Daily Activities & Observations
Experience with Cooking (9:00-10:00 AM) Fruit salad was created together with children where healthy eating was discussed
Small Group Time (10:30-11:00 AM): Small group instruction/Motor activities-letter sounds via movement led
Rest Time Support (12:30-1:30 PM):Assisted settling of children for rest, read quiet stories to non-sleepers
Late Afternoon (4:30-5:30 PM): Smooth transition processes/family pick ups were facilitated
Professional Practice Elements Engaged
National Curriculum Frameworks - EYLF: The Early Years Learning Framework gives support to quality programming and assessment (Department of Education and Training, 2022). The following was covered today:
- Outcome 3 (Wellbeing): Cooking experience resulted in healthy eating habits and life skills
- Outcome 5 (Communication): Emergent literacy development was facilitated through letter sound activity in the form of a game where the children were able to sound out the letters and then write them down as it counts as a letter sound activity
- Outcome 1 (Identity): Children discussed the foods that their families eat in the process of cooking
Educational Program and Practice: Quality practices and educational programs are conducive to the developmental needs of the children and also to the interests of the children (ACECQA, 2020). I have attended weekly programming meeting, watched how teachers design the experiences according to the interests of children, and offered suggestions on the following week activities according to the interests indicated in children by saying the word, space.
Declarations, Conventions, Obligations, and Codes: Early childhood education ethical codes and legal requirements govern the professional practice in early childhood education (Early Childhood Australia, 2019). During staff training session, I was told about the process of mandatory reporting, and throughout the training, I examined the code of conduct and professional boundaries in the center and debated the confidentiality requirements concerning children and their families.
Dignity, Equity, Diversity, Cultural Competence, and Inclusion
Inclusive practice demands deliberate measures so as to make sure that all children can be included in meaningful ways (Kemp, 2018). Today I:
- Cultural Inclusion: Suggested to invited children to mention their favorite fruits belonging to their cultures
- Vegetarian and food-related allergies: Made sure no children were denied the opportunity to participate due to the possibility of food-related allergies and diet-related restrictions
- Language Support: Visual recipe cards were utilized to support children who speak English as second language
- Individual Differences: Modified activity according to various levels of knowledge and skills
Holistic Child Development Observations
Holistic approaches acknowledge the necessary interrelation of development in all aspects of children (Fleer & Hedegaard, 2017): Physical Development: Children exercised their fine motor skills in cutting fruits (using non-hazardous knives) Cognitive Development: Mathematical concepts were discussed as the children counted, distinguished between, and measured the ingredients Social-Emotional Development: The child cooperated, shared, and felt the joy of the combined effort Language Development: The use-of-language was rich and diverse (names of ingredients, textures, flavors) and cultures were represented through
National Regulatory Considerations
The national Framework of quality in early childhood education and care has offered standards in quality early childhood education and care ( ACECQA, 2020). I witnessed food safety practices in the course of cooking activity, took note of how ratios are handled in various activities, familiarized myself with the current policies of center concerning food allergies and dietary needs, and was made aware of the requirements of documentation in activities that involve food.
Learning Environment Provision
The environmental design has a considerable influence on child learning and welfare (Gonzalez-Mena & Eyer, 2019):
Indoor Environment:
- Kitchen off arrangement in place of child-safe equipment, and open workstation
- The visual promotion was posted at the level of the eyes of children
- Materials arranged in self-help and safety
Outdoor Environment:
- Mint was grown in the herb garden to use on fruit salad
- Familiarity in the kitchen and in the garden Interaction
- Linking the two worlds of indoor cooking and outdoor growing
- Science-neighborhood laboratory of natural learning
Key Interaction
Jackson (4 years old): My grandma does not make fruit salad the same way. I mix in coconut."
Me: That is so good! There are various recipes in various families. Do you want to say anything more about your grandma s way?"
Jackson: [energeticos tells about cooking customs], [descriptive cultural cookingcustoms]
Learning Moment: This confirmed the culture of the child and broadened the knowledge of diversity to all people. Culturally responsive practice respects the experiences at the children home and provides connection between the home and center (Gay, 2018).
Tomorrow's Planning
- Plan space related activities depending on the interests of the children
- Culturally inclusive space exploration fictions Research on space exploration stories with cultural inclusions
- Program sensory activities by “moon sand”