheet had a picture of a caterpillar head and a number next to it. The children then had to add finger prints relating to the number on the sheet. The fingerprints represented the body of the caterpillar and also introduced counting skills. Crow (2010, p. 2) states that ‘knowing content is crucial to being inventive in creating worthwhile opportunities for learning that takes learners' experiences, interests, and needs into account’. Through my artefacts I have demonstrated my commitment to providing engaging content based on the children’s interest so the children are inspired to learn. 

 

As early childhood educators it is important to make sure that both fellow educators and children are sensitive towards the Aboriginal and Torres Strait Islander history and what it means to them. Promoting reconciliation between Indigenous and non-Indigenous Australians is a key part of teaching, and ensuring that all people are treated as equals. My artefacts provide examples of how I achieved standard 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. I was able to embed Indigenous perspectives in my learning experiences as this was also part of my inquiry project. I provided experiences predominantly for the 3-year-old group as they had not yet been introduced to Indigenous culture. I was able to provide many hands-on experiences such as paintings, creating with clay and using clapping sticks whilst learning an Indigenous song. It is important to recognise Indigenous culture and to have this represented in an early childhood centre with artefacts such as the Aboriginal flag. McArdle, Gibson & Zollo (2015, p. 24) state that ‘if children and their families cannot see themselves represented and reflected in the setting, what message does this send? What will they come to understand about themselves?’ I have demonstrated my ongoing commitment to ensure I embed Indigenous perspectives into my learning experiences and to be able to promote a sense of belonging for all children as a graduate teacher. I am able to know the content I am teaching and provide appropriate learning experiences for the children I am teaching. Therefor I have achieved standard 2 as a graduate teacher as I know the content and how to teach it.

As a graduate teacher I will continually reflect on the ways that I can adapt and improve my learning environments to create relevant, challenging and meaningful teaching and learning. To achieve this I will be needing to use a wide range of teaching strategies; include individual, small group and whole class activities; demonstrate a range of verbal and non-verbal communication strategies to support child engagement; and continual reflection and renewal of my program. 

Standard 3: Plan for and implement effective teaching and learning is important to be able to create a successful program for children in an early childhood setting. In order to plan and implement an effective early childhood program it is important to first know the children and how they learn, how to best teach content based on their interests and teaching strategies which will engage them. According to Ames & Archer (1988, p. 262) ‘how students approach tasks, engage in the process of learning, and respond to the situation may be related to their own perceived ability as well as to the perceived goals of the environment.’ Encouraging children and recognising areas of strength as well as areas of improvement is important for the ongoing success of each child’s learning and development. Children need to be seen as capable learners, as educators it is our duty to guide and encourage students using appropriate teaching strategies.  

The artefacts I have provided highlight how I have met this standard at a graduate level. Throughout my placement I have implemented many different teaching strategies to assist with the children. Based on my observations I noticed many different behavioural challenges and learning difficulties from some of the children thus highlighting the importance of implementing appropriate teaching and communication strategies. Each child has different needs, interests and abilities so I recognised that not all strategies will work for every child so I needed to be adaptable and try different things if something wasn’t working. One child in particular had difficulty during pack up time, this was noted in the above observation artefact. I was able to adapt my teaching practice to assist this child by using various tools such as sand timer, positive reinforcement and making a game out of a traditionally boring task. This demonstrates my ongoing commitment to getting to know each child on a deeper level, recognising their interests and trying a range of strategies to better assist them. For some children, they were unable to remain still or focused during group time. A strategy I used to help with this was using circle mats for children to sit on, I placed them close to me so they could see easily. I also used fidget toys for some of the children who would pick at the group time rug or put fingers in their mouths for comfort. The fidget toys gave them an outlet for fidgeting and they were no longer distracting other children who wanted to learn. I also let children make their own choices if they wanted to participate in group time or not. The options for not participating were to be in the quiet reading area or quiet drawing table. This gave the children a sense of agency and the opportunity to make decisions for themselves. 

