Reference no: EM133934492

Weeks 1-2: What does learning through play (play-based learning) mean and what does this look like within ECEC settings?

Weeks 3-4: Reflect on children's development. Describe 2 early childhood experiences that you have set up or observed that are age-appropriate to preschoolers and how this supports their development.

Weeks 5: Reflect on the practical implications of diversity. How do we collect information on children, families and educators?

Weeks 6-7: Planning and programming. Discuss the importance of effective curriculum decision making

Learning Experience: Making a Volcano in the Sandpit (4-5 years)

During outdoor play, the Owls children worked together to make a volcano in the sandpit. They collected sand, built it up into a big mound, and dug a hole at the top. With guidance, they added bicarb soda inside and then poured vinegar mixed with red colouring to make it erupt. The children were so excited as the lava bubbled out, clapping, laughing, and shouting "it's erupting!" Some asked questions like "why is it fizzing?" while others predicted what might happen before we poured the liquid. This experience encouraged teamwork, problem-solving, and early science learning such as predicting, experimenting, and observing changes. Get top-notch online assignment help now.

This activity shows Piaget's idea of hands-on learning, as the children were directly involved in making and testing, and Vygotsky's theory, because they learned more through guidance and by working together. It links to the EYLF because the children contributed to their group (Outcome 2), showed confidence and curiosity as learners (Outcome 4), and built wellbeing and coordination while working safely with the materials (Outcome 3). I enjoyed seeing how involved the children were in making the volcano and how proud they felt when it finally erupted.

Learning Experience 2: Making and Playing with Kinetic Sand (4-5 years)

During indoor play, the Owls helped to make kinetic sand. They mixed flour, oil, and food colouring together with support from the educator. The children were very curious, touching the mixture as it changed, and commenting on how it felt. After the sand was ready, they spent time playing with it, squeezing, moulding, and shaping it into towers and small creations. Some children compared it to normal sand, saying things like "this one is softer" or "it sticks together." They were developing fine motor skills, creativity, and using lots of language as they shared tools and ideas with their friends.

This experience links to Montessori's idea of sensory learning, as the children were using their senses while making and exploring the sand. It also reflects Bandura's theory because the children copied each other's play and tried out new ideas they had seen. In the EYLF, this activity supported their confidence and sense of belonging (Outcome 1), their wellbeing and coordination (Outcome 3), and their learning as curious and involved explorers (Outcome 4). I noticed the children really enjoyed both making and playing with the sand, showing how hands-on experiences can keep them engaged for long periods.

Assessment 2 Diversity (collecting data)
My mentor collects information about children, families, and educators through enrolment forms, family discussions, and regular observations. She also talks with parents at drop-off and pick-up times to learn more about each child's background, interests, and home life. Because my mentor is Spanish, she sometimes uses simple Spanish phrases when communicating, especially with families who also speak some Spanish. This helps build stronger connections and shows respect for each child's cultural identity.

4. Diversity (practical implications)
In our room, inclusive practices are part of everyday routines. My mentor greets the children each morning in Spanish, and most of the children already know basic Spanish words like hola and adiós. It's wonderful to see how naturally they use them with each other. I also know a "Good Morning" song in five different languages, and my mentor asked me to sing it during group time. The children really enjoyed it and even tried to copy the words.

We also make sure our environment reflects different cultures for example, I am currently organising a Diwali activitybecause Diwali is coming up. We will read a story about the festival, make simple diya lamps, and talk about the meaning of light and kindness. This helps the children learn about and respect each other's cultures and traditions.

5. Diversity and the frameworks
The inclusive practices in our room align with the Early Years Learning Framework (EYLF) principles, especially Respect for Diversity and Belonging, Being and Becoming. By greeting children in Spanish, singing songs in multiple languages, and celebrating cultural events like Diwali, we are helping children develop a strong sense of identity and belonging. These activities encourage them to value differences and recognise that everyone's background is important. It also supports Outcome 2 of the EYLF Children are connected with and contribute to their world.