Analyzing Weekly Programs for Early Childhood Education (3-5 Years)

This assignment analyzes a weekly program designed for early childhood education, specifically targeting children aged 3-5 years. The program outlines intended learning outcomes, aligning with EYLF principles and practices, and details various teaching strategies such as storytelling, role-playing, and one-on-one interactions to foster children's confidence and involvement. It incorporates digital technologies, group learning activities, and opportunities for children's voices and emerging interests. The program includes routines, indoor and outdoor experiences, and spontaneous teachable moments. The document provides a daily program with specific activities, including creative arts, science, dramatic play, and music & movement, along with a project on growing potatoes. It also reflects on the effectiveness of teaching strategies, the use of theorists, and potential changes to the environment and routine. Finally, the assignment includes references to support the curriculum and learning approaches, as well as children's input, family input, and community involvement.

WEEKLY
PROGRAM
Week Ending: Room: Educators:
Intended learning outcome/s: Identification of the confidence in the learning of the children between the age group
of 3 to 5 years and their involvement.
EYLF Principles 1. Secure, respectful and reciprocal relationships 2.Partnership 3. High
expectations and equity 4.Respect for diversity 5.Ongoing learning and
reflective practice
EYLF Practices 1. Holistic approaches 2. Responsiveness to children 3. Learning through play 4.Learning environment
5. Cultural Competence 6. Continuity of learning and transitions 7. Assessment for learning
EYLF
Learning
Outcomes
LO1: Children have a strong sense of
identity
LO3: Children have a strong sense of
wellbeing LO5: Children are effective
communicators
LO2: Children are connected with and contribute to
their world LO4: Children are confident and
involved learners `
Digital Technologies:
For children between age group of 3 to
5 years the technologies that teachers
can use are smart boards, sensitivity
technological tools etc. to enhance the
learning experience of children and
expand their level of understanding
and involvement which will help in
achieving the learning outcomes.
Group learning:
The most effective technique of
inculcating group learning amongst
the children is by incorporating tools
like storytelling, artificial experience
using many different tools, group
activities etc. that will help them in
learning how to operate in a team
and thus help in achieving the
learning outcome.
Emerging
Interests & Ideas
to Explore
The ideas generated by the students
throughout the week should be
recorded by the teacher and then the
emerging areas in which interest of the
child is being developed should be
identified and noted so that
development on individual basis can
take place.
Routines /Transitions:
The routine should be developed in such
a manner that the child develops the
skills that he should develop along with
passing years. Routine involves making
child habitual to the activities that he is
required to perform daily and as per the
allotted timeframes i.e. the bathroom
ti8me, the arrival time, lunch time, nap
time, prayer time, play time etc.
Intentional
Teaching
Strategies:
The strategies that I intend to use in
order to achieve the learning
outcome are coaching, storytelling,
role playing, setting up scenarios,
and indulging in one to one
interaction with the students. These
techniques will help in developing
Children’s Voices
Once in every week, each children
will be invited by the teacher i.e.
me and I will ask them to tell
everyone all their thoughts, feeling
etc. about everything that has
happened in the entire week. Tis
will help me in determining their
mental state and identify if they
are facing any problems. Further
by taking notes, the teacher can
Indoor
Experiences
The indoors will be as per certain
guidelines i.e. if there is sufficient
light, whether children can see
outside, creative surroundings,
playing hide and seek or conducting
other indoor activities with the child
that will help them in enhancing their
learning experience.
Spontaneous
Teachable
Moments:
Along with planned activities, certain
spontaneous activities like quizzes,
oral tests, indoor or outdoor
competitors etc. will be incorporated
by the teachers so that learning can
be an exciting and fun process for
children.

intelligent learning amongst the
students and they will learn to
recognize how things are in real life.
resolve and address each student
individually. Outdoor
Experiences
Using Play spaces, gardens,
elements of nature, visits etc. are
some of the major aspects that
should be incorporated in the
learning process.
Family Input
Regular meeting with the parents of the
child is done and if they are having any
problems at home which are shard with
the teachers, these are also recorded.
Many times teacher gets invited to the
family functions of the child and o0ne
should always attend such functions in
order to develop a deeper insight.
Where To next: After formulating this plan, the teacher evaluates the various stages
thorough which his strategies formulated earlier are implemented and results are analyzed
accordingly.
Critical Reflection and Evaluation
Where intended outcomes met?
The intended outcomes of the plan that was to develop and induce intelligent
learning amongst children between the ages group of 3 to 5 years were achieved upto a
certain extent. The learning strategies that I implemented made the children come out of
their protected zone and get familiar with real life.
Where the teaching strategies successful and if so How?
The strategies that I adopted for indoor and outdoor learning as well as group and
individual learning were effective to some extent because some strategies that I intended
to use were not made applicable in the manner that I deemed fit. The story telling, student
sharing his experience, family meetings and role play teaching were some of the excellent
strategies that had the desired effect and made the children really come out of their
cocoon. However, sensitive teaching failed entirely because children became dis oriented
and hence became panicked which was a failure on my part.
Which theorists informed your practice and Why?
The theorists with which my practice can be confirmed are the early years learning
framework which encourages to use a fun and playful approach towards educating
students and making them involved in the learning process. This was used by me since it

helps me in encouraging children to adopt a more realistic approach towards their
education and not just take it is place where they are taught or educated but rather as a
place where they are made learned and this theory helped in doing this.
Any changes to the environment or routine?
Despite everything some of the major changes that were to be incorporated in the
entire development process was regarding the sensitivity training model. And in the
routine, there was no such major changes except incorporation of prayer time as well in the
plan.
As a team, what would you like to achieve for next fortnight?
As a team, together we would like to further hone are overall process of proving
learning to the children from age group of 3 to 5 years so that they can further improve
the overall process of learning and enhance their learning experience which would help in
incorporating the student in the entire process and develop intelligent learning.

