Reggio Study Tour presentation

During our November staff meeting, two staff members gave a presentation regarding a Reggio Aotearoa New Zealand study tour to Melbourne that they had recently returned from. I found the photos they showed and centres we were told about to be not only interesting, but also thought provoking. It got me thinking about not only my own practise, but also how my style of practise came to be - why I do what I do. I loved how the centres were based on exploration - children learning through exploring, doing, discovering, building relationships with others and things. This is an aspect I have always felt was important. I believe that children learn best when they are doing, and doing things that are meaningful to them. I went to an early years science course while in London, and something I remember from there was the analogy of a lemon. We could give children a real lemon to explore, or a plastic container that looked like a lemon, or else a photo of a lemon. But the only way they could truly understand was to be provided with a real lemon. The same applies to every aspect of early years learning. The best way to provide a quality learning environment is for the children and the adults to learn how to listen with all the senses. As a team in the nursery, the presentation has impacted on our planning. Not just what we will do, but also how we will display this. I have realised that during the past six months or so, most of my displays have been typed up on a computer. I do know that this makes for a tidy presentation, but I noticed one of the kindergartens shown used only hand written words. I won't go that far, but I was reminded of how it is important for a balance of text to be displayed, and for children to see writing happening. The headings for our planning wall are now hand written, and as they were being written the children showed a lot of interest. Ava sat and really focused on the letters and words being formed. I will try and ensure a lot more of this happens

Foot gloop

One thing I have noticed recently is that a lot of 'activities' provided have been paint based- one or two children seated at the table, paint provided, and told what they need to do with the resources provided. I would like to introduce more child interest based activities, which allows for more freedom to explore and enjoy different textures, feelings, being with others, sharing, cooperation, etc.

One activity I had provided recently was gloop, but instead of having it at a table, I provided it in bowls for the children to explore with their feet.

I felt that this activity really fitted in with the Exploration strand of Te Whariki -gaining confidence and control of their bodies, and learning strategies for active exploration, thinking, and reasoning.

I would like to continue providing these sorts of activities, open-ended exploration with different parts of their bodies - good messy fun.

Use of Te Reo

During our staff meeting (Septemeber 7th 2010), all staff were asked if they could bring in a bicultural resource to share. I brought in a book I had aquired a few years ago titled 'Tangaroa's gift', a New Zealand story of how the paua got it's colours. This book was written in both Maori and English, showing Maori as a text and reinforcing it's value. Having our discussions about the use of Maori in everyday situations made me think though. I do use simple words and phrases, but it is has always been a part of me and where I am from. I do need to keep in mind that not everyone has the same advantage of being exposed to the culture and language in the same way that I was, and I need to be more overt with the knowledge I have. One goal I have set myself is to write up some simple words and phrases in both English and Maori to share with staff in my room, and begin to make some displays for the room and changing room to encourage more natural use of Te Reo.

Isla is about to transition to nursery 2, and her Mum and Dad brought in a thank-you card and gift for Sharron and myself. When I joined the nursery one team, I became Isla's primary career, taking over from Sharron. During the last few months I built a relationship with not just Isla but with her parents as well. It is a lovely feeling knowing that we are appreciated.

Planning a sand activity

After observing Jack exploring in the sandpit, sand was provided inside on the table for him to explore in another context with his peers. The photo story of the sand session was then posted on the Natural Steps blog to share with others.

I believe, based on Jack's abilities and interests that I have seen, that this was an appropriate learning activity for him. It enabled him to continue exploring the control his body had over the sand, but in another context, and allowed him to experience this alongside his peers. This links to the teacher dimension Professional Knowledge 6: appropriate learning activities, programmes and assessment. It also links to the teacher dimension Teaching 13: uses a range of teaching approaches. I provided an outdoor activity indoors set on the table rather than in any containers. It was really enjoyed by all involved.

Aug Teacher Registration Meeting

The Learning Environment part two

I spoke with Wendy about rearranging the room and we both discussed our ideas and needs. The furniture has been rearrange, and I placed shelving at a right-angle to the wall, and placed the sofa as a third wall to create another area. This has already proved itself to be popular with the children. We've used it for animal play, story-time with velcro characters on the wall, etc. The rocking chair swapped places with the armchair, creating a softer corner which will be a suitable area for the younger children. A lot of the toys that were in the room have been sorted and put away. We had found that there were so many toys out at one time that they would end up everywhere. I am of the opinion that if children have too much choice then they can become over stimulated and not focus on anything. This way, we have toys displayed on the shelves which children can choose from, and also provide more 'focus' pieces of equipment. For example, yesterday and today we brought out metal bowls, plates, ladels and spoons - items that made amazing sounds when banged together. It was brought to my attention that by placing the sofa where it was, this was creating a blind-spot in the room. I replaced the sofa with two low carpeted room dividers, but after trialing these, decided against them. I noticed that as children leaned against them for support, they were prone to sliding forwards, and they didn't seem as asthetically pleasing as the sofa. So the sofa returned and the staff will need to position themselves appropriately. I will continue to monitor and check in with Wendy (and Sharron next week when she returns).