WEEK 3, June 10, 12, 13

PLAY PEDAGOGY

During my placement, I set up an interactive group activity using “The Wheels on the Bus” song, and I used chairs to represent a bus; I was the driver. The children seemed excited and were eagerly asking for me to repeat it, demonstrating their interest and enjoyment. This game-based practice also taught EYLF Outcome 1 (Children have a strong sense of identity) as a result that was conformable to all children of the room, that children felt comfortable participating in, and Outcome 5 (Children are effective communicators) through prompting of language development via song and role-play (Department of Education, 2022). The activity is an example of Vygotsky’s Sociocultural Theory, in which I modelled language and social interaction and scaffolding children’s learning in their Zone of Proximal Development (Vygotsky, 1978). It also corresponds with National Quality Standard (NQS) Quality Area 1, which focuses on promoting children’s well-being and learning by creating environments that are both supportive and engaging (ACECQA, 2018). In so doing, I modelled effective teaching and valuable strategies (Van Oers, 1999-2000) through dynamic group management and enabling child-initiated learning that promoted the development of the whole child.

 

Educational program and practice and learning environment provision

I facilitated a plant watering activity with the children, encouraging them to take responsibility for caring for the plants in our learning environment. I brought out watering jug for children and showed them the importance of watering lightly, encouraging them to look closely at the soil and the leaves. This tactile experience enacted children’s’ wonder of nature and stimulated fine finger movements.

 This activity supports EYLF Outcome 2: Children are connected with and contribute to their world, by fostering a sense of care and respect for the environment (Department of Education, 2022).  It teaches children to be empathetic and responsible while caring for the plants.

From a theoretical perspective, this aligns with Bronfenbrenner’s Ecological Systems Theory, which emphasises the importance of children’s interactions with their immediate environment as foundational for development (Bronfenbrenner, 1979). By actively engaging with the plants, children experience learning within their microsystem, building meaningful connections.

Furthermore, the work is consistent with Montessori philosophy which emphasises practical life activities and the care/respect of living things while fostering children’s independence and concentration (Montessori, 1967). The environment was purposefully constructed as welcoming and stimulating, as per the guidance of the National Quality Standard, which is to create a learning environment that is safe and supports engagement (ACECQA, 2018).

 

Respectful relationships and responsive engagement with children

I arranged a block-building activity where kids worked together in pairs to create structures. Before the activity began, I met with the team to discuss taking turns, listening to each other's ideas, and using respectful language. As the children played, I moved among the pairs, offering gentle suggestions and assistance as needed. When small disagreements emerged, I supported them by modeling respectful dialogue and guiding them to work together toward a solution.

I noticed that some children naturally took on leadership roles, while others tended to be more withdrawn. I interacted with each child, validating their opinions and encouraging equal participation. By responding to their verbal and nonverbal cues, I created a space where every child felt recognized and appreciated.

This corresponds with EYLF Outcome 1 by supporting children in developing a sense of identity and belonging through positive social interactions (Department of Education, 2022). It also promoted Outcome 3, as they learned to manage emotions and establish respectful relationships.

From a theoretical perspective, this experience aligns with Bowlby’s Attachment Theory by fostering emotionally safe and trusting connections (Bowlby, 1969). It further demonstrates Vygotsky’s Sociocultural Theory, as I facilitated learning by helping children during social interactions within their Zone of Proximal Development (Vygotsky, 1978).