DAILY PROGRAM
Room: Playing Room (3-
5’s) ie
Intended learning outcome/s: To encourage children to investigate, learn concepts, predict and hypothesis
Routines /Transitions:
Wearing protecting pads before
entering.
Playing together as well as in the
designated area.
Transition Song: We will We will rock
you by Queen
Collecting toys after plying
Signing the name and marking the
experience using appropriate signs
while leaving playroom.
Whole Group Time:
In this week, the new topic will
begin regarding unity in diversity
in which children from different
backgrounds and races will learn
about each other’s culture and
new relationships will be build.
Creative Arts:
In the last week children were
introduced to the art of story-telling
where they were taken into a magical
environment. This week it will be
integrated with sensory tool that will
help them in enhancing their senses.
Science Sensory:
The sand modelling class will be
continued this week where they
will learn eye to hand coordination
and creativity will be enhanced
through identification of the idea
behind the sand models that are
made.
Dramatic Play:
Art of storytelling using Shadow
puppets will be introduced to the
children and a projector screen using
the lights and sound will be used.
Pre-writing:
Writing names with colorful
markers on whiteboards at entry
and then at exit.
Music & Movement:
Zumba form of dancing will be
introduced and using ribbons, it will
be taught to the kids.
Construction Play:
Continuing from last week, the
children will continue learning about
camping and this week they will learn
how to make tents out of bed sheets
after they were taught how to tie
simple knots.
Robotics: Beebot and Obstacle Course
Language/Literacy
The Child and Nature; Or, Geography
Teaching with Sand by Alex Everett Frye
Book and website:<
https://www.barnesandnoble.com/
w/the-child-and-nature-alex-
everett-frye/1131283600>

Loose Parts:
Last week children were introduced to
the Origami art and this week it will be
continued where students will be
further taught new patterns and their
creation will be photographed and
presented on the creative tack board.
Manipulative Play:
Sand and bottles using stones and
other tools.
Learning the art of gardening
beginning with very basic level
Math’s:
Teaching them to paly scrabbles.
Computers & Interactive
Smartboard & Robotics:
Learning to locate different countries
on the map and identifying where the
aboriginal’s area of Australia is
Will showed a great interest in such
geographical study of locations and
use of map. A new construction class
will be planned sooner.
Project/s: Plants- Growing Potatoes
How potatoes grow underground?
How can they be identified?
What do we already know about potatoes?
What more do we want to learn about potatoes?
A visit to the kitchen garden showed that Erica, Louisa, Beth and John showed
extreme level of curiosity regarding their procedure for growth and extracting
them from the ground.
Spontaneous Teachable
Moments:
While sand modelling, students were
extremely excited and I too made a sand
castle.
Outdoor Experiences:
Kitchen Garden: Learning about potatoes
Drawing: Depicting nature through art.
Camping: Learning how to tie knots and put up bed sheet tents.
Children’s Voices:
“I like sand modelling my house and my friend Clara’s house “Cathy 5.10.19
“My paper horses and flowers (origami) keep tearing, Jim can make a perfect
flower with other creative things as well? Steve 7.10.19
Emerging Interests & Ideas to Explore
I heard Charlie and Sam discussing how the rain falls out of nowhere when
they were all waiting for the rain to stop so that they could go home.
Family Input & Community
Lisa’s brother were discussing how they would be visiting California on Halloween and then visit their cousin in Nevada.

Where To next: After this, the plan for next week will be formulated so that the lack in previous week can be tried to cover in next week.
Daily Curriculum Reflection:
Learning environments: The learning environment assessed mainly were the creativity level and the involvement level of individuals in the learning process.
Teaching Strategies: Using innovative ideas and fun oriented techniques so that it can be incorporated in the learning process.
Program Code linking to Assessment of Learning
Observation = OBS/ Children’s Voices=CV / Family Input=FI / Intentional Teaching=IT / Spontaneous Teachable Moments=STM /
Emerging Interests=EI /Whole Group Time=WGT / Community = COMM / Outdoor Experiences = OE / Teaching Strategies = TS
Theories and curriculum approaches: EYLF framework helps in collectively incorporating the various stages in the learning process addressing each stage separately.
Children’s Input on the Curriculum and Learning: They found the entire process to be an extremely engaging and fun loving one where they were involved in the entire
process during entire duration.

References
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childhood. Early Years. 36(3). pp.271-288.
Catts, H.W., Herrera, S., Nielsen, D.C. & Bridges, M.S., (2015). Early prediction of reading comprehension within the simple view framework.
Reading and Writing. 28(9). pp.1407-1425.
Hall, N. & Robinson, A., (2016). Exploring writing and play in the early years. Routledge.
Macintyre, C., (2016). Enhancing learning through play: A developmental perspective for early years settings. Routledge.
McLachlan, C., Fleer, M. & Edwards, S., (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.
Meadows, S. & Cashdan, A., (2017). Helping children learn: Contributions to a cognitive curriculum. Routledge.
Palaiologou, I., (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education
Research Journal. 24(1). pp.5-24.
Plowman, L., (2015). Researching young children's everyday uses of technology in the family home. Interacting with Computers. 27(1). pp.36-46.
Richter, L.M. & et.al., (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The
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years learning framework for Australia. Retrieved from
https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf