TCHR5001 Assessment Brief 2: Play Space Design for 2-3 Year Olds

Posted: October 15th, 2024

TCHR5001 Assessment Brief 2,
Design Task – 1500 Words Paper.

Play Space Design for 2-3 Year Olds: The Nature Nook
(Part A: Play Space Design)

The Nature Nook is designed as an inviting corner within an indoor play space, catering specifically to the developmental needs of 2-3 year olds. A large, low table centrally positioned forms the heart of the Nook, offering a versatile surface for exploration. Natural light streams in from a nearby window, supplemented by soft, adjustable lighting to create a warm and welcoming ambiance. The walls surrounding the Nook are painted in calming, earthy tones, adorned with nature-themed artwork created by the children themselves.

A variety of natural materials are strategically placed within easy reach of the children. Baskets overflowing with smooth river stones, pinecones, and textured leaves encourage sensory exploration. Branches of varying sizes and shapes are arranged for building and imaginative play. A small, enclosed area within the Nook houses a collection of nature-themed books, puzzles, and manipulatives, providing a quiet space for individual or small group activities. Soft cushions and blankets are scattered throughout the Nook, creating cozy corners for rest and relaxation. A designated art area equipped with child-safe paints, brushes, and natural materials encourages creative expression.

(Part A: Written Statement)

My philosophy of play-based pedagogy emphasizes the importance of providing children with opportunities to connect with the natural world. The Nature Nook is designed to foster a sense of wonder and curiosity about nature, encouraging children to explore, experiment, and create using natural materials. The inclusion of a variety of textures, shapes, and colors stimulates sensory development, while the open-ended nature of the materials encourages imaginative play and problem-solving. The quiet reading area provides a space for children to engage with nature-themed literature, further enriching their understanding of the natural world. This design aligns with the developmental stage of 2-3 year olds, who are naturally curious and eager to explore their environment (Bruce et al., 2018). The Nature Nook provides a safe and stimulating space for children to engage in meaningful play, fostering their cognitive, social, emotional, and physical development. By incorporating elements of nature into the indoor play space, the Nature Nook aims to create a calming and inspiring environment that nurtures a love for nature in young children (Zosh et al., 2020).

(Part B: Learning Experience Plan)

Nature Collages: Exploring Textures and Colors

Aim/Objective: Children will explore the textures and colors of natural materials, developing their vocabulary and sensory awareness.
EYLF Outcomes:
Outcome 2: Children are connected with and contribute to their world.
Outcome 4: Children are confident and involved learners.
Outcome 5: Children are effective communicators.
Rationale: This experience builds upon children’s natural curiosity about the natural world, providing an opportunity for hands-on exploration and creative expression.
Setting and Timing: The Nature Nook during morning free play.
Materials: Leaves, twigs, bark, stones, flowers, glue, paper, paintbrushes.
Procedure:
Gather children in the Nature Nook and introduce the materials.
Encourage children to explore the textures and colors of the natural materials.
Demonstrate how to use glue and paintbrushes to create collages.
Support children as they create their own nature collages.
Facilitate discussions about the different textures, colors, and shapes.
Teaching Strategies:
Open-ended questions: “What do you notice about this leaf?” “How does it feel?”
Modeling descriptive language: “This bark is rough and bumpy.” “This flower is bright yellow.”
Scaffolding: Providing support and guidance as needed.
(Part B: Written Statement)

The learning experience draws upon sociocultural theories of learning, which emphasize the importance of social interaction and scaffolding in children’s development (Vygotsky, 1978). By engaging in collaborative art-making, children learn from one another and develop their understanding of the natural world through shared experiences. The use of open-ended questions and modeling of descriptive language encourages children to expand their vocabulary and express their ideas. The activity also aligns with the Reggio Emilia approach, which values children’s creativity and views them as capable and competent learners (Edwards, Gandini, & Forman, 1998). By providing children with a variety of natural materials and encouraging them to explore and create, the experience fosters a sense of wonder and appreciation for the natural world. The focus on sensory exploration also supports children’s cognitive development, as they learn to categorize and differentiate between different textures and colors (Fleer, 2021).

