WHO AM I?

Project Implementation

Student name: Yue Luo (Sookie) 18938337

 Project Overview LINKING TO EYLF
• Outcome: Children have a strong sense of identity
Project name: WHO AM I • Children develop their emerging autonomu, inter-depemdence, resilience and sense of
agency
• Children develop knowledgeable and confident self identities.
Focus children: Olivia, Chloe, Nikayla • Children exproe different identities and points of view.

Comon interest: Exploring different identities.

• Paint/draw our face/body/house/family
• Draw my favorite thing (eg: rainbow-their common interest
• Making my name badge/ my house
• Plait hair using colorfjul ropes
•Finger games (counting, addition)
The big ideas: •
•
Body/face painting (Inroducing Maori haka dance/paint)
Create my favproite color (Exploring color mixing ) •Post code of our house/suburb
• Making bulletin board •House number
• Children's identity • Find my house on google map
• Dance wiyth my favorite song •How many people live in my hous
•Describing where is my house
Potential lines of enquiries: •
•
Create my portait on ipad
Google what does Princess Kate do in My using Positinal words (SPACE
(see details in page5) concept)
her daily life (video) •Build my house (construction)
• Build my house on Ipad body
My Body
• How many arms/legs/fingers do we have
• Could we count our hair? My
My Emotions
• What is emotion? Friends
• What kind of emotions do we have? My
• What’s your favorite emotions?
• What are the differences? What do I want to do family
My Friends when I grow up
• Who are your friends?
• What do we do with friends? •Learning how to introduce myself
My Home • Writing my name/my mom/dad's
• How many people are living in your house? name
• Who are they? • Talk about my weekend/favorite
• Where do you live? toy/favorite place
My Interests • recognize own emotions •Reading related books
• What do you like to do？
• how to react to others' emotions •Talk about what do I want to do when
• What is your favorite thing? I grow up by using acuurate terms to
• what to do when we are expriencing negative
describe different professions
emotions
•Learning how to describe our body
Page 3 • How to react to others' negative emotions parts
 Project Rationale
Project Name: Who am I

Project Description:
Throughout the project Olivia, Chloe and Nikayla will explore different idenitites and points of view around the topic “ Who am I”. It aims at strengthening children's sense of identity as
well as gaining knowledge of related curriculum areas. The children will have a deeper understanding of themselves by initiating investigation with teachers (Helm & Katz, 2000). It is a
meaningful project which is directed by the small group of children's common interest, it is initiated by children and teachers together. This is a project with a very open-ended question, it
can lead to several directions which I identified as the following area: my body, my interests, my friends, my family and what to do when I grow up. It can give children a general idea about
themselves as well as the differences between each others.

Project Rationale:
The project has integrated EYLF Principle 1: Secure,respectful and reciprocal relationship; Principle 2: Respect for diversity. It takes holistic approaches from EYLF Practice to achieve the
Outcome: Children have a strong sense of identity. Children are encouraged to explore different identites and points of view through this project, they will not only learn more about
themselves but also promote their connectedness to others (DEEWR, 2009).

The project will extend children's learning in literacy, mathematic, creative arts, technology. It will also promote children's social and emotional development. The following web shows the
potentials for learning in terms of different area.

Literacy Mathematic Creative Arts Technology Social and Emotional Development

Read:
• Reading related books
Write:
• Writing my name/my mom/dad's
name
Talk:
• Talk about my weekend/favorite
toy/favorite place
• Introduce myself
• Talk about what do I want to do
when I grow up by using acuurate
terms to describe different
professions.
• How to describe our body parts.
• Finger games (counting, addition)
• Post code of our house/suburb
• House number
• How many people live in my
house
• Where is my house using positinal
words (SPACE concept)
• Build my house (construction)
• Paint/draw our • Find my house on google • recognize own emotions
face/body/house/families map • how to react to others' emotions
• Draw my favorite thing (eg: • Create my portait on ipad • what to do when we are expriencing
rainbow) • Google what does Princess negative emotions
• Making my name badge. Kate do in her daily life • How to react to others' negative
• Plait hair using colorfjul ropes (video) emotions
• Body/face painting (Integrating • Build my house on Ipad
Aboriginal culture)
• Create my favorite color
(Exploring color mixing )
• Making bulletin board
• Sing/dance with my favorite song

