My name is Keryn (pronounced Ke-ryn) Chong, and I'm 20 years old. I live around Flat Bush in Auckland's East Area with my Mum, Dad, 2 older brothers, and two cats, Travis & Coco. I enjoy places like the Art Museum and a nice walk around a park with a pond. My favorite food is anything raw fish-related because I love the smell of seafood! I'm a Christian, and my beliefs revolve around the Bible, which has also helped me find my passion for children. I decided to take this course because I want to nurture my knowledge of children and become a patient and professional ECE teacher!

My goal for this placement is to learn more about how a child develops and also to keep up my passion with kids. I believe in creating a safe and playful environment for the placement I will be put in and communicating well with the teachers there as well.

What did you notice?

The first thing I noticed about BestStart was the big open spaces in the classroom. Each corner has a designated area where the children have more than enough space for activities like reading books, playing with instruments, mat time, building with LEGO, cooking, etc. Another thing I noticed was how the doors to the outside play area were always open, except during lunch and afternoon tea time. This is an excellent idea because it ensures constant fresh air, and I love that there are always one or two teachers outside to look after the kids. This approach encourages the children to go outside and interact with the sandpit and playground. Since it can be challenging for kids to decide whether to be inside or outside, keeping the door open allows them to move freely between the two spaces, helping them feel at ease at BestStart.

How did you feel?

I felt happy and relieved to start my practicum at such a good kindergarten. BestStart is an excellent opportunity to learn kindergarten routines and apply my knowledge about what I learn in class to real life.

What experiences and understanding inform the way you communicate in
situations like this?

I have eight years of experience teaching Sunday School. Hence, I have a clear understanding of children ages 3-7 and how to deal with situations where kids are not sharing toys or not listening during mat time.

What went well?

The first thing that went well for me on my first day of practicum was settling down and fitting in. I felt pretty comfortable as I started to get active with the kids and learned their names. Another thing that went well for me would be learning BestStart's routine. I knew their meal times, times, and nap times, which helped me to understand why it's essential for every child to participate in these routines.

What would you like to work on?

I want to work on being more strict and firm with the kids. I'm patient and lenient regarding kids, which is good quality, but not when situations arise. I will make this a priority to work on as I need to become a teacher who learns to be strict at the right moments. I also want to apply the Te Whāriki principles to my practical sessions at BestStart to put them into practice and to also understand ECE in New Zealand at a better standard.

A play-based curriculum is an educational approach that emphasizes learning through play, particularly in early childhood education. This curriculum is designed around the interests and developmental stages of the children. Play is considered a natural and essential part of their learning process. Children engage in play because it is enjoyable and rewarding, not because of external pressures or rewards. Play also encourages critical thinking, problem-solving, and creativity. It allows children to experiment, discover, and learn about cause and effect. For instance, children learn to communicate, collaborate, share, negotiate, and manage emotions through play.

Choose one experience to reflect on further.

In the afternoon, I played with around six children at the corner table, where they were working on puzzles. I began by guiding Janica, one of the children, to find all the corner pieces. I also pointed out the correct colors and patterns to help her connect the pieces more easily later. As I observed her, I noticed she had a good understanding of colors and patterns, as she instinctively picked up the bright-colored pieces first before moving on to the darker ones. She worked quickly and eagerly asked for another one each time she completed a puzzle. Through this activity, I aimed to encourage creativity and problem-solving. I wanted the children to see that play can be fun and intellectually stimulating as they apply their knowledge while engaging with the toys.

What were children doing?

The children talked amongst themselves and asked each other to pass the pieces they needed. I noticed that the kids would talk about what they did yesterday with their parents and initiate conversations with me and my buddy. Janica would call for me whenever she finished a puzzle piece, giving me a big, bright smile and showing her pride in her achievement. Another thing I noticed the children were doing was speaking their own languages. The asian cultural kids were speaking Mandarin to each other and this reminded me of the reading "Applying an ethical lens to the concept of the child at the heart of the curriculum" by Chaffey (2018). It is stated in the reading by Chaffey (2018) that viewing it through a sociocultural lens reveals that each child has unique needs and is at a distinct stage in their learning journey. This section of the reading made me realize that speaking the languages I know with the children could strengthen our relationships and encourage them to embrace their mother tongue at kindergarten.