(Part C: Play-Based Resource Design)

A Nature Discovery Box is designed to engage children in playful exploration of natural elements. The box contains a collection of carefully selected natural materials, such as leaves, twigs, bark, stones, shells, feathers, and pinecones. Each item is labeled with its name and a brief description, encouraging language development and early literacy skills. The box also includes magnifying glasses, small containers for sorting and classifying, and nature-themed picture cards.

(Part C: Written Statement)

The Nature Discovery Box supports children’s learning, development, and well-being across multiple domains. Cognitively, it encourages observation, classification, and problem-solving skills as children explore and categorize the natural materials. Linguistically, the labeled items promote vocabulary development and early literacy skills. Socially and emotionally, the box can be used for collaborative play, fostering communication and cooperation among children. Physically, manipulating the objects strengthens fine motor skills. The box aligns with the principles of sensory play, providing children with opportunities to engage their senses and develop a deeper understanding of the natural world (Gandini, 2012). It also promotes a sense of wonder and appreciation for nature, contributing to children’s overall well-being.

References

Bruce, T., Thornton, C., & Ainscow, M. (2018). Supporting inclusion in early childhood education and care. Routledge.
Edwards, C., Gandini, L., & Forman, G. (Eds.). (1998). The hundred languages of children: The Reggio Emilia approach—advanced reflections. Ablex Publishing.
Fleer, M. (2021). Conceptual play: Play, perspectives, and practice in early childhood. Cambridge University Press.
Gandini, L. (2012). In the spirit of the studio: Learning from the atelier of Reggio Emilia. Teachers College Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zosh, J. M., Bramble, M., & Vanderloo, M. (2020). Creating inviting spaces: Classroom environments that support young children’s social-emotional development. Redleaf Press.

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TCHR5001 Assessment Brief 2
Assessment Details
Item Assessment 2
Type Design Task
Due Friday 4th October 2024, 11:59 pm AEDT (end of Week 6)
Group type Individual / Group
Length 1500 words
(750 words for the written statements and 750 words allocated at your discretion)
Weight 50%
Gen AI use Permitted, restrictions apply
Aligned ULOS ULO1, ULO2, ULO3, ULO4
Resources • Assessment 2 Template
Deliverables & Submissions • 1x document (PDF or Word) submitted via Turnitin
Resubmissions Assignment resubmissions are not permitted in this unit.
Marking Instructor Marked
Grades & Feedback SCU Letter Grade, Assessment Rubric, Written Feedback
 
