Task two ePortfolio

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Task two ePortfolio

  1. 1. MY HOME CENTRE: A “FIRST STEPS” CENTRE Two licenses: 1) Licensed for Infant care (ages 3 months to 2 and a half years old) 2) Licensed for Toddlers/Preschool (ages 2-3 and 3-5) Multicultural Eight babies (‘Lil Tots’) enrolled. Approximately 20 toddlers (‘Big Tots’) enrolled. A mix of qualified teachers and training teachers. Opening hours: 7am-6pm, Mon-Fri. Ratio = One teacher : five babies (1:5)
  2. 2. CENTRE PHILOSOPHY • Acknowledge and embrace the multiculturism of the surrounding community and of the families associated with the centre. • Maintain the use and respect of Te reo Maori and Tikanga Maori within the centre. • Always ensure the safety and wellbeing of all children in the centre. • Upholding the principles of Te Whariki within the centre to promote happiness and wellbeing in all children.
  3. 3. OVERVIEW OF THE CENTRE The babies room at my home centre is divided into two separate areas. The main space is dedicated to toddlers. The smaller area, blocked off by a gate, is dedicated to infants.
  4. 4. OVERVIEW OF THE CENTRE There is a fully-covered deck adjoining the babies room, where the parents/whanau enter. This space includes a built-in play house, a large couch, shelving, a large locked storage cupboard, a mini portable circus-like tent and lots of clear deck area for a variety of activities. There is a window above the couch which looks into the infants room. The toddlers often use this to interact with the infants and teachers by waving and making funny faces. We often set up mats and children’s chairs, couches and large floor cushions on the far end of the deck so infants and toddlers are safe and comfortable. Mat times are often held on the deck.
  5. 5. OVERVIEW OF THE CENTRE
  6. 6. Learning Space: Nature Area Location: The babies’ nature area is situated in a well-lit corner under the window in the babies room. Interactions: Mostly child/selfdirected play and exploration. Teachers interact with the babies by encouraging exploration of resources and textures by using techniques such as demonstration (e.g. how to rub the sheep-skin against your skin to feel the soft texture). Ensuring Safety: Teachers ensure the learning area is safe by: • Removing/repairing damaged resources as soon as possible. • Ensuring heavier play resources are on the floor or the bottom shelf so they do not fall on the infants. • Providing properly cleaned natural resources to avoid illness.
  7. 7. Learning Space: Nature Area Set up of resources: Play resources include: • A wide range of exotic toy animals • Flax baskets • Sheep-skin and other similar natural textures • Discovery Bottles • A variety of driftwood, log slices, shells and starfish • Images of birds, plants, animals and insects • Pinecones • Animal print materials The play resources are set up in a variety of ways and combinations each day. All the resources are kept tidy on a low, infant-friendly bookshelf when the infants are not using them.
  8. 8. Learning Space: Nature Area Value of play and exploration in this space When the infants explore and play with the resources in the nature area they encounter a range of learning experiences that encourage the development of their primary senses (e.g. taste, touch and smell) and spatial awareness. Curiosity is the biggest motivation in infants in this learning area; and exploration is expressed more than play. Te Whāriki “Strand 5: Exploration –Mana Aotūroa Children experience an environment where: Goal 1 – their play is valued as meaningful learning and the importance of spontaneous play is recognised. Children develop…the knowledge that trying things out, exploration, and curiosity are important and valued ways of learning.” (Ministry of Education, 1996.)
  9. 9. REFERENCES Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

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