Belonging, Learning and Growing Together.
The Pelican Brief
General Information and Upcoming Events
- Please send an old T-Shirt, to be used for painting, next Wednesday 4 July, for the aboriginal artist visit.
- Children must have a hat and drink bottle every day.
- Photos will be collected by Wednesday week 10. Please decide if you would like to purchase them.
- Spare clothes are still needed. The children are eager to play in the dirt and mud.
Outcome 1: Children have a strong sense of identity
- Children have a strong sense of identity.
- Children feel safe, secure, and supported
- Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
- Children develop knowledgeable and confident self- identities
- Children learn to interact in relation to others with care, empathy and respect
Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
As a follow up on the children's interest in puppet making and creating, materials were added to the table for the children to explore. The children challenged themselves as they persevered and manipulated the scissors and paper, as they cut out their puppets. The children managed the sticky tape dispenser, as they used the tape to place the paddle pop sticks into place behind the puppets. There was a lot discussion as the puppets took shape. The children discussed how to draw a variety of objects with each other, like a lady bug, listening carefully to suggestions from their friends.
They displayed their ability to manipulate equipment and manage tools with increasing competence and skill.
Outcome 4: Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one setting to another
Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Several weeks ago, the children were creating rainbows on the creative table. As a follow-up we carried out an experiment with Skittles and water. This experiment led to conversations about colours mixing to create different colours. To extend on the children's curiosity and hypothesising, we carried out another experiment in which the absorbent paper transferred the colours into adjoining empty cups, mixing two colours together as they met. The group predicted what they thought the results of the experiment might be.
Kira - "They will go into the other cups."
Harper - " The colours will mix."
Millie - "The red and blue will make purple."
As the colours were drawn up the paper, the children commented as they watched.
Harper - " The blue and yellow are the fastest."
Alyssa - "Go red! You can do it."
Harper - "Yay blue! You're winning against everybody."
The next day the children noticed that the colours had moved into the other cups and had created new colours.
Zach - "The paper sucked up the paint and moved it into the other cups."
Evander - "Look! That one is green."
The children enjoyed watching the colours travel up the paper. They expressed wonder and interest in the experiment. The children were curious and enthusiastic participants in their learning.
Kira - " It made a rainbow."
Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and pattern systems work
Children use information and communication technologies to access information. Investigate ideas and represent their thinking
Harper - "One has to go off, we have too many."
Charge - l "We need some more."
Isabelle - "We have five in our group."
Kenji - "I think we need two more."
Harper - "Twenty two people, thats all of us."
The children worked effectively with each other as they formed their groups. They invited friends to join them as they counted to confirm they needed to add more, or asked someone to leave the group if they had too many. The children took it in turns to count the number of children within their group to confirm the correct number had been formed.