Week 1
4 - June -2025
Observation Summary:
I began my shift at 7:45 AM, having already familiarized myself with the routine and role at the center. As I was working in ratio that day, I ensured I was wearing my uniform and started the shift by guiding the children to have their morning breakfast promptly. The children delighted in fresh fruits with yogurt and avocado on toast, promoting hydration and energy for the day ahead. This aligns with EYLF Outcome 3: Children have a strong sense of wellbeing, supporting physical health and development. this time, I demonstrated professionalism, a key element of early childhood education (Colwell, 2021).
At approximately 8:30AM, the other educators asked for assistance in gathering the children on the mat for group time. As I was working with babies I began by acknowledging the traditional land and singing a song called "Hello Land and Sky" with the children. The children were engaged and followed my lead. I led them in acknowledging the country and singing the Aboriginal song, helping them to understand the ongoing connection of Aboriginal and Torres Strait Islander peoples to the land. This practice reflects my respect for Indigenous cultures and traditions.
During group time, Today, we commenced our day with music and dance, fostering a joyful and engaging environment.
Our weekly focus is reinforcing the children's understanding of road safety and traffic signs. As part of our group time, the children gathered with Ms. Johanna, who introduced the Aboriginal song "Inanay."
Following this, Ms. Johanna led a Spanish language session, incorporating songs and interactive activities to teach numbers 1–10 and colors. Which helps Children to enhancing language development through exposure to a second language. we sang the color song, while Ms. Johana showed them each color in a book as they listened. We also sang the cheerful song "Good Morning," which the children loved clapping along.
By 10:00 AM, the other educators had set up the outdoor play area, and I assisted children in applying sunscreen and putting on their hats before heading outside. I also helped the children wash their hands. In these tasks, I contributed to creating and maintaining safe, healthy, and inclusive environments, fostering children’s agency and supporting their learning (Early Childhood Australia, 2019). This demonstrates my commitment to professional codes of conduct and the health and safety obligations outlined in early childhood care frameworks.
For superhero week ,As this week’s theme is superheroes, we began our creative exploration with a hand-painting activity. Miss Astha painted superhero symbols and colours onto the children’s hands, and the children carefully pressed their painted hands onto paper. They were given the opportunity to choose which superhero symbol they wanted, supporting their independence and decision-making skills. This activity also encouraged creativity and helped strengthen fine motor controThis activity focused on Quality Area 3: Physical Environment (Australian Children's Education & Care Quality Authority [ACECQA], 2018). The children thoroughly enjoyed exploring natural materials and engaged in sensory experiences, which also promoted their creativity and cognitive development in a safe, stimulating environment.
After the outdoor playtime, I supported children in their free play. According to Quality Area 1, this activity encourages children to feel safe, secure, and supported (Standard 1.1), while also helping them develop confident self-identities(Standard 1.3).
At around 10;30AM, Educator began nappy changing, which is done every two hours as part of the center's routine. I view this time as an opportunity to build a stronger bond with the children. I engage them in conversation or sing familiar songs, such as Baby Shark or Wheels on the Bus, making the experience more enjoyable and allowing for positive interactions. I also respect children's rights by speaking to them at their level and inviting them to participate in the process. This aligns with Quality Area 2, which focuses on ensuring children's health and safety (ACECQA, 2024).
By 12:00 PM, once all children were asleep, I had a discussion with the room leader about the curriculum program. We talked about the children's backgrounds, their family expectations, and my planned activities and observations. The conversation emphasized my understanding of curriculum design, assessment, and reporting requirements for professional teaching (Australian Institute for Teaching and School Leadership [AITSL], 2018). This collaboration is crucial for professional development and aligns with the code of ethics outlined by Early Childhood Australia (2019).
Around 2:00 PM to 2:30 PM, the children began to wake up. I assisted them in packing away their bedding and putting on their shoes, as we usually go outside for afternoon tea. Afterward, the children engaged in free play. As part of the center's daily routine, I contributed to cleaning the rooms and preparing for the next day. I also made sure to speak with the children’s families as they arrived to pick them up, ensuring a positive and trusting relationship between the family and educator.
5 - June- 2025
. Having worked in the setting for a while, I was already familiar with some of the families when I arrived in the morning. I asked permission from two families to conduct observations. I discussed my planned activities with the families, addressing any concerns or expectations they had regarding their children. This process of communication, obtaining consent, and collaborating with families aligns with Quality Area 6, which focuses on partnerships, relationships, and collaboration with families, as well as the Declarations, conventions, obligations, and codes outlined by ACECQA (2024).
In the morning, the children engaged in a creative activity involving pasting coloured paper into square and circle shapes. This activity aimed to enhance their colour recognition skills. Following this, the children participated in a numbers finding activity, where they selected numbers from a box and placed them in the correct slots. This task not only engaged the children actively but also contributed to the development of their fine motor skills.
During group time, Miss Johana also introduced our Spanish class. The children had a great time learning new Spanish words, especially colors (blue, yellow, green, black, white, red) and numbers 1 to 10. We sang the cheerful song "Buenos Días," and the children happily sang along. They also listened to a variety of other Spanish songs, which further sparked their interest. These lessons help build language skills in a fun and engaging way.
As part of our Superhero Week, Miss Rojina created a Batman figure using cardboard, and the children decorated it using beautiful gold and blue glitter. They were very enthusiastic, especially because they love working with colorful glitter! During the activity, educators asked questions like, “Who’s your favorite superhero?”— sparking fun conversations while developing fine motor skills.
Our second creative activity involved painting superhero symbols, like Superman and Batman. With guidance, the children dipped their fingers in paint to complete their artwork. This sensory experience supported color recognition and fine motor development
The activity proved to be more challenging than the earlier ones, as the children were required to shape and assemble the materials into a flower form. It took considerable time and effort for them to complete the task. Afterward, I documented the activities in the weekly curriculum, ensuring they aligned with the EYLF Principle of Equity, Inclusion, and High Expectations (Australian Government Department of Education [AGDE], 2022). Educators maintain high expectations for all children, viewing them as capable individuals. This approach is consistent with Quality Area 1, which emphasizes the importance of educators contributing to curriculum decision-making based on children's interests and strengths (ACECQA, 2024).
The activity I implemented reflects two prominent play pedagogies: spontaneous activities and hands-on learning. Both pedagogies are effective in fostering children's engagement and promoting their development. Hands-on activities provide sensory and guided learning experiences, while spontaneous activities allow for immediate exploration and creativity (Arthur et al., 2020).