How did the environment support learning?

This learning environment supported the children through problem-solving play. As Janica plays with puzzles, it encourages her to think critically, analyze shapes, and figure out how pieces fit together, creating problem-solving skills. This can also help Janica's memory of recalling where certain pieces go, which would strengthen her memory. Furthermore, focusing on completing a puzzle enhances attention span and concentration.

How did adults support learning through play?

Adults can support learning through play by offering toys, puzzles, and games that challenge children's skills without being too complicated or frustrating. Items like building blocks, art supplies, and dress-up clothes allow creative, unstructured play. In the picture provided above, there was a set up of different spaces for pretend play, physical activity, and quiet problem-solving to stimulate various forms of learning.

My support teacher, Olivia, and I had a check-in conversation about my experience so far. I shared that I've enjoyed interacting with the children and building relationships with the teachers. I also mentioned my goal of being more firm with the kids, as I sometimes feel too lenient and patient. Olivia provided feedback, noting that she appreciates how I communicate with the children by getting to their level and rotating through different activity corners, highlighting how I could teach any topic. She also highlighted my strength in teaching the children to share and how I treat them equally and fairly. Furthermore, she noted that I do a great job helping out during morning/lunch/afternoon tea time. She indicated that I have a great sense of observation for what needs to be done and which kids would need more help with being fed. Olivia mentioned that she loved seeing me get up from a table and move to another table, ensuring that each table had enough food and was provided with tissues, as kids aren't independent yet. She found it helpful when I would direct the kids on how to finish their plate of food first before asking for seconds. This supports the Holistic Development principle in Te Whāriki (2017), which underscores the interconnectedness of physical, emotional, and social growth in young learners (MoE, 2017). Olivia's praise for how I rotate through different corners and cater to children's needs relates directly to the principles discussed in Helen Hedges' book Children's Interest, Inquiries and Identities (2022). The principle is that teachers must be responsive to children's interests and individual learning contexts. By observing children's behavior during meals and providing guidance, I'm engaging with their developmental needs in a holistic way. Hedges advocates for this responsive, interest-based approach to teaching (Hedges, 2022).

For my next constructive step, she encouraged me to work with a group of children in a more open area, allowing me to practice supervising not just my group of children but also other areas where some children might not have a teacher present. I recognized the importance of this skill in an early childhood center setting and agreed to consider her advice and put it into practice.

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Observe and enquire: How do kaiako strengthen children's self-efficacy and self-worth? (Wellbeing – Questions for Reflection, p. 30)

Kaiako strengthens children's self-efficacy and self-worth through supportive practices and thoughtful interactions. They create environments that promote safety and emotional security, ensuring children feel valued and protected. By responding to individual needs, providing regular opportunities for outdoor play, and offering one-on-one attention, kaiako creates a sense of autonomy and confidence in children. They also encourage the gradual development of independent skills such as feeding and dressing, empowering children to take charge of their growth. Frequent communication between kaiako, whānau, and support agencies ensures children receive consistent, nurturing care, which boosts their sense of self-worth. Knowing children's feelings, respecting their individuality, and responding sensitively to their needs and concerns, kaiako builds trust and emotional resilience. This relates to Te Whariki's principle of holistic development. This holistic approach, which includes attention to children's physical, emotional, and spiritual well-being, contributes to developing a strong sense of self and confidence in their capabilities (MoE, 2017).

Cooper, M., & Hedges, H. (2014). Beyond Participation: What We Learned from Hunter about Collaboration with Pasifika Children and Families. 15(2), 165-175. https://doi.org/10.2304/ciec.2014.15.2.165

Duncan, J., & Te One, S. (2014). Re-visioning the relationships: Refracted understandings of partnering with parents in the early education space. 56, 25-30. https://search-informit-org.ezproxy.auckland.ac.nz/doi/10.3316/INFORMIT.805121871235768

Gunn, A., Surtes, N., & Gordon-Burns, D. (2009). Te Aoturoa Tataki: Inclusive Early Childhood Education (pp. 54-37). NZCER Press. https://ebookcentral.proquest.com/lib/auckland/reader.action?docID=6970739&ppg=54

Hedges, H. (2022). Children's interests, inquiries and identities: Curriculum, pedagogy, learning and outcomes in the early years (pp. 1-206). ROUTLEDGE. https://doi.org/https://doi-org.ezproxy.auckland.ac.nz/10.4324/9781003139881

Ministry of Education. (2017). Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum. https://www.education.govt.nz/assets/Document/Early-Childhood/ELS-Te-Whariki-Early-Childhood-Curriculum-Eng-Web.pdf

What strategies have you used to initiate conversations and play with children?

I have used strategies such as playing games with groups of children and gathering them outside to ensure everyone is involved. I also make it a point to bend down to their level, which allows me to show respect and listen attentively when they speak. For instance, whenever I notice a child hesitant to leave their parent, I approach them both, greet them, and ask the child for a high-five before inviting them to join the game. This allows the parents to observe their child playing while helping the child gradually feel less attached, allowing the parents to step away. By inviting hesitant children to participate in games and involving their parents in the process, I'm building a sense of community and inclusivity, which highlights an essential aspect of developing children's confidence and inquiry-driven learning. In the book "Children’s Interests, Inquiries and Identities," Hedges (2022) discusses the role of teachers as facilitators of these kinds of transitions, helping children shift from dependence to independence while respecting their social and emotional contexts (Hedges, 2022).

Furthermore, Hedges advocates for respectful and responsive engagement with children, which I demonstrated by kneeling to their level, showing attentiveness, and helping children transition from their parents into the learning environment. This is consistent with the idea that children's emotional security and their sense of belonging are central to their learning and that teachers must respect and engage with children as co-participants in the learning process (Hedges, 2022).

How have these worked for you?

The approach towards the parents and the child has been effective in helping me to identify which children may have attachment issues and find individualized ways to support them, as each child is unique. The strategy of outdoor games also helped me understand which child is introverted and which child is extroverted. When I understood each child's personality, I could communicate more with each of them at a better level. I also remembered the strands of Te Whāriki, especially holistic development and relationships. The curriculum underscores the importance of recognizing the interconnectedness of children's physical, emotional, cognitive, and social development (MoE, 2017). By observing and identifying their attachment styles and personality (introversion or extroversion) through play, I considered the whole child, which is essential for nurturing their overall development. The second strand I applied is empowerment. Te Whāriki emphasizes empowering children to learn and grow in ways that reflect their uniqueness (MoE, 2017). By recognizing children's attachment needs and personality traits, I was respecting and empowering each child, which is crucial for creating secure, confident learners.

What would you like to work on further?

I would like to focus on enhancing responsive communication and creating emotional literacy in both children and my interactions with their families. I will work on expanding children's emotional vocabulary and helping them identify and express their feelings. I could introduce activities that encourage children to name their emotions, such as using emotion cards or storytelling to highlight emotional experiences. This will help both introverted and extroverted children articulate their needs, which can be particularly useful when identifying attachment issues. I could also engage in more frequent, open-ended conversations with parents about their child's emotional well-being, attachment styles, and personality. Given my background and awareness of cultural influences on communication, I could work on deepening my culturally responsive approach by learning more about the specific cultural backgrounds of the children and families I work with and also create an understanding of how cultural differences may shape attachment styles or personality traits while adapting my strategies to better respect and support diverse needs.

Te Tiriti-informed (bicultural) practice in early childhood education (ECE) reflects a commitment to the principles and obligations outlined in Te Tiriti o Waitangi (The Treaty of Waitangi). It emphasizes the importance of Māori as tangata whenua (people of the land). It requires recognizing and including Māori language, culture, and values alongside other cultural perspectives in educational settings. The Treaty outlines principles fundamental to bicultural practices in education, including partnership, protection, and participation. Te Whāriki, the early childhood curriculum in New Zealand, is explicitly grounded in the principles of Te Tiriti o Waitangi and promotes biculturalism in ECE. It acknowledges that Māori children have a right to learn and grow in an environment that values their language, culture, and identity, and it encourages non-Māori children to develop an appreciation of te reo Māori me ngā tikanga (Māori language and customs). The curriculum promotes environments where children experience language and culture authentically and meaningfully, with educators supporting the development of identity and belonging for Māori children (MoE, 2017). Teachers are encouraged to engage with whānau and the wider Māori families. This supports Māori learners to feel confident and connected to their cultural identity (MoE, 2017).