 

Throughout my placement I also demonstrated my ability to use effective classroom communication by demonstrating a range of verbal and non-verbal communication strategies. As an educator both verbal and non-verbal communication skills are needed to form a successful learning environment. A child in my 3-year-old group was non-verbal during the sessions, English is his second language and at home he predominately speaks mandarin. A communication strategy I used for this child was PECS board. I used PECS boards as a way for him to be able to communicate his needs to me and to help him make choices during the session. The PECS board was also used to demonstrate the routine of the day to him so he knew what was going to be coming next. I made sure to always narrate what I was doing with him, he understands English and was able to follow instructions given to him. I paid close attention to his interests, he particularly enjoyed playing with a blue truck and enjoyed magnetic shape toys. I made sure to have these available for him each session which helped settle him at the beginning of each session. Throughout my placement as a pre-service educator, I have developed an understanding of the fundamentals to create effective and engaging teaching experiences. I have been able to use critical reflection to create learning experiences that are relevant to the children’s interests and abilities. I will continue to use appropriate resources and a range of teaching strategies to construct teaching and learning experiences that challenge, engage and motivate each child.

 

Through my observation artefacts I have also provided evidence of how I have implemented strategies for specific children based on what I have observed and what knowledge I have gained as I got to know them better. I was able to assist with a child named Brendan who was experiencing separation anxiety. After spending time with Brendan and getting to know his interests and after speaking with my mentor teacher I was able to come up with learning experiences that made him feel comfortable and happy each time he came to the pre-school. Through these strategies I was able to gain Brendan’s trust and he began greeting me with enthusiasm each time he arrived and was able to say goodbye to mum without any anxiety and was exited to explore what I had set up for him to interact with. Brendan’s relationship with his friends were also able to develop as his confidence grew and he wanted to join in with their play. I also worked closely with another child named Brodie and I have documented our journey through my artefacts. I was able to use teaching strategies to help support and manage challenging behaviour thus demonstrating my achievement of standard 4.3. I will continue to add strategies and resources to my teaching pedagogy to better assist the children I will be teaching. I have achieved standard 4 as a graduate teacher as I am able to create and maintain supportive and safe learning environments. 

 

Through my learning experiences I was also able to provide feedback to the children on their learning and to expand their learning further. The artefacts provided demonstrate a learning experience using scales and an observation of this experience. This gives insight into how I achieved standard 5.2 provide feedback to students on their learning. I used teaching strategies during my learning experiences such as using open-ended questions to determine the learning of each child. Based on the answers of the children I was able to provide feedback to let them know if they were correct or if I needed to give more information to them for their learning to develop. Group time is also another activity that can be used to provide feedback to the children on their learning. Having group discussions is a great way to see what each child has learnt during the group time and to see what they still need to know in more detail. Feedback that teachers give to children is important for, not only the teacher, but for the children to see their learning has grown. The experiences and the mentoring I have received throughout my placement has led me to successfully achieve Standard 5 at a graduate level. I will also ensure the assessment is reliable, valid and flexible to suit the varying learning abilities of each child. By catering for diverse needs, I will provide children with an opportunity to demonstrate their understanding and achieve their developmental goals. 

 

Throughout my placement the most vital part was my planning time with my mentor teachers. During this planning time I was able to achieve standard 6.3 as I engaged with colleagues to improve my practice. As evident through my artefacts I made sure I took notes during my planning sessions so I could record any feedback from my mentor teachers to help improve my teaching practice. I also made sure to constantly check in with my mentor teachers throughout the sessions and ask relevant questions. I believe the ability to seek and then apply constructive feedback is highly important for all teachers. Through these experiences I now understand the importance of professional learning to update and maintain my skills, knowledge and professional thinking, whilst critically reflect on my teaching practice. Therefor, I have successfully achieved Standard 6 at a graduate level. 

 

Throughout my placement I understood the importance of creating relationships with the children as well as their families. I was able to interact with parents/carers both at the preschool and online via the preschools online social platform called KinderLoop. As evident in my artefact provided I received positive feedback from a parent regarding my relationship with their child and how they greatly appreciated the time I took to get to know their child. This highlights the importance of involving the parents/carers in their child’s learning and to keep them updated by sharing photos and information. The online platform KinderLoop is a great way to communicate with parents/carers and I was able to utilise this during my placement and was able to interact with families directly. This also made it easier to interact with families in person as they dropped off/picked up their child and allowed me to further develop a relationship with the families and get to know them and in turn get to know their child better. As well as developing relationships with families, I recognise that quality teaching is dependent on collaboration with my peers, sharing resources and best practices as being a vital part of keeping my teaching practice and skills current and dynamic. I will continue learning and developing as a graduate teacher, I have joined the Australian Education Union (AEU), which provides continued support and education. It is important to actively participate in as many external professional communities as I can because, it will allow me to constantly improve on my teaching practice by seeing new methods which I might not have heard about before. Therefore, I have demonstrated my achievement in Standard 7 at a graduate level.