Assignment Rationale
As an Early Childhood Teacher, a critical part of your role is to create learning environments that are inclusive of diverse perspectives, responsive to children’s interests and needs, and provide play experiences that support the learning, development, and wellbeing of all, no matter their circumstances. Your decisions and actions should be underpinned by relevant early childhood research, theory, and policy documents. This assessment task offers an opportunity for informed decision-making.
This assignment aligns with the following Unit Learning Outcomes (ULOs)
• ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies.
• ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers, and parents/carers.
• ULO3: analyse the relationships between philosophy, theory, and pedagogy to the learning environment for all young children (birth – 5 years).
• ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional.
Task Description
This task requires students to reflect on key issues presented in Modules 1-6 and design a learning space, a play-based learning experience and a play-based resource, for children aged 0-5 years. Each design will be supported by a written statement. A template will be provided.
Instructions
Part A: Play Space Design
You are asked to design an entire indoor or outdoor play space for an age group of your choice (0-1 year, 1-2 years, 2-3 years, or 3-5 years) or one corner of the outdoor or indoor space. Consider elements such as the layout and available resources, how they are used, and their purposes. You may use any computer program to create the design, or it can be hand-drawn. Your design must be inserted into the template provided on the Blackboard site and clearly labelled. Provide a 250-word written statement explaining how your personal philosophy on play-based pedagogy has informed your design for this particular age group.
Part B: Learning Experience Plan
Using the provided learning experience plan template, plan a small group play-based learning experience for your chosen age group (0-1 year, 1-2 years, 2-3 years, or 3-5 years) that will take place in your designed play space. Ensure your learning experience includes objectives based on the Early Years Learning Framework Learning Outcomes. Then, write a 250-word statement explaining the theoretical perspectives that underpin your learning experience.
Part C: Play-Based Resource Design
Desing a resource that engages the chosen age group of children (0-1 year, 1-2 years, 2-3 years, or 3-5 years) in play-based learning. The resource should encourage learning through play and can take various forms, such as a toy, game, activity kit, or interactive digital resource. It can be something you create yourself or build on an existing resource (Please ensure you appropriately acknowledge, reference, and cite the resource you drew upon). Then, write a 250-word statement explaining the resource’s intended use and how it supports children’s learning, development, and wellbeing.
Your task must be supported and informed by:
• A range of theoretical perspectives presented in Module 2
• Academic sources (readings, journal articles, book chapters, etc.)
• Professional sources and ECEC policies (Early Years Learning Framework, National Quality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones, etc.)
Formatting
• APA 7 formatting is required for this task.
• Assessment 2 Template already includes the Southern Cross University cover page, but it is your responsibility to indicate if and how you have used GenAI in the assessment and provide a copy/screenshot of special consideration approval
• For the written statements, please use an easy-to-read font (e.g. Arial 12, Times New Roman 12) and a 1.5-space
Referencing
APA 7 Referencing style is required to be used for this task. Please refer to the APA 7th edition. Referencing Guide for this task – https://libguides.scu.edu.au/apa
You must:
• Create a reference list on the last page of the Assessment 2 Template with a minimum of 6 references, although you may use more. References are not counted in the overall word count
• Literature needs to include the unit textbook, accompanied by peer-reviewed articles, book chapters, and other authoritative sources. At a minimum, your sources for this task will include the unit required text, unit readings, EYLF (AGDE, 2022) and broader literature.
• If you have used an AI tool or technology in completing your assessment (for example, brainstorming, understanding concepts, generating examples, summarising readings), acknowledge how you have used AI tools or technologies is required.
• You can create this acknowledgement by adding a declaration at the end of your reference list. For example, I acknowledge the use of ChatGPT to brainstorm concepts ——- for this assessment as a starting point for initial research before writing my assessment.
Submissions
Follow the steps to complete the task:
• Download the Assessment 2 Template provided on the Blackboard site.
• Save the document with your surname, initials, and the assessment title. For example KamenaracO_TCHR5001designtask
• Insert your play space design, learning experience, resource and three (3) written statements into the template.
• Add one reference list to the end of the template. Ensure your reference list is in alphabetical order and adheres to APA7th Referencing Guidelines
• Once complete, submit the Word document via the Turnitin link in the Assessment and Submission section of the Blackboard site.
Generative AI (Artificial Intelligence) use Policy
You are permitted to use generative AI (Gen AI) tools responsibly and ethically to complete components of this assignment.
Please do not post confidential, private, personal, or otherwise sensitive information into Gen AI tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication.
Below are the details of permitted and prohibited uses of Gen AI for this assignment:
Permitted use
Students are permitted to use Generative AI to:
• clarify concepts, theories, ideas, etc., discussed in class
• generate preliminary ideas for writing
• edit a working draft of the assessment
• read and summarise research and supporting evidence for the assessment
Prohibited use
Students are not permitted to use Generative AI to:
• generate definitions or writing used in their final submission.
• produce arguments or refine thinking on their final submission
Any of these actions will constitute and be treated as a breach of academic integrity.
Gen AI Acknowledgement
Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must be explicitly documented and acknowledged in your submission. If you use generative AI tools without acknowledgment, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides.
Referencing
You must use APA citation style for in-text citations and a reference list. Remember to cite all sources used, including generative AI tools, to acknowledge their contributions to your work. The reference list is not included in the word limit. Refer to the SCU (Southern Cross University) Library Guides for detailed instructions on APA formatting, and to ensure your referencing is accurate, refer to the SCU Library Guides.
To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides. If you use generative AI tools without acknowledgement, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Academic Integrity
Adherence to SCU’s academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCU’s academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.
Special Considerations
Students wishing to request special consideration must submit a Request for Special Consideration form via their ‘MyEnrolment’ page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached. A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date. A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades & Feedback
Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin originality report, an assessment rubric evaluating performance against specified criteria and standards, and written feedback from the assignment marker. Grades and feedback will be posted to the ‘Grades & Feedback’ section on the learning site. Please allow up to seven business days for marks to be posted.
Grading Criteria & Standards
Works submitted by the due date will be evaluated against the grading criteria and standards outlined below and summarised in the ‘Assessment Rubric’. For more information regarding SCU grades and standards, visit Final Grades.

Continued next page . . .