Observe and record examples of Te Tiriti informed practice at your centre. Ask a
teacher about this, too.

The first example of Te Tiriti informed practice at BestStart Epsom is their cooperation of karakia before meal times. Karakia is a significant bicultural practice in ECE, especially in New Zealand, as it integrates Māori cultural traditions into daily routines and learning environments. It aligns with the principles of Te Tiriti o Waitangi by ensuring that the Māori language and customs are respected and visible. Karakia also helps create a sense of belonging (mana whenua) for Māori children, supporting their cultural identity (MoE, 2017). At BestStart Epsom, the kids and teachers would sing their karakia before meals, which sets the tone for a respectful, mindful environment, teaching children about reflection, gratitude, and the importance of community. Another example of a bicultural practice in BestStart is the laminated prints on their walls with Māori words next to the English translation, e.g., the Māori color song. There would be displays of laminated prints on the wall in a corner with titles like Whero, Mā, Kākāriki, Kōwhai, Pango, Kahurangi, Parauri, Karaka, and Waiporoporo. Displaying color names in te reo Māori encourages the use of the language in everyday activities. This aligns with Te Whāriki's (2017) emphasis on promoting te reo Māori as a living, everyday language.

What examples of good practice can you identify?

Having colors in te reo Māori was a great setup by BestStart as I used and included te reo Māori in my conversations between children, educators, and whānau (families). It opens up opportunities for teachers to teach children about the significance of language and culture and for whānau to feel included in their child's learning journey. For example, I used the displayed colors to guide children in learning te reo Māori in context, such as by asking them to point out objects of specific colors and say the Māori name.

What might you need to work on in your practice?

With only five weeks of practicum, I will need to work on remembering the Karakia of my placement. I will also need to learn different ways of incorporating te reo Māori in my daily teaching with children. For example, daily greetings (Tēnā koe), counting numbers (Tahi, Rua, Toru, Whā, Rima, Ono, Whitu, Waru, Iwa, and Tekau), and using Māori commands and instructions (E tū, E noho, etc.).

Create a closing reflection summarising your placement experience. What was the biggest learning for you?

I thoroughly enjoyed my time during placement and found it an invaluable learning experience. I could engage meaningfully with the children and build positive relationships, which made my time at the kindergarten incredibly rewarding. Through various activities, I gained a deeper understanding of how children learn and develop, and it was beautiful to witness their curiosity and enthusiasm firsthand. I also had the opportunity to learn new skills from the experienced teachers I worked with. Their guidance helped me understand classroom management techniques, how to support children's learning through play, and how to incorporate bicultural practices into daily routines. The teachers were great role models, and I appreciated their encouragement and feedback throughout my time at BestStart. The most significant learning for me was the importance of being more firm and confident in my role as a student teacher, especially when setting boundaries and managing behavior. Initially, I found being strict with the children challenging, as I wanted to maintain a positive and gentle approach. However, I quickly realized that there are times when children need clear guidance and firm boundaries to ensure their safety and the smooth running of the classroom. Learning how to "tell off" children when necessary while maintaining a respectful and caring attitude was my key takeaway.

What were the highlights and challenges?

One of the highlights of my placement was building new relationships with the children and being able to engage with them throughout the day. Watching them grow comfortable with me and seeing their excitement when we played together or learned something new was incredibly fulfilling. Whether through play, storytime or simply having conversations, connecting with the children personally made each day enjoyable and rewarding. These moments of engagement reaffirmed my passion for working in ECE. A challenge I encountered was learning to embrace the messiness of working with young children. However, the children themselves were my most prominent teachers in this regard! They showed me that playing in sandpits, making art, and exploring messy activities like water play wasn't just fun for them but essential for their learning and development. Initially, I struggled to see the dirt and mess and worry about keeping things clean. However, I soon realized that the joy and learning from these messy experiences far outweighed the mess for the children. This shift in mindset helped me become more relaxed and open to ECE's hands-on, playful nature.

Set some goals for your next placement experience.

One of my primary goals is to learn how to engage with quieter children and differentiate between their needs and those of louder, more extroverted kids. I want to develop strategies to ensure that all children feel included and valued, regardless of their personality type. Understanding the unique ways in which quieter children express themselves and engage with their peers will help me create a more inclusive environment where every child can thrive. Another important goal is to take more initiative in planning and implementing activities. I aim to collaborate closely with the teachers to design engaging and meaningful experiences for the children. By actively participating in the planning process, I hope to gain insight into how to tailor activities to meet the diverse needs of the children and to encourage their curiosity and creativity.

