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open interactions that support the acquisition of skills for life and learningoElement 5.2.1 Each child is supported to work with, learn from and help othersthrough collaborative learning opportunitiesoElement 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills and to improve practice and relationshipsRelevant learning framework and outcomes: Queensland Kindergarten Learning GuidelinesoQKLG Key Focus: Connectedness - shows increasing respect for diversityoQKLG Key Focus: Connectedness - building a positive relationship with othersoQKLG Key Focus 4: Active Learning - building positive dispositions and approaches to learningoQKLG Key Focus 4: Active Learning - engages in ways to be imaginative and creativeEvaluation:Learning Outcomes:On the day, another educator started the discussion with the kindergarten children about the Buddhist Festival of Floating Bowls – using the information that our Buddhist educator had given us we spoke with the children aboutorigin and that the Buddhists of Thailand adapted the festival to honour Lord Buddha. The candle raft (Krathong) is floated in the water as a mark of respect to the Buddha. Also, the raft is believed to carry along with it all the sins, grievances and angst of the person floating it, thereby offering an opportunity to begin a new life in a much better manner. The children were very keen to find out more about the festival, asking what the Krathong looked like and who they knew that celebrated the festival. The children showed their respect for diversityand their positive approach to learningthrough their interest in the group time discussion. When the children found out that Miss Nhom was a person they knew that celebrated the festival the children demonstrated how they build positive relationships with others and the ways they engage in imaginative and creative play but suggesting that they would like to make boats for Miss Nhom to float away. National Quality Standards:NQS 5 – relationships with children, was achieved through this activity. All children were able to participate in the class discussion aboutthe festival and gain meaningful learning from their educators and each other. NQS 4 – staffing arrangements, was met through the collaboration of myself and three other educators to plan and implement this learning activity for the Kindergarten children. Consultation:This activity was planned and implemented from an information sheet that a culturally diverse staff member handed out to all other staffEnvironment:The children demonstrated their cultural competency through asking questions relevant to the Buddhist Festival that we were discussing through group time. Asking “what do the bowls look like?” helped all the children to create their own boats that they beautifully decorated in line with the traditions of the festival – with flowers and bright colours.