EDU10005 Lesson plan ECE
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School
Swinburne University of Technology *
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Course
MISC
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by MagistrateMantisPerson687
Required Headings
Early Childhood
Name of Experience
Describe the experience (50 words) e.g.:
Tell Me About You
Age group
Stipulate the age of the children that you are planning the experience for e.g.
:
4-year-old kinder towards the end of the year (term 3)
Description
Describe exactly what you will do with this experience (100 words) e.g.:
Instruct the children to form a circle to introduce the ‘Tell Me About You’ die and explain this activity aims to foster a deeper connectivity among the children and uncover new aspects of each other’s personalities (Human Rights Commission [HRC], 2016). Each child will take turn rolling the die, answering the question corresponding to the picture it lands on. The teacher will demonstrate the rolling process within the circle, ensuring that
the questions align with the pictures on the die (HRC, 2016). Proceed with the game, ensuring each child gets to have a turn of rolling the die and encourage additional questions and ensure all children have a chance to share (HRC, 2016).
Rationale
Describe why this experience will help children learn about Indigenous history and culture and why you have chosen these strategies. Link to theories or curriculum framework (200 words) e.g.:
According to Vygotsky’s sociocultural theory, this activity promotes deeper connections among children and aligns with the idea that children’s learning and behaviour are heavily influenced through social interactions (O’Toole & Hayes, 2020, p.111). Just as Vygotsky emphasises that humans learn how to behave within a culture, this activity aims to facilitate an understanding and interaction among children within their social context. Each child’s behaviour is shaped by these mediated processes, emphasising the role culture in their psychological development (O’Toole & Hayes, 2020, p.111). In this activity, the exchange of questions and answers through the die’s prompts reflect the incorporation of experiences into each child’s characteristics, fostering mutual influence and reciprocity among them. It highlights how culture and language play crucial roles in internalising social interactions, ultimately shifting the control of their own
behaviours and self-regulation from external sources to the children themselves (O’Toole & Hayes, 2020, p.111). This activity aligns with the EYLF Learning Outcome 1:
Children have a strong sense of identity; sub outcome: Children feel safe, secure, and supported (Department of Education [DET], 2022).
Resources
List and describe the resources you will need and any adjustments that would need to be made to the learning environment (150 words) e.g.:
Glue Stick to glue the die together
A3 Piece of Paper for print out
Scissors to cut out the die
Print out die from Australian Human Rights Commission Building Belonging Toolkit
Speaker & Laptop for Colours of Australia Song to play
Story Stone Characters for conclusion of the activity
Paddle pop sticks, Stones and Laminator and sheets for Story Stone Characters (HRC, 2016)
All My Friends and Me print out of E-book to display with the Story Stone Characters (HRC, 2016)
Colours of Australia poster sheet from the Australian Human Rights Commission Building Belonging Toolkit to hang onto the wall behind the
teacher during the activity (HRC, 2016)
Aboriginal Table Covers
Introduction
How will you introduce the experience to the children (100 words) e.g.:
To introduce this activity, the teacher will play the song ‘Colours of Australia’ and followed by reading the e-book ‘All My Friends and Me’ written by the Australian Human Rights Commission (2016) and engage in conversation discussing the book. Following the discussion, present a series of questions for the children to respond to. They can raise their hand when the teacher may ask “Who considers themselves tall, and who sees themselves as small?” or “Who has straight hair? Who has curly hair? And who has a different hair type?” or “Who has brown, blue, grey or green eyes?” (HRC, 2016). The discussion can conclude by inviting the children to think about whether being different in terms of hair colour, skin tone, or eye colour should determine their ability to be friends with someone. The teacher can encourage thoughtful reflection on the importance of diversity and inclusion in friendships (HRC, 2016). Strategies
List some of the strategies that describe how you will help the children to learn (150 words) e.g.:
· Yarning Circle: integral to Aboriginal and Torres Strait Islander cultures, enhance students' understanding of these cultures and their way of life, fostering respectful relationships and enriching learning experiences for students of all ages (Queensland Curriculum and Assessment Authority [QCAA], 2022). Similarly, like a yarning circle, the
activity encourages accountability, offering a safe space for children to be heard and respond openly. It encourages them to share and respond to questions about themselves and their peers, which, like a Yarning Circle, helps build trust, respect, and open communication within the group (QCAA, 2022).
· Inquiry Based Learning: Questions serve as a powerful tool to foster children’s thinking and learning. By encouraging children to ask questions, and explore answers, they take control of their own learning. The activity resonates with this as it “harnesses the spirit of investigation” within children, creating an engaging and meaningful learning experience (Touhill, 2012). By using children's interests and questions as the foundation, the "Tell Me About You" activity aligns with the inquiry-based approach, making the curriculum both interesting and effective Touhill, 2012). Conclusion
How will you conclude the experience with the children (50 words) e.g.:
As children leave the experience suggest that they extend the learning by attaching the story stone cut-outs to actual stones and place them next to books on families and friendship. Children can invent their own stories featuring characters from diverse cultural backgrounds. Teachers can also enhance the activity by including photos of the children in the group as characters on the story stones (HRC, 2016). References
Colours of Australia (song)
. (2016). Australian Human Rights Commission. https://humanrights.gov.au/about/news/videos/colours-australia-song
Department of Education. (2022).
Belonging, being and becoming: The early years learning framework for Australia V2.0
. Australian Children's Education & Care Quality Authority.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Hayes, N., and O'Toole, L., (2020)
Chapter 8 Intercultural perspective on behaviour
, in Supporting positive behaviour in Early childhood settings and primary schools: Relationships, reciprocity and reflection,
Taylor and Francis Group, UK.
Human Rights Commission. (2016). All my friends and me: Lesson Plan 3
. Human Rights. https://humanrights.gov.au/sites/default/files/buildingbelonging_Lesson3_My_friends_and_me.pdf
Human Rights Commission. (2016). Building belonging: : A toolkit for early childhood educators on cultural diversity and responding to prejudice
. Human Rights. https://humanrights.gov.au/allmyfriendsandme/
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Queensland Curriculum and Assessment Authority. (2022). Aboriginal & Torres Strait Islander perspectives: Yarning Circles
. Queensland Government. https://www.qcaa.qld.edu.au/about/k-12-
policies/aboriginal-torres-strait-islander-perspectives/resources/yarning-circles
Touhill, L. (2012). Inquiry-based learning.
National Quality Standards Professional Learning Program
. https://wudinnakgn.sa.edu.au/wp-content/uploads/2019/08/Inquiry-based-learning.pdf