My first day at Rockabye was a relaxed and welcoming experience focused on settling in and acclimating to the new environment. I spent a significant portion of the day learning the children's names and familiarizing myself with the layout of the space. It was important to me to connect with the children from the beginning, and I felt a sense of accomplishment as I successfully remembered many of their names by the end of the day. Communication with the teachers also went well. They supported me to ask questions as I navigated my new surroundings. I appreciated their guidance, which helped me feel more comfortable and engaged in the flow of the day. One highlight of my first day was observing mat time, where I saw how the teachers incorporated songs and books into their sessions. It was beautiful to witness the children's excitement as they sang along and engaged with the stories. This approach to learning reinforced the importance of interactive and enjoyable experiences in ECE. Te Whāriki emphasizes building strong, trusting relationships between educators and children. By focusing on learning children's names, engaging with them during mat time, and observing how they play, I'm embodying the principle of "Manaakitanga" (care and respect) that Te Whāriki highlights (MoE, 2017). This approach creates a sense of belonging, as Te Whāriki recognizes that children thrive when they feel known and valued.

I want to work on getting closer to the kids. I want to build stronger relationships with them so they feel comfortable interacting with me. Additionally, I would like to plan and facilitate an activity with them. Doing so will not only help me bond with the children but also allow me to contribute actively to their learning and play experiences.

What immediate differences do you notice between this center and your previous
placement? What questions does this raise for you? How might you go about answering them?

One of the first differences I noticed between Rockabye and BestStart is the size of the center. Rockabye is smaller, which makes it easier to work with the children, as the smaller group sizes allow for more focused attention and individualized interaction. Another significant difference is the way children at Rockabye play. I observed that they tend to be more independent in their play and can easily have quiet time alone, whereas, at BestStart, the children seemed to engage in more group-based play. The first question that arises for me is, how does the size of a center influence children's play and social interactions? I wonder if the smaller size of Rockabye creates an environment where children feel more comfortable exploring individually or if the teachers' approach establishes this type of play. To answer this, I could observe how teachers structure the day, interact with the children, and speak with them about their strategies for promoting individual and group play. The second question that arises for me is, how can I support children in their independent play while encouraging collaboration and group interaction? Given that Rockabye's children enjoy individual play, I would like to explore how I can encourage them to engage in group activities without disrupting their natural tendencies. I could experiment with creating activities inviting collaboration while offering opportunities for independent exploration. Hedges (2022) views the teacher as a co-constructor of knowledge who facilitates learning through careful observation and interaction. Asking questions about how to encourage more collaboration without disrupting children's natural play tendencies shows that I'm engaging with my role in guiding their learning while respecting their individual preferences. This reflective practice of observing children and adjusting my approach is central to the inquiry-based learning that Hedges advocates (Hedges, 2022). Focusing on these questions, I hope to deepen my understanding of how the environment and teacher approaches influence children's play and social behavior.

At Rockabye, specific strategies and practices are in place to develop partnerships with parents and encourage their participation. Firstly, there is a wall filled with laminated sheets where parents write down areas where their children might need extra support from teachers or peers. This approach aims to build open communication between the center and parents, aligning with the Communication strand of Te Whāriki (MoE, 2017). It creates an environment where parents feel involved in their child's learning and development at the center. The article "Re-visioning the relationships: Refracted understandings of partnering with parents in the early education space" by Judith Duncan and Sarah Te One (2014) discusses the strategies for developing partnerships with parents in ECE. One key point is the need for educators to re-evaluate traditional views on parent-teacher relationships, advocating for a more collaborative and equal partnership. Open and reciprocal communication is essential. Educators are encouraged to engage in ongoing dialogues with parents, listening to their insights and concerns and making them feel integral to the decision-making processes regarding their child's education (Duncan & Te One, 2014). Another practice involves asking parents to create an introduction page detailing their child's family background and critical information. This page is added to each child's personal growth book, helping teachers understand their home environment and allowing parents to contribute directly to their child's learning journey. This showed me that Rockabye provides a welcoming environment to all cultures and children. Developing culturally responsive practices is crucial to engage all parents, mainly those from diverse backgrounds. This aligns with creating a welcoming environment that values the input and experiences of families (Duncan & Te One, 2014). My associate teacher, Jess explained that these practices aim to maintain strong lines of communication, ensuring that parents feel engaged and that the center understands the goals families have for their children.

