Planning cycle- diya making

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La Trobe University *

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ECE6009

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Arts Humanities

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Apr 3, 2024

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docx

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3

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Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University. DOCUMENTATION OF PLANNING CYCLE Name of Experience: Diya (oil lamp) making Number of Children: 6 Children’s Ages: 3-4 years Date of Implementation: 13/11/2023 PART 1 Collect Information – Observation What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible. As Diwali was approaching centre had small incursion where they were aware made about Diwali festival celebrated in India. I extend this learning experience of cultural diversity and introduced how Diwali is being celebrated and what is the rituals included. I share a story with the children in one afternoon during group time. They got interested and were happy to learn new culture. Child A said, “I had Diwali party”. Me: “what you had in your party? A: “firecrackers in night”. MS: “I had sweets for the guests”. They told about light oil lamps, burning firecrackers, doing rangoli etc. Everyone seems to get interested in conversation and took turns to explain what they saw in the story about Diwali. Question and Analyse - Observation What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed? Link the information to EYLF/VEYLDF learning outcomes. I observe that children were interested in knowing culture and participated in listening story about new festival. They were engaging themselves in the conversation about the festival and asking question to know more as well as interacting with each other and discussing themselves. I can extend this observation to some activity related to art and craft which will give them chance to explore their imagination, dive into different culture and learn diversity. EYLF Learning outcomes: L.O 2.1- children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. L.O 3.1- Children become strong in their social and emotional wellbeing. L.O 5.1- Children interact verbally and non-verbally with others for a range of purposes. PART 2 EGEC PLACEMENTS FORM. Version April 2023. 1 | P a g e
Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University. Plan Learning Intention/s to achieve by the end of experience (one or two): For children to understand… For children to explore…For children to practice… etc For children to explore diversity in cultural and fine motor skills as they use art and craft to create stuff related to Diwali festival. This will encourage them to engage in group activity and bring out their imagination and creativity. Strategies: What strategies you might use to promote children’s interest, play and learning? This might include interations, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning? I will show them finished Diya with craft papers by cutting one semicircle and oval shape and then paste it together to create oil lamp and then they can decorate it with different loose parts such as pompoms, colours, feathers, glitters etc. I will assist them in cutting and ensure safety measures while use scissors. This will be a parallel activity as well as collaborative play where they are helping each other to cut or paste or decorate the Diya. The activity will be set up indoor art table during the morning time when they are fresh. Resources: Colourful craft papers Decorative loose parts Glue stick Scissors Crayons, sketch pens Act and Do (Implementation) Implement your experience: Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s involvement. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating…)? I set up the art table with the resources and after morning tea I invited few children to the art table to the activity of Diya making. A group of four girls came to make Diya. I showed them the modelling Diya by cutting and pasting which they did by following instruction and some with little assistance. As it was morning time, they were more interested in playing outdoor, so I shifted my activity to outdoor art station were few more came to participate in the activity. They were helping each other to cut the shape and decorate it while few did by themselves and individually exhibited the art of creativity. On completion there was a huge smile of self-creation on their faces. They demonstrated fine motor skills while cutting the shape and then joining two pieces to make the final product. EGEC PLACEMENTS FORM. Version April 2023. 2 | P a g e
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