Among the children's voices were:

Observation 2: 
In the classroom with the rest of the children, A was sitting alone in the beauty salon area while I walked past her. She invited me to join her there and asked "do you want any makeup?". As she picked up a brush and blusher, she pretended to apply it to my cheeks. She then asked, "Do you want lipstick, too?" and began to apply it to my lips. Once she was done, she continued playing with the mannequin. As another girl walked past her, she asked "are you doing makeup?" and A replied "yes' ' as they both sat near the table together

Observation 3: 
Observing two children in the jungle corner of the classroom, one boy, J, said, "Tiger is my favourite animal." The other child, X, responded, "I've seen a tiger in the zoo." As J pointed at the pig, giggling, he said, "Pigs can swim." X replied, "No, they can run and sleep." Then they both looked at each other and laughed together. After that, they each took an elephant toy and J said to X, "Let's put them on the grass; they want to walk.". Then, X said, "Let's put the elephant to sleep", and tilted it in the direction it looked like it was asleep.

There was great teamwork visible in observation 1 when the children succeeded in packing up and demonstrating determination. They worked together well as a team and the teacher did not have to repeat herself to get the children to clean up. Routines like this where children need to pack up are good for them now and in the future.

A child pretending to put on makeup is observed in observation 2. As Piaget argued, children's pretend play helps them solidify new cognitive schemes they are developing. This play, then, reflects changes in their conceptions or thoughts. As children pretend and experiment, they also learn. As Berk (2008) points out, play does not merely reflect what they have learned. In addition, pretend play has been suggested as a stepping stone in a child's development that facilitates theory-of-mind abilities (Vygotsky, 1978).

EYLF Outcomes:

L O 2 : Children are connected with and contribute to their world. (Children become socially responsible and show respect for the environment)

In observation when children were packing up, the children solved problems together and contributed to the group outcome of packing up so they could go outside.

L O 4: Children are confident and involved learners.

As can be seen from observation 2 and observation 3, children are confident and involved learners. By developing dispositions such as curiosity, perseverance, and creativity, children are able to participate in and benefit from learning. In addition to transferring and adapting what they have learned from one context to another, effective learners locate and use resources to learn. Having these areas in the classroom, as seen in observation 2 and 3, the "beauty saloon area" and "animal jungle area" are a supportive and active learning environment. Children who are confident and involved learners are increasingly able to take responsibility for their own learning, personal regulation, and contributions to society. The Preoperative Stage of Jean Piaget's development theory indicates that children think on two levels simultaneously - one imaginative and one realistic - while engaging in imaginative activities. A form of metacognition known as dramatic play involves reflecting on and monitoring one's own thinking as a child. Their classrooms should be equipped with these spaces for dramatic play, and sometimes they can even participate themselves to help develop the play.

Incorporating role play into the classroom creates variety, a change in pace, opportunities for creative learning, as well as a source of fun! The role play activity lets kids pretend to be someone else or place themselves in imaginary situations. Children can be anything they want, whether it's the King, the Prime Minister, the pop star, or their favorite cartoon character, if they so choose. A role-playing scenario can also be used to facilitate the expression of a variety of scenarios and familiarize children with them, such as at an airport, a restaurant, or even asking for directions.

“Piaget’s Preoperational Stage of Cognitive Development | Lifespan Development.” Courses.lumenlearning.com, courses.lumenlearning.com/suny-lifespandevelopment/chapter/piagets-preoperational-stage-of-cognitive-development/#:~:text=Piaget%20believed%20that%20children%27s%20pretend.

Australian Government Department of Education and Training. Belonging, Being & Becoming: The Early Years Learning Framework for Australia. ACECQA, 2009.

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