Curriculum Activities

A: Shadow Area

A shadow tent has been set up for the children to explore movement in shadow form. Staff can scaffold on experiences by adding music and materials for the children to take part in imaginary play or to make up games in the shadow area.

Puppets can also be added to encourage the children to explore their imaginations and to act out their thoughts and ideas about the world around them.

Music and movement encourages children to explore their bodies how they work, what they can do and develop their kinaesthetic memories. They also learn about rhythm, tempo and beat.

Music and movement nurtures children’s emotional self. It can relax the body and help children to self regulate emotions.

B: Light box

A light box illuminates colour and brings attention to light. In this area the children will be encouraged to make patterns to encourage their mathematical thinking. The children can use the self selection trolley to encourage the children’s natural curiosity, to explore light and patterning.

C: Computer

This part of the program introduces the children to ICT in the classroom to explore their own identity and to use as a tool for designing, drawing, editing, reflecting and composing.

The children can use the webcam to photograph themselves and to then use these images as part of a computer portfolio.

They can also make movies and add voice recordings to their pictures.

D: Block Corner

In the middle of the block corner, there is a table. This may help with the problems of buildings being accidentally knocked over. Staff will observe how the children use this space using a hard surface with definite boundaries. Will the children build with more intensity if they are building with a definite rectangular shape? Will they build more as a group? Will this encourage more discussion about sharing space? Will the children have to think more about the way they plan their block building?

E: Writing and drawing table

Children can use the writing table to explore the alphabet, numbers or write their name. They can make drawings to add to their literacy portfolios. They can design ideas to use at block corner or to use at the making table. Only black pen on white or white pen on black is used here to encourage the children to only think about what they are writing, drawing or designing.

F: The language corner

A tree has been added to the room with a nest placed in the top. This incorporates the natural environment into the children’s learning space and will hopefully stimulate discussions. Perhaps children could make their own nests. This could be further scaffolded upon by introducing the living eggs program. There are also many books in this area for the children to explore literacy concepts. Children may choose to relax on the surrounding couches that help provide a relaxed an inviting environment in this area.

G: Children’s Portfolios

The literacy portfolio is a way of giving value to each child’s work, to record a history of their progression of ideas and skills. It is also a way for children to reflect back on their own thoughts through the year. Photos of themselves and family in the portfolios also gives children a personal possession of a space in the kinder and a catalyst for discussion with others to build on communication skills. Here children can look at their family and talk about them to others. Children can reflect on their drawings and what they were thinking. They can look at photos and talk about what they have done at kinder.

H: Playing with colour on paper

This area will be set up with paints, different brushes and pastels for the children to explore with colour. They will not only be encouraged to paint stories but to also explore patterns and designs. This will encourage their mathematical thinking. This could be scaffolded upon by introducing the children to mixing their own colours to paint with.

I: The make and create table

This table enables children to resource materials for their dramatic play in other areas, to plan and construct objects, also to explore textures, patterns, number and design using various materials.

J: Clay

Clay engages children’s bodies as well as their senses. It is a physically strong media and challenges children physically as they press, bend, squeeze to sculpt the clay. Their hands sensitive understanding of texture, density and malleability informs their interaction with this media. At the beginning of the term we will explore clay as a medium using our bodies we will then begin to add water to the area and develop our physical knowledge of clay before starting to sculpt in 3D form.

K: Home Corner

Socio dramatic play is when children use imagination and role play to transform themselves. It is an essential part of cognitive and social development. In the home corner children are able to imitate life situations. They can build a problem and work to resolve it. These experiences can be scaffolded upon by adding play dough and water.

Outside Play

Outside, there are many learning areas that are equally important to the inside environment but do not change. These areas include: the sandpit, the cubby house, the fort, the monkey bars, the playground, the swings, the digging area, the chalkboards and the outside dramatic play area. Within these areas, lots of open ended materials and sporting equipment will be supplied so that the children can freely explore their ideas in play.

The development that occurs in all of these play experiences (inside and outside) can be related back to the National and State Guidelines.