Assessment Rubric
Grading Criteria High Distinction
(85-100%) Distinction
(75-84%) Credit
(65-74%) Pass
(50-64%) Fail
(1-49%)
Criterion 1. (15%) (ULO1,2&3)
Part A. Play-space design. (Layout and resources). The design is outstandingly creative, well-organised and appropriate to the chosen age group. Chosen resources and layout demonstrate an outstanding understanding of play-based pedagogy and safety considerations. Design is clearly labelled. The design is creative, well-organised and appropriate for the chosen age group’s developmental needs. Chosen resources and layout show a very good understanding of play-based pedagogy and safety considerations. Design is labelled. The design is organised and suitable for the chosen age group’s developmental needs. Chosen resources and layout demonstrate a good understanding of play-based pedagogy. Design is labelled. The design is somewhat organised and suitable for the chosen age group’s developmental needs. Chosen resources and layout indicate a basic understanding of play-based pedagogy. Design is labelled. The design is poorly organised and/or inappropriate for the chosen age group’s developmental needs. Chosen resources and/or layout indicate poor understanding of play-based pedagogy.
Criterion 2. (15%)
(ULO2,3&4)
Part A. Written statement. (Philosophy informing design). The connection between the personal philosophy on play-based pedagogy and the design is outstandingly well-articulated and supported by detailed examples. The connection between the personal philosophy on play-based pedagogy and the design is clearly articulated and supported by relevant examples, through play. The connection between the personal philosophy on play-based pedagogy and the design is adequately articulated and supported by some examples.

The connection between the personal philosophy on play-based pedagogy and the design is somewhat articulated, with few supporting examples. The connection between the personal philosophy on play-based pedagogy and the design is poorly articulated or unsupported by examples.
Criterion 3. (15%)
(ULO1,2&3)
Part b: Play-based learning experience (plan)

The learning experience is outstandingly creative and engaging, providing authentic and interesting opportunities for learning through play. The plan offers extremely clear steps and considerations for implementation.
The learning experience is creative and engaging, offering interesting opportunities for learning through play. The plan offers clear steps and considerations for implementation. The learning experience is somewhat creative and engaging, offering good opportunities for learning through play. The plan offers steps and considerations for implementation. The learning experience shows limited creativity and engagement, with a basic opportunity for learning through play. The plan offers steps and considerations for implementation. The learning experience lacks creativity and engagement, offering minimal opportunities for learning through play. The plan lacks clarity in the steps for implementation.
Criterion 4. (15%) (ULO1,3&4)
Part B. Written statement. (Theoretical perspectives underpinning learning experience). The written statement provides an outstanding explanation of the theoretical perspectives underpinning the learning experience, demonstrating a deep understanding and application of these theories. The written statement provides a strong explanation of the theoretical perspectives, demonstrating a good understanding and application. The written statement provides a good explanation of the theoretical perspectives, with some understanding and application. The written statement provides a basic explanation of the theoretical perspectives, with limited understanding and application. The written statement provides a poor explanation of the theoretical perspectives, demonstrating little to no understanding.
Criterion 5. (15%) (ULO1,2&3)
Part C. Play-based resource.
The resource is engaging, age-appropriate and provides outstanding support for children’s learning, development, and wellbeing.
The resource is engaging, age-appropriate and provides strong support for children’s learning, development, and wellbeing. The resource is age-appropriate and provides adequate support for children’s learning, development, and wellbeing. The resource provides basic support for children’s learning, development, and wellbeing. The resource provides minimal support for children’s learning, development, and wellbeing.
Criterion 6. (15%)
(ULO1,3&4)
Part C. Written statement (How does the play-based resource support children’s learning, development and wellbeing, links to developmental domains) The written statement is outstandingly clear and thorough, providing a deep and insightful explanation of the resource’s intended use and how it supports children’s learning, development, and wellbeing with clear links to a range of developmental domains. The written statement is clear and comprehensive, providing a strong explanation of the resource’s intended use and how it supports children’s learning, development, and wellbeing with clear links to at least three developmental domains. The written statement is generally clear and detailed, providing a good explanation of the resource’s intended use and how it supports children’s learning, development, and wellbeing, with links to at least two developmental domains. The written statement is somewhat clear, providing a basic explanation of the resource’s intended use and how it supports children’s learning, development, and wellbeing, with links to a developmental domain. The written statement lacks clarity and detail, providing an inadequate explanation of the resource’s intended use and how is supports children’s learning, development, and wellbeing, with little link to developmental domains.
Criterion 7. (10%)
(ULO1-4)
Supporting evidence, including academic and professional resources/literature. Outstanding use of academic and professional sources and literature throughout the task. Outstanding integration of these materials with deep and insightful connections. The submission demonstrates an advanced understanding and critical engagement with the materials. Very good use of academic and professional sources and literature throughout the task. There is a strong integration of these materials with clear and relevant connections. Good use of academic and professional sources and literature. Clear but, at times, superficial connections. Basic use of academic and/or professional sources and literature. Some connections are unclear or lack depth. Limited or incorrect use of academic and/or professional sources and literature.

