The document summarizes a provocation for an early childhood learning environment that focuses on construction. It includes a list of loose parts and larger recycled materials for children to use such as buttons, cardboard, and tires. It also lists books related to construction. The provocation is designed to be outdoors but can be moved inside. It supports multiple areas of the National Quality Standard including the physical environment, resources, and sustainability. It is intended to provide open-ended, flexible, and inclusive play opportunities while developing children's construction skills and respect for the environment.

1. GROUP MEMBERS:
!
TEAM NUMBER: 17
UNDER
CONSTRUCTION
LAURA HENSHALL: 33211822
DANIELA WEYERS: 33440629
MYLIZE SMITH: 32909013
HANNAH MORRISON: 32635889
CARISSA APPS: 30803958
(Kinkenshop, 2018)

2. Provocation
Inanearlychildhoodlearningenvironment.Aimedat2-3yearsofage.

3. Loose Parts
● Buttons
● Cardboard pipes
● Corks
● Fabric scraps
● Metal washers
● Popsticks
● PVC pipes
● String
Big Items
● Construction signage
● Cut off sections of orange piping
● Tires filled with sand
● Off cuts of PVC pipes
Books
● Construction by Sally Sutton
● Dump Truck Duck by Megan E. Bryant
● Mighty, Mighty COnstruction Site by Sherri Duskey Rinker
and Tom Lightenheld
● Roadwork by Sally Sutton
● Time to Build by Kate Riggs
● What Can a Crane Pick Up? By Rebecca Kai Dotlich
List of Materials

4. ❖ Focuses on the outdoor and indoor spaces available in an early learning centre as well as the
ensuring that the facilities are suitable for the children.
❖ Importance in ensuring that the spaces uses are suitable, supportive and accessible to all
children (Guide to the National Quality Standard, 2017).
❖ Focuses on the maintenance and safety of the equipment, furniture and the premises used by
the children.
❖ Needs to be an assurance that the equipment, premises and furniture is kept clean and tidy to
minimise the risk of injury and/or contamination within the learning environment (Guide to
the National Quality Standard, 2017).
National Quality Area 3: Physical Environment
Standard 3.1 Design
(Kinkenshop, 2018)

5. ❖ Our provocation is designed for the outdoor area, however, can easily be moved
indoors if required to do so.
❖ The sandpit area is required for a foundation for the children. Sand is a basic
element of the earth which soothes the soul while providing many learning
opportunities (Bullard, 2010).
❖ Chairs and tables are available for the children in this area so they have access
to research and read about different constructions and materials used.
Standard 3.1.1 - Fit for Purpose
p
(Kinkenshop, 2018)

6. ❖ The area consists of PVC piping, toy construction trucks and construction
hats so children can obtain the full experience through their play.
❖ The tables and chairs used are children’s height so they can easily reach
the resources they require for their construction work.
❖ Books are available in the outdoor area so children can access these
outside while they are busy playing.
Standard 3.1.1 - Fit for Purpose
(Kinkenshop, 2018)

7. ❖ This standard focuses on the upkeep of the learning environment and how the premises, furniture and
equipment are sale, clean and well maintained (Guide to the National Quality Standard, 2017).
❖ Our provocation is designed to be set up in an outdoor learning environment.
❖ Occupies a large open space with fresh air and sufficient space for the children to explore.
Standard 3.1.2 - Upkeep
(Kinkenshop, 2018)

8. ❖ Recycled furniture and equipment is safe (free of sharp
objects/edges) and age appropriate for children from 2-3 years.
❖ Schedules are in place for cleaning of all the loose parts and
furniture used by the children to prevent injuries and the spread of
infectious diseases.
❖ Regular safety checks and monitoring of the loose parts and
equipment. Daily checks are critical to keep equipment and the
children’s environment safe (Bullard, 2010).
Standard 3.1.2 - Upkeep
(Kinkenshop, 2018)

9. ❖ Organisation and adaptation of the indoor and outdoor environments best supports all
children’s engagement and participation (Guide to the National Quality Standard, 2017).
❖ Ensuring that the resources and equipment can be used for multiple purposes and are
sufficient in number and are available to all children through play-based learning.
❖ Importance of caring for the environment and demonstrating to children how they can
show responsibility to the environment (Guide to the National Quality Standard, 2017).
Standard 3.2 - Use
(Eezy, 2019)

