N u r s e r y 1
The Nursery 1 are able to sense fear, nervousness, or confidence of the teacher.
learning goals
-
Able to recognise and count numerals from 1 to 10.
-
Able to sort objects by shape and colour.
-
Able to walk up and down the stairs with alternating feet and support.
-
Able to easily handle small objects.
-
Show a wide range of emotions (sad, happy, excited)
Nursery 1 children making heart shapes using chalk and crayon for their family members.
A Nursery 1 child showing his purple heart shape card that he has made for his mother.
Nursery 1 children playing with their blocks during free play time.
Nursery 1 child made a card for his family.
Theme for the semester (July - August) : All About Me!
The Nursery 1s are currently touching on the microsystem of their lives and are learning more about the people and things around them. This term, we focused their learning on what they usually see around them and who they interact with such as their home, family members, daily necessities and routines that they go through. Sensory play and outdoor activities are conducted for these younger ones to allow them to get in touch and understand more about their senses and develop both gross and fine motor skills as well.
Sponge It Up!
Teacher Amanda make sure she can see both the children playing the blocks and those doing the artwork.
Teacher Amanda ask the children what they are building.
Teacher Amanda documenting what a Nursery 1 child is saying
V I D E O
In the video above, informal grouping, positioning of materials and people and documentation of children’s learning are main teaching techniques that can be observed. In this sponge painting lesson for Nursery 1 children, the teacher informally grouped them on the spot based on their responses so children will have an extend of freedom to choose whether they want to play or paint first. In addition, prior to the lesson, the positioning of materials on the plastic plates in the middle of the table has been carefully planned out so that children are able to easily access and use them independently at an arm’s reach with minimum movement around the room. The positioning of materials allows children to increase exploration of materials given and improve social interactions as the plates are placed rather closely (Hubpages, 2015).
The positioning of children in relation to teacher’s seat was also planned out so that she is able to monitor both groups of children’s safety at all times as they are within her line of sight. Lastly, the teacher included documentation of children’s work by asking them to describe what they have painted and write down what they have described and labelled the paintings respectively.