DESCRIPTION OF SCU GRADES
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail: The student’s performance fails to satisfy the learning requirements specified.

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Teaching strategies/ Pedagogical approaches
Strategy Definition
Active listening Encouraging children to lead conversations. Teachers create opportunities for shared, sustained conversations by listening deeply and thoughtfully to what children are saying and actively responding to their contributions.

Challenging Offering children opportunities to extend their knowledge and skills in the context of secure relationships. Teachers gauge when to offer challenges and opportunities through provocation and reflection that will extend children’s thinking and learning.

Collaborating Enabling children to take the lead in their learning while working with them to contribute to, rather than dominate, the direction of the experience. This can also include involving others (e.g. family members and members of the community) who may have particular expertise or knowledge that can inform and support learning.

Direct instruction Using explicit teaching strategies when other strategies might not be safe or appropriate.

Encouraging Making comments that support, motivate and encourage children to persist.

Explaining Making ideas and requests clear for children. This is useful when children want or need to understand a concept or idea.

Gaining prior knowledge Acquiring information about a child’s previous learning, interests and individual needs.
Giving feedback Offering constructive, specific feedback on behaviours or actions.
Holistic, integrated and interconnected approaches Holistic approaches recognise the integration and connectedness of all dimensions of children’s learning, development and wellbeing. When educators take a holistic approach, they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing and cognitive aspects of learning.
Inquiry based learning Children pose questions and investigate the answers. This allows them to they feel in charge of their own learning. Inquiry-based approaches to learning harness this spirit of investigation, creating an interesting, engaging and meaningful curriculum that uses children’s interests and questions as a starting point for effective learning.
Intentionality Educators are intentional in all aspects of the curriculum and act deliberately, thoughtfully and purposefully to support children’s learning through play. They recognise that learning occurs in social contexts and that joint attention, interactions, conversations and shared thinking are vitally important for learning.
Labelling Labelling emotions expands children’s emotional vocabulary. Further, identifying emotions is also useful for learning to read other people and what they might be feeling.
Making connections Helping children to see relationships and inconsistencies. Teachers contribute to and extend children’s thinking by comparing their experiences and ideas.

Modelling Demonstrating a skill or routine. Teachers gradually release responsibility so children can practise and master the skill or routine.

Narrating This allows children to be the expert of their play and increases vocabulary. Narrate what the child is doing without inputting your ideas through questioning “You are making curly lines with the blue crayon”.
Negotiating Working with children to consider their own and others’ perspectives, and develop problem-solving strategies and solutions that cater to the different perspectives.

Positioning Placing objects or yourself in particular areas. You may intentionally place different objects together to promote a learning objective.
Project based learning Acquire knowledge and skills by working on a project over a period of time.
Prompting recall Reinforce concepts, solve problems, report on observations or develop concentration. “Do you remember what happened when tried this?”
Providing choice Recognising children’s agency by offering opportunities for children to make safe choices and experience the consequences of their actions. Provisions for choice need to be considered in the context of relationships and should not place children at risk or in danger. Supporting children to make choices encourages autonomy and independence.

Questioning Open-ended questioning can be used to extend children’s thinking and problem-solving. Teachers emphasise reasoning and willingness to change thinking when gaining information from questioning.

Reflecting guiding children to reflect on their day and their learning experiences, and to engage in thinking that helps them to build on prior learning. The process of reflection is strengthened by engaging in high-quality verbal interactions about current learning and what comes next for each child.

Repeating child’s language
Researching helping children to gather information to find solutions to problems. Researching involves asking questions and using a range of sources.

