Week 6 (Day 11)

As usual started my day at centre at 8am, giving a warm and secure welcome to every child including educators. This day was focused on implementing an educational program that supported children's knowledge of animals, while creating an engaging and inclusive environment. The National Quality Standard (NQS) and Early Years Learning Framework (EYLF) both place a strong emphasis on educational programs and practices, especially NQS Quality Area 1, which highlights intentional, play-based learning experiences that are sensitive to children's interests and developmental needs (ACECQA, 2022). 

I started the day with a group activity where I learned about various animals and their habitats using flashcards. Children eagerly shared what they knew by recognising animal names and mimicking their sounds. According to EYLF Outcome 4.1, which emphasises how children can develop "enthusiasm for learning" through enquiry, the exercise sparked their attention and improved their communication skills (Department of Education, 2022, p. 34). After morning tea, I prepared an indoor sensory exercise with an animal theme. The children explored a little environment made up of grass patches, rock and toy animals. They were able to enhance their fine motor skills and imaginative play while engaging with the subject of animal habitats through this practical activity. 

During lunch, I conducted a discussion with the children about the many noises that animals make and their habitats. This conversation improved children's language development and understanding of the natural world. In the afternoon, we switched to outdoor play, and I led a lively game called "Animal Movements." Children acted like a variety of animals, hopping like frogs, flying like birds, and creeping like bears. This exercise reflected NQS Element 3.2.1, which emphasises the importance of encouraging active, outdoor experiences, by integrating physical development with learning and encouraging participation from all children (ACECQA, 2022).

Today's activities demonstrated how important it is to create dynamic, interesting learning environments that cater to children' interests. By introducing animal-themed activities into group, outdoor, and indoor settings, I fostered curiosity, collaboration, and communication. In the future, I want to strengthen my ability to design educational programmes that integrate hands-on learning and active play to support children' holistic development (ACECQA, 2022; Department of Education, 2022). I was trying to include every child even though they didn't want to, but from next time i will setup some more activities so that it will give them chance to choose, and they can choose any activity to be involved. 

                                  References

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.).

       Cengage Learning.