Resources: Sand, real life objects.

Explore the attributes of sand through hand-on experience and play based learning. Children gather information through their senses.

Explore how sand moves, fills and pours.

Express wonder and interest in their environment.

Use their senses to play and explore.

Manipulate objects and experiment with cause and effect, trial and error and motion.

Use play to experiment, test hypothesise, imagine.

Outcome 5.

Exchange ideas, feelings and understandings using language and representations in play.

(Australian Government Department of Education [AGDE], 2022).

recognise that objects can be composed of different materials and describe the observable properties of those materials.

(Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.)

Capacity refers to the amount that can be contained within and object.

Weight refers to the force that gravity exerts on an object (MacDonald & Rafferty, 2019).

use comparative language

Use measurement to compare objects in space.

I explore and understand my place in the world

(Department for Education and Child Development (DECD) et al., 2015).

Responsiveness to children.

Interpersonal strategies and some content meanings.

Listening: gives time for children to speak and notices what children are doing.

Modelling: Models ways of negotiating. Takes an interest in their learning.

Responding: Responds to the requests of children, scaffolding conceptual knowledge is not as strong.

Collaborating: Uses children's names each time he responds to children.

Questioning: He listens to their thoughts and then responds with a question (Macmillan, 2009).

Gives time and space for their inquiry, to solve problems and communicate (Aitken et al, 2012).

4.1. Children initiate and investigative play to solve self-generated problems and discoveries.

Children explore aspects of the natural world and environments, use mathematical language to communicate.

explore the environment through experimenting and investigating.

4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

Use their senses and body movements to explore natural and built materials and environments.

explore ideas and theories using imagination, creativity and play.

Outcome 5. Children are effective communicators.

5.1 Children interact verbally and non-verbally with others for a range of purposes.

Children interact with others to explore ideas and concepts, clarify and challenge thinking and negotiate.

Outcome 1. Children have a strong sense of identity.

1.1 Confidently explore and engage in with social and physical environments through relationship and play.

(Australian Government Department of Education [AGDE], 2022).

identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning.

(Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.)

The educator paid attention to the children's physical, personal, social and emotional and spiritual wellbeing and cognitive aspects of the learning.

Responsiveness to Children.

The educator supported children to navigate the space and equipment, he supported their emotional regulation.

Play based Learning and intentionality.

The educator was engaged in the children's play. He scaffolded the learning by using some math language. He used intentional dialogic pedagogy to support conflict, and help children stay engaged in their learning, he supported collaboration and use of equipment. He intentionally gave waiting space for children to talk and offer their ideas and thoughts. He stayed close and calm, holding their feelings.

(Australian Government Department of Education [AGDE], 2022).