10. ❖ The flexible arrangement of equipment and open-ended materials including all loose-
parts encourages children to become critical/flexible thinkers, problem solvers and
investigators.
❖ Children have access to a range of materials including books, loose parts and larger
items, therefore catering for diversity.
❖ Children are able to initiate their own play experiences independently or play in small
groups; therefore our provocation also promotes various social skills.
Standard 3.2.1 - Inclusive Environment
(Eezy, 2019)

11. ❖ The nature and spacing of the resources, materials and equipment leaves
their use open to the children’s interpretation and means that each
individual can take as much space for learning as they require.
❖ The quantities provided allow for several students to be utilizing them at
the same time.
3.2.2 - Resources support play-based learning
(Kinkenshop, 2018)

12. ❖ The types of resources, materials and equipment provided;
➢ Give students basic ideas for use, but don’t limit their use to any single scenario
➢ Have been picked so that students of all learning levels can comfortably interact with them
➢ Are intended to challenge students to use them creatively and to make connections between
new and existing knowledge
3.2.2 - Resources support play-based learning cont..
(Kinkenshop, 2018)

13. ❖ Provides opportunities for children to interact with recycled and reusable materials
in their environment in an open ended manner.
❖ Helping children develop an understanding and respect for the natural environment
and the interdependence between people, plants, animals and the land.
❖ Children are being supported to appreciate and care for natural and constructed
environments.
3.2.3 - Environmentally Responsible
(Kinkenshop, 2018)

14. ❖ This provocation supports educators in an early childhood learning
environment, providing the perfect opportunity to teach and guide children
about environmentally sustainable practices and behaviours.
❖ Children are the citizens of the future, this provocation promotes and
encourages an understanding of the importance of engaging in
environmentally sustainable practices.
Discussion
(Eezy, 2019)

15. ❖ Promotes environmental sustainability by providing children with the opportunity to engage in open
ended play and exploration of reusable and recyclable materials.
❖ Children’s learning and play can be scaffolded by educators through discussions with peers and
educators.
❖ Educators can then continue to plan and implement further experiences promoting environmental
sustainability such as a veggie garden, recycling station and earth hour.
Discussion cont..
(Eezy, 2019)

16. Our provocation supports children express multiliteracies including;
❖ Social and emotional:
➢ Children learn to work collaboratively.
➢ Interactions with one another as they share the loose parts and discuss findings.
❖ Creative & divergent thinking:
➢ Imaginative skills during pretend and role play.
➢ Story telling heightens children's creative thinking capabilities.
❖ Spatial Awareness:
➢ Understanding of direction, distance, location and depth.
Description
(Eezy, 2019)

17. ❖ Problem solving:
➢ Encourages children to control impulses as they negotiate and share equipment.
➢ Strategies such as conflict resolution when challenges in interactions arise.
❖ Linguistic/verbal communication:
➢ Speech, gestures, facial expressions and body language during exploration of loose parts.
➢ Requesting for an object by pointing, gesturing and using speech (oral).
Description cont...
(Eezy, 2019)

18. ❖ Relational space: We have created an integrated space where there are no rules
or restrictions in terms of how students should be interacting with their
environment; the children are free to use their imagination and creativity to
explore.
❖ Overall softness: The environment that we have created can be described as
diversified, stimulating and welcoming. Children have access to range of different
materials including loose parts, larger items and books.
Topic 4’s Keywords & Metaphors
(Eezy, 2019)

19. ❖ Multi sensoriality: Children have access to a range of materials that will
stimulate their senses including sand and loose parts play.
❖ Constructiveness: Children are actively constructing knowledge through their
interactions with materials and others (Bullard, 2010).
➢ Our provocation encourages students to use their creativity, imagination
and critical thinking skills to interact with the materials; it has also been
designed in a way that allows children to interact with their peers.
Topic 4’s Keywords & Metaphors Cont...
(Kinkenshop, 2018)

20. Laura Henshall
❖ Constructivism - This assignment has allowed me to work collaboratively with both internal and external
students, where we have shared ideas and knowledge which has allowed me to discover new learning concepts.
❖ Social Constructivism - As a group we worked efficiently to organise each team members roles early, to allow
each member sufficient time to complete the set tasks.
❖ Discovery Learning - I have discovered a range of recycled learning materials and how these can be
incorporated in provocations for young children to explore.
❖ Multiliteracies - I have gained a better understanding of how our provocation supports children express
multiliteracies through play including spatial awareness, linguistic, visual, oral and gestural.
Summary / Critical Reflection

