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Hive Update

A huge welcome back to everyone! It has been a fabulous few weeks of connecting and settling back into the daily rhythm of ECC. The children have had time to reflect on their learning at home by sharing their experiences with others and celebrating their achievements with friends.

“I saw you on the screen. My Ned was at home too,” Rose

“I went to the park a bit”, Gemma

“I rode my bike and don’t have training wheels now. We walked Teddy a lot” Maisy

“I made a Scarecrow with Phoebe. We were all home,” Zoe

“I did Halloween and saw Isaac at the park”, Ezra

“I remember we did the freeze song, and Elise did it with me”, Isaac

The children onsite planned a special ‘Rainbow Day’ to welcome their friends back to the Hive.

“We could do a rainbow for the children like my top”, Willow Shirl

“Yeah, and have a sign for them.” Huxley

The children created a beautiful display and drew something they were grateful for, and teachers then helped write their words down. VEYLDF:

LEARNING

  • Consider ways to express and describe thinking activity, including expressing feelings both to others and self.
  • Visuals generate and communicate ideas through describing and drawing.
  • Openly express ideas and feelings with others.

IDENTITY

How we express ourselves

We are working on a unit of Inquiry How we express ourselves. The central idea is that ‘We explore and make sense of our world through the narratives we create.

The children’s responses to the story Goldilocks And The Three Bears provided insight into what the children already knew about Fairy tales and fiction stories.

“It began with Once upon a time” Huxley

“At the end, they say The End”, Henni

“Happily ever after”, Remi

”It’s not true. It’s just a made-up story”, Austin

“It’s when you think and imagine”, Stevie

“Frozen is a Fairy tale, I have seen a book on it” Rose

“It’s to entertain people”, Huxley

We talked about the ideas in the book and set up learning invitations for the children to make and create their own characters.

We were down by the playground when a small group of children began decorating a tree with loose parts from nature; they were using their imaginations to express their thinking.

“It’s a magic tree.”

In response to this, we developed the story tree. It’s a special place to the children, and we visit it each day to hear stories from children who choose to share.

Our learners have taken action by:

  • Choosing places to share their stories to benefit or entertain others- We have a story tree down in the playground and provide opportunities to tell stories within the ECC environment.
  • Sharing their books or oral stories with others has become a regular part of our day, and the children have been inspired to tell stories.
  • Identifying fiction and non-fiction books and exploring stories of different genres. For example, Fairy tales begin with Once Upon a Time and sometimes finish with Happily Ever After.

Imaginative play and transferring knowledge to create playful narratives

Reading the story Jack and Beanstalk evoked a sense of imagination and magic in the children’s play. Teachers observed the children creating stories focussed around a ‘magic rock’ they placed it outside and were very excited to predict what might happen when they returned the next day!

“It could be a tree”, Flynn

“Maybe a frog” Indiana

“Or a bird”, Maisy

“Dog” Daisy

“I think it’s going to be a flower”, Willow Shirl

“It’s magic. It can be anything” Gemma

The next day the children returned to find a stick full of flowers and leaves!

“It’s a magic stirring stick”, Remi

“We can make magic now”, Rose

“And do magic”, Flynn

“You have to mix with the stick to make something”, Griffin

The children used their imagination to turn rocks into leaves, animals into different animals and toys into sand! It was great to see so many children working together to create other narratives using past experiences and knowledge from our unit of Inquiry to deepen their understanding and play.

VEYLDF: COMMUNITY

  • We can take action to assist other children to participate in social groups.
  • We can express an opinion and contribute to group experiences as a way of being.
  • It is essential to listen to others’ ideas and respect different ways of being and doing.
  • We can build on our own social experiences to explore other ways of being.

COMMUNICATION

  • We can communicate our ideas and feelings using our bodies.
  • Collaboration requires compromise and negotiation.
  • The way we respond to and communicate with others can impact our relationships.

Art, Moving to Music and Symmetry

We have been exploring different ways of creating art. Butterflies have been an area of interest to the children after finding some outside in our yard. We set up some provocations such as paper cut-outs and coloured paints with the children. From here, we demonstrated printing and copying. We were familiarising the children with elements of line, colour and shape. The children quickly noticed the symmetry in their paintings.

“It’s the same on both sides”, Zoe

“Look, it goes around here and now around there”, Griffin

“Stevie, that’s beautiful”, Gemma

Painting to music

We have incorporated classical music in the art studio and are asking the children to focus on the beat and move in ways that their bodies respond to the music.

“It’s slow, I love it”, Gemma

VEYLDF: COMMUNICATION

  • We can communicate our ideas and feelings using mark-making.
  • Making mistakes, taking risks and accepting a challenge can help us learn.
  • It’s important to celebrate our own and friends’ achievements.

RACHELLE, MILLY, TAHLIA, HEATHER & LISA