At Rockabye, I had an opportunity to practice my professional communication skills when a new child (Kate), who spoke only Mandarin, joined the center. Since I was the only Mandarin speaker there, my associate teacher, Jess, asked me to support the child. I introduced myself in Mandarin and told her I could help if she needed anything. However, the child struggled to settle in during her first day and cried for her mother. Later, we discovered she had a fever, which explained why she was upset and refused to eat.

What went well - I communicated with the child in her native language, which helped her feel understood and provided some comfort in a new environment. It also allowed me to form a connection with her early on, making her transition smoother despite her distress. By communicating with Kate in her native language (Mandarin), I practiced cultural and linguistic responsiveness, a key component of inclusive education. According to Te Aotūroa Tātaki, acknowledging and incorporating a child's home language can support their transition into an early childhood setting and contribute to a sense of belonging; this aligns with the idea that inclusivity in education means recognizing and celebrating the diverse identities of learners (Gunn et al., 2022). My communication with Kate likely made her feel more comfortable in an unfamiliar environment and supported her emotional wellbeing.

What I would do differently - Reflecting on the situation, I realized that incorporating English phrases into my conversation would have been beneficial. Introducing simple English words or phrases alongside Mandarin could have helped her start to familiarize herself with the new language, which would aid her in feeling more included and comfortable in the predominantly English-speaking environment. This would support her language development and sense of belonging in the center.

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Using your experience on placement, reflect on your sense of belonging and
wellbeing and the strategies you have in place (or need to develop) to thrive.

Reflecting on my sense of belonging and wellbeing at my placement, I feel connected and comfortable interacting with the children. Being natural and childlike around them helps me express my sense of belonging to the environment. However, leading a class still makes me think introverted and self-conscious, especially when all the children are waiting for me to guide them. This is an area where I need to develop strategies to build my confidence as a leader. One specific moment that contributed to building my confidence in leadership was during an art activity with the children. I guided them through a painting session and reminded them not to get paint everywhere, and most of the kids listened well. However, one child was not painting in a considerate way, making a mess. Despite initially feeling hesitant, I courageously addressed the situation directly. I calmly explained that if he couldn't paint nicely and follow the rules, he would not be able to participate in the activity. This was a breakthrough in stepping up and setting boundaries, as it showed me that I can assert authority while maintaining a caring and supportive tone. This reflects the empowerment aspect of Te Whāriki. The curriculum encourages children (and teachers) to take ownership of their roles and responsibilities. By calmly asserting authority and setting boundaries, I'm practicing leadership and empowering myself to guide children's behavior positively. This process of gaining confidence aligns with Te Whāriki's view of empowerment as both a right and a need for growth (MoE, 2017).

This experience helped me realize that leadership involves balancing authority with warmth. I can continue to build my leadership skills by practicing assertiveness when necessary, knowing that it benefits the children's learning environment.

The picture provided is a painting session I did with a kid named Damian.

While engaging with a group of children at Rockabye, I initiated several activities that encouraged teamwork and participation. The children were divided into different color groups, identified by ribbons on their wrists, and rotated through various games, including "What's the Time Mr. Wolf," a puzzle game, throwing objects into a bucket, and building a volcano inside a sandpit. I led the throwing game, where I observed that the younger children tended to approach the bucket more closely, motivated by a desire to succeed. In comparison, the older children remained at the designated line, demonstrating their understanding of the game's boundaries.

Through this observation, I identified several strengths and interests among the children.

1. Risk-Taking: The younger children were willing to take risks by moving closer to the bucket, showing their eagerness to succeed.

2. Persistence: Both age groups persisted in throwing the object into the bucket, indicating a willingness to engage with challenges.

3. Team Collaboration: The setup of color groups promoted teamwork, as they cheered each other on and celebrated their successes together.

