Addressing the Early Learning Outcome Children develop a range of skills and processes such as problem solving enquiry experimentation hypothesising researching and investigating ID: 311075
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Slide1
Unit of Work: Chickens
Addressing the Early Learning Outcome,
‘Children develop a range of skills and processes such as problem solving, enquiry, experimentation,
hypothesising
, researching and investigating’.Slide2
The attached documents display how I contributed to the learning outcome of the Early Years Framework Principle, ‘Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating’. I did this through a set of group times and learning experiences relating to the chicks and eggs present in the classroom. As the chicks and eggs were in the classroom and available to the children for two weeks. This allowed for a lot of time for a variety of activities, questions and answers.
ContextSlide3
Early
Childhood Teacher Standards
Standard 13: Use a range of teaching practices and resources to engage in children in effective learningG13.1 Teachers provide and manage opportunities for children to explore ideas and develop knowledge and skills, through discussion and appropriate learning experiences Through the focus on one particular early years learning framework I was able to really consider how to provide the children with learning experiences related to the chicken incubator within the classroom. Through this I ensured that my planning supported a variety of learning to make the child go outside of their comfort zones, ask questions and question ideas as well as follow the learning in the direction they took it.
Teacher DevelopmentSlide4
Problem solving was apparent during a discussion on how to monitor if any new chicks had hatched. This was done through the creation of a chart which was placed near the chicken pen. Each day as a group we would discuss if any new chicks had hatched, or if any eggs were beginning to crack. Two children each day would count the eggs remaining and count which ones were cracking.Slide5
Enquiry was present during morning and afternoon free play enquiry sessions as the children took turns to take notes of the chicks and eggs on a clipboard. As this was incredibly popular the children decided to create a list which allowed two children at a time to monitor the area. This went for 10 minutes with the use of a timer. The children used the clip boards to draw the chicks, eggs, equipment, write numbers corresponding to them and gave them names.Slide6
Experimentation and
hypothesising
was evident through the children making predictions of when the eggs would hatch. This allowed a graph to be created as the children each voted the date of when they thought all of the eggs would be hatched by. The children also predicted the colour of the chicks and if any eggs wouldn’t hatch.Slide7
Researching
and investigating was present through the group discussions that took place. This allowed an opportunity for the children to ask questions, and outline the things they wanted to learn about over the fortnight ahead.
As a class we created a list of questions and points to be covered and addressed these through our future group times. This included things such as images of the egg tooth, the different coloured egg shells and the development of chicks.Slide8
To extend on this learning the children continued to observe the chicks while seated next to them on a table. On this table they used the materials provided to create their own chickens. Through this they discussed with one another the colours and textures of the chickens as well as how they would manipulate the materials to make the chick they were observing.