After being led into the inquiry through weather activities and interactions from Week 1 (remote learning), children demonstrated enthusiasm in the learning of weather on their return to the ELC. They shared their thoughts about the weather as we collaboratively observed what we saw each morning. As children became familiar with the varied names of the types of weather, educators challenged their thoughts and ideas by asking open-ended questions.
“Sunny” – Emily
“Blue sky” – Elijah
“Windy” – Carissa
“Rain” – Archie
Big Rain Coming by Katrina Germein was introduced as a lyrical story for children to connect their learning while expanding their awareness of weather patterns and exposure to the Aboriginal and Torres Strait Islander cultures. Children were captivated with the exquisite illustrations in the story, particularly the wind cloud, and regularly communicated the sounds and actions of the wind using their mouths and bodies. We then implemented scientific experiences related to wind, air, and breath to extend children’s learning and interests.
As the term progressed, we slowed down again and observed children’s play in the learning environment. Children connected their current learnings to new play experiences, for example, building structures using blocks and blowing these over, using their breath. These observations led us to introducing the common folktale, The Three Little Pigs through story, video, puppetry and interactive displays. Since its introduction, we have scaffolded and shared new vocabulary and understandings of building and constructing as a group, and have also observed children creating new and more challenging structures in their play.
Jana Cresp
Wilkins Teacher