I clearly explained the game's rules and encouraged them by supporting the children's learning by creating an environment where they felt safe to attempt and retry. I also gave high-fives to each kid after they succeeded. Celebrating their achievements with high-fives reinforced their sense of accomplishment and boosted their confidence. I also said, "Try again until you succeed; move forward if you find it easier," which encouraged the kids to try again. The article "Beyond Participation: What We Learned from Hunter about Collaboration with Pasifika Children and Families" by Maria Cooper and Helen Hedges (2014) advocates for practices that empower children, helping them to develop independence and confidence. My encouragement for the children to "try again until they succeed" promotes resilience and confidence, aligning with the authors' perspective on creating a sense of agency in young learners (Cooper & Hedges, 2014). The article also highlights the need for collaboration between educators and families to create meaningful educational experiences. By engaging with my teachers to facilitate these activities, I demonstrated the collaborative spirit that is vital in ECE (Cooper & Hedges, 2014). This approach also aligns with Te Whāriki's emphasis on building children's self-efficacy and reinforcing their learning through positive reinforcement (MoE, 2017). My engagement connects to the principles and strands of Te Whāriki, particularly the strand of Contribution (Ngā Hononga), which emphasizes the importance of children participating in group activities and developing relationships with peers. Additionally, it supports the Well-being (Mana Atua) strand, as children feel valued and capable through encouragement and acknowledgment of their efforts (MoE, 2017).

Next time, I would consider incorporating more open-ended questions during the activity to encourage critical thinking and problem-solving skills among the children. For example, asking them how they might improve their throwing technique or inviting them to develop game variations could deepen their engagement and enhance their learning experience. This approach would align with Te Whāriki's focus on promoting exploration and creativity, helping to develop further their critical thinking skills (MoE, 2017).

The picture provided is one of the activities set out: building a volcano inside a sandpit.

Overall, my placement experience at Rockabye and BestStart Epsom has been a valuable learning journey. One of the things that went well for me was my ability to engage with children and create meaningful connections. I initiated group activities, organized games, and adapted my communication to meet the children at their level. For instance, guiding the children through games like "What's the time, Mr. Wolf?" and encouraging teamwork through different color groups helped me observe their strengths, interests, and knowledge. I also used positive reinforcement, such as giving high-fives for accomplishments, to support their learning and boost their confidence.

However, I found certain aspects challenging. Leading the group activities made me feel introverted and self-conscious, especially when all the children looked to me for instructions. I also encountered difficulties balancing assertiveness with warmth when managing group dynamics, mainly when some children were included and felt involved in group activities. It was sometimes tricky, as some were more independent in their play.

Questions That Have Arisen -

• How can I create more opportunities for quiet or individual children to participate in group activities without overwhelming them?

• How can I balance assertiveness with encouragement when leading group activities?

• What strategies can I develop to boost my confidence when leading a larger group?

What I Will Do Differently -

Next time, I plan to -

• Experiment with different ways to scaffold children's participation, allowing for more gradual involvement in group activities for those who are hesitant.

• Practice using a firm but kind tone to set boundaries and guide children more effectively.

• I will work on building my leadership confidence by taking more initiative in organizing and leading activities with teachers.

Personal Goals for Second-Year Placement -

1. Enhance Leadership Confidence - I aim to develop greater confidence in leading group activities and being more assertive. This will include practicing more open-ended questioning and group management techniques.

2. Create Inclusive Play - I want to ensure that all children, including quieter or independent ones, feel included in activities by offering choices and scaffolding their involvement.

3. Strengthen Communication with Families - I plan to engage more with parents, learning to involve them in their child's learning and development.

My goals directly relate to the principles of Te Whāriki, particularly in creating relationships and leadership. The strand of "Belonging" within Te Whāriki emphasizes making children feel included and confident in group settings, which aligns with my focus on inclusive play and leadership development (MoE, 2017). My efforts to build confidence and assertiveness also connect with Te Whāriki's focus on children's emotional and social well-being, as kaiako (teachers) create environments that create self-efficacy and participation.

The book Te Aoturoa Tātaki also highlights the importance of inclusive teaching and developing leadership skills that respect diversity and create a sense of belonging for all children (Gunn, Surtees, & Grodon-Burns, 2022). My goal to enhance leadership confidence and ensure that quiet children feel included aligns with the book's emphasis on inclusive practices and ensuring each child's strengths and needs are respected in educational settings.