21. Mylize Smith
❖ Constructivism - This assignment emphasised the collaborative nature of learning, allowing my group to work
together to actively construct knowledge and discover new ideas and concepts.
❖ Social Constructivism - Planning the assignment as early as possible, delegating specific tasks to each group
and communicating on an ongoing basis worked effectively.
❖ Discovery Learning - In addition to collaboration, the assignment also promoted aspects of discovery learning
when I used my prior knowledge and experience to help plan a provocation that utilises recycled materials.
❖ Multiliteracies - The importance of catering for diversity, and the different ways of making meaning/forms of
expression were also reinforced, allowing us to discover how the multiliteracies ( linguistic, visual, audio,
spatial awareness and gestural) can be addressed in a provocation.
Summary / Critical Reflection

22. Hannah Morrison
❖ Constructivism - It has been invaluable to work with other students, we have shared our ideas and learning
throughout allowing me to understand key educational concepts.
❖ Social Constructivism - Played a key role throughout this assignment as we consistently interacted and shared
knowledge with one another.
❖ Discovery Learning - This assignment encouraged me to draw on experience and prior knowledge to engage
with my environment to plan and arrange materials to promote inquiry-based discovery learning.
❖ Multiliteracies - I have gained a better understanding of multiliteracies and how this provocation promotes
visual, gestural, oral, spatial, audio as well as 100 languages of children.
Summary / Critical Reflection

23. Carissa Apps
❖ Constructivism- Seeing how elements other group members have worked on has allowed me to construct new
connections to and understandings of specific educational concepts.
❖ Social Constructivism - I have been able to work collaboratively with the group members to co-construct new
knowledge and understandings.
❖ Discovery Learning - I had to think about how best to encourage play based learning and what materials and
environmental factors would best encourage the discovery essential discovery learning.
❖ Multiliteracies - I was able to reflect in a real life situation about how best to promote Multiliteracies
(linguistic, visual, audio, spatial awareness and gestural) through our provocation.
Summary / Critical Reflection

24. Daniela Weyers
❖ Constructivism - This experience has assisted me in gaining a better understanding of concepts as there was
continuous discussions within the group and the importance of collaboration and time management by all group
members.
❖ Social constructivism - This was vital as students were both internal and external and the group was able to
communicate effectively and timely with each other.
❖ Discovery Learning - Encouraged me to utilize recycled materials and notice the purpose they can serve to a
child in a well-constructed play provocation.
❖ Multiliteracies - I developed a better understanding of the multiliteracies: linguistic, visual, audio, spatial
awareness and gestural and how these can all be incorporated into a well-constructed provocation.
Summary / Critical Reflection

25. Australian Children's Education & Care Quality Authority. (2019). Quality Area 3 – Physical environment. [online] Available at: https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-
environment [Accessed 2 Apr. 2019]
Bullard, J. (2010). Creating Environments for Learning (1st ed.). Pearson.
Ceppi, G. & Zini, M. (Eds.). (2001) Children, spaces and relations:Metaproject for an environment for young children. Modena, Italy: Reggio Children
Council of Australian Governments (COAG) (2009). Belonging, being & becoming: The early years learning framework for Australia (Educator’s Guide). Canberra: Australian Government Department of Education,
Employment and Workforce. http://rti.cabinet.qld.gov.au/documents/2009/jun/national%20early%20childhood%20development%20reform%20agenda/Attachments/Framework.pdf
Guide to the National Quality Standard (2017). Element 3.2.1. [online]. Available at: http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf
Kid Sense Child Development. (2019). Play and Social Skills - Kid Sense Child Development. [online] Available at: https://childdevelopment.com.au/areas-of-concern/play-and-social-skills/ [Accessed 2 Apr.
2019].
Malaguzzi, L., Zini, M., & Ceppi, G. (1998). Children, spaces, relations: metaproject for an environment for young children (pp.10-31). Reggio Emilia, Italy: Reggio Children.
Soft, Peaceful, Inspiring Background Music Instrumental -- relaxdaily N°058. (2012, October 28). Retrieved April 20, 2019, from https://youtu.be/xIrkdJnsLPU
Russ, S. (2016). Help your children play out a story and watch them become more creative - The Spoke – Early Childhood Australia's Blog. [online] The Spoke – Early Childhood Australia's Blog. Available at:
http://thespoke.earlychildhoodaustralia.org.au/help-children-play-story-watch-become-creative/
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