Responding to cues Accurately responding to each infant’s pattern of sleep, hunger, alertness, and need for comfort.

Role play Role plays involve practising communication skills and discovering what works personally for an individual and what does not work. Children and educators can engage in role play.
Scaffolding Providing children with a supportive framework for taking the next steps or moving to a higher level of thinking. Teachers use their knowledge of children’s strengths, interests, ideas and needs to break down skills and routines to guide each child.

Serve and return hen an infant or young child babbles, gestures, or cries, and an adult responds appropriately with eye contact, words, or a hug, neural connections are built and strengthened in the child’s brain that support the development of communication and social skills.
Suggesting This involves offering children advice, ideas and recommendations about what to do next.
Sustained shared thinking Sustained shared thinking occurs when educators support the development of children’s complex thinking and problem-solving skills by engaging children in open-ended and exploratory conversations.
Please note these are only some possible strategies that you may wish to use. Please feel free to utilise in your design strategies from diverse cultural contexts and knowledges (i.e. indigenous perspectives of play and recourses)that may not be listed here.

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Learning Experience Exemplar.
Part 2 – PLAY-BASED LEARNING EXPERIENCE – Open-ended art with natural materials
Aim/objective: Children will use a wide range of descriptive words to explore the properties of natural resources. It is intended to provide a rich language experience focusing on adjectives and verbs. Children will be invited to create open-ended art with natural materials and explore textures, colours, patterns and shapes of natural resources.

EYLF Outcomes:
2.4 – Children become socially responsible and show respect for the environment
5.1 – Children interact verbally and non-verbally with others for a range of purposes
5.3 – Children express ideas and make meaning using a range of media

Rationale: Some children showed great interest during a nature walk activity yesterday. Mei and Jack started collecting different leaves on the walk and discussed the shapes and colours. This experience extends based on their interest in the outdoors and its resources.
Setting and timing: Implemented on an outdoor table with shade during morning outdoor time where there is a large block of uninterrupted play time.
Timing Procedure- how you will implement this Plan Considerations- space, time, supervision Environment:
Resources/materials required
Teaching strategies/ Pedagogical Approaches
5 mins

5 mins – flexible

Flexible – Children will take as long as they need to create. • Set tables with necessary items or ask children if they would like to assist in collecting materials and resources.
• Gather children around the table and introduce the materials.
• Remind/ question children about the nature walk yesterday.

• Invite children to find more natural resources to add to those collected yesterday and bring back to the table.

• Invite the children to create open-ended art with natural resources. Supporting where needed.

• As they create, assist children to identify the leaves that have different patterns/ textures/ colours by modelling descriptive words (adjectives). Educators can also identify new verbs as children are creating.

• Educators could ask children what they have created and what they used, transcribing as the children speak.

Example:
“I made a leaf picture of a puppy. I used the brown, crunchy leaves and some sticks I found. I rolled this leaf, it was soft, and it was the bone.”

• Children can share their creations with their friends or put them on display if they wish.

Children can come and go from this experience.

Ensure enough space between children at table.

Supervision required as children are using paint and glue.

Carried out in the morning where there is a long uninterrupted period of play.

Table must be in shade and children must have hats/ sunscreen.

Water bottles easily accessible • Fresh and dried leaves that were collected yesterday
• Other natural resources collected by children
• Paints
• Glue
• Tape
• Paint brushes
• Paper
• Aprons
• Baskets
• Children may ask for extra materials they need

Use open-ended questioning to gain prior knowledge and link to previous learning.

Example questions:
• What did you like best about our nature walk yesterday?
• Did you find other items on the walk?
• I noticed you and Jack talking about the colours of the leaves you found.

Sustained shared thinking used to encourage children to elaborate, recap and review ideas from yesterday.

Open-ended art focuses on the process rather than a product. This allows children to explore the materials how they see fit. “We have paint, the leaves you found yesterday, brushes, glue, I wonder what we could do with all of these things?”

Modelling rich language
Examples:

• “I noticed you were talking about the different colours and shapes of the leaves; what else do you notice?”
• Crunchy, soft, colour words, rough, shapes etc.
• “I can see you are rolling/ pressing/ tearing the leaves”
Part C Ideas for learning resources:

• Eye spy games using descriptive words for clues
• View different artworks via a virtual art gallery tour
• Add natural materials such as twigs, straw and pebbles to small world play area