Page 4
LITERACY
 date: 22/10 Monday Focus children: Chloe
plan11
• Promoting fine Children are encouraged to write
motor skills down their name in the color they
choose, then cut the paper into
• Reinforcing the the shape they want. In the end,
capability of teacher will assist them to put
writing own name sticky tape on the paper and
• KLA: Literacy stick the name tag on their
cloth.
Chloe came to the table while
other girls had already begun
making their name tags. She
doesn’t know how to write her
name, I should her name on print,
then she uses color pencil to
trace her name on the same paper.
Then she asked for scissors and
cut the paper into square shapes.
She can cut around the edge of
her name. Afterwards, she asked
for tape and stick the name tag
on her shirt
Through this experience, it is Can encourage Chloe
observed that Chloe is able to to write by starting
cut paper firmly by using with letter “c”.
scissors. She is doing better
than a month before. The process Make learning
of cutting supports her more writing more
opportunities to practice fine interesting.
motor skills.
In terms of literacies
(writing), she explores the
writing materials (different
sorts of pens)It is observed in
this observation, she is able to
write with scribble patterns and
writes with letter-like forms.
Human society and its environment
 Date: 23/10 Focus children: Nikayla
• Using technology to Sit children down with I-
promote children’s pad,Introducing “place”
agency through
connecting with 1. Who knows where we are at the
their local moment?” “What are places?”
community.
Child1: At play school
• Promoting verbal Child2: At big school
language Me: we are at Paddington
development by children’s Center.Children repeat
encouraging them to the name of the center.
describe
characteristic of 2. Then they explored Google map
the park.What did through Ipad to find the
they see/do. center.Some children know that
• KLA: ISE the blue spot represents where
we are at the moment. When I
zoom up, they are all able to
identify the features of center: is able to communicates geographical
the gate, the building, the
tress etc.
plan12
Nikayla: Can extend on
• Was able to type the address in when the “places”, further
numbers and letters are told. This reflects inquiries to challenge
she has developed understanding on children, such as:What
Alphabets. makes a places
• She knows that red dot represents the place special?How can we
that we are searching for. She clicked on look after a place we
it and it shows a house on the street. She live in?
said:” It is not my house, go that way!”
then she moved her finger to move in the
map, then she found her house at the corner
:” Yes yes!It’s my house! It has black gate
and black wall!”
This reflects that she has developed some
knowledge on technology and the strategies of
using Ipad. She has also shown geography
sense: identifying places and develops an
understanding of the importance of place. She
information and starts to use geographical
tools (NESA, 2015) (GEe-1, GEe-2).
Overall, The experience has promoted
children’s connections to local communities,
the center, and “places”.
Social and Emoton Development
 Date: 23/10 Focus children: Chloe plan12

• Using technology to Sit children down with I- Chloe was able to i Can extend on
promote children’s pad,Introducing “place” • dentify that blue dot represents where we “places”, further
agency through are, inquiries to challenge
connecting with 1. Who knows where we are at the • red spot represents the places that we are children, such as:What
their local moment?” “What are places?” searching for makes a places
community. • The name of her roadShe was not able to special?How can we
Child1: At play school identify her house on the satellite map look after a place we
• Promoting verbal Child2: At big school even it shows the swimming pool in her live in?
language Me: we are at Paddington house.
development by children’s Center.Children repeat • she knows the her road of house but not the
encouraging them to the name of the center. numbersshe is able to identify our center
describe on a four-dimensional diagram but not
characteristic of 2. Then they explored Google map three-dimensional diagram.
the park.What did through Ipad to find the This reflects that she has developed some
they see/do. center.Some children know that knowledge on technology and the strategies of
• KLA: ISE the blue spot represents where using Ipad. She has also shown geography
we are at the moment. When I sense: identifying places and develops an
zoom up, they are all able to understanding of the importance of place. She
identify the features of center: is able to communicates geographical
the gate, the building, the information and starts to use geographical
tress etc. tools (NESA, 2015) (GEe-1, GEe-2).
Overall, The experience has promoted
children’s connections to local communities,
the center, and “places”.
Date: 26/10 Focus children: Chloe Plan.(16&17）

• Promoting I set up the art studio with paint,

children’s painting tools (brushes in different
understanding sizes, q tips).Steps: • Encouraging
towards
Children showed great interests in children to
emotions: express their
sadness, PLAN 16: talking about emotions and what
happiness and emotions through
madness(anger). Encourage children to talk colour are different emotions. They painting in plan
about what are are very excited about creating 17.
• Encouraging emotions,showing children
children to
paintings about “feelings”using
express their happy/mad/sad faces by the color they want.
emotions through modelingAsk questions: What
painting. do our faces look like when
we are...What do you want to
do when we are...What do you
say when you are... Read the
book “Feelings” written by
Joanne Brisson Murphy.
 Date: 26/10 Focus children: Chloe Plan.17

• Promoting Children are engaged in this activities for a quite long During the
children’s plan 17 time. They did three paintings each.And showed great teaching
understanding Explaining to children we interests and engagement in the first and second process,
are going to paint painting, a bit lose tracks on the third one when they reminding
towards started to talk about snow flakes and Elsa. children what
emotions: emotions. What color
Chloe was able to use all sorts of tools, it promotes her they were
sadness, reminds them of which fine motor skills through the painting process.When she thinking/ did/
happiness and emotion. Pick one color was answering the questions, she mentioned what to do said can help
madness(anger to paint one emotion. when she feels the certain way, for example: Helping each steps of
). Chloe:When she’s talking others/playing with others makes her happy. This the whole
about colour, she chose reinforces her thinking on connecting facts and emotions. process staying
• Encouraging red for angry, yellow for Reflection: more connected.
• Chloe changed her mind on colors while she’s painting, Next time, when
children to happy and green for
I could have reminded her what she picked initially. doing an
express their sad.When she is painting, That might have a different result, she can use red experience in
emotions she chose white for for anger instead of white etc. several parts,
through angry, blue+white for sad • The activity is divided into three parts: talking reminding
painting. and yellow for happy. She about emotions, reading a book and painting. This children during
• KLA: CREATIVE used all the tools that lasts a quite long time. It flowed well, Children was the process/
are provided: brushes in engaged and I was able to gather their attentions giving clear
ARTS
different sizes and Q during the process. transitional
instructions can
tips. better the
process.
 Date: 29/10 Focus children: Nikayla (Among with Amelia, Bronte and all
the children in the room) plan18
Reinforcing Read the book for large group at
the idea of transition time (from indoor to
“sharing”. outdoor).
Reinforcing Reading the book “ Rainbow Fish” to
the idea of “ children while asking the following
what does a questions through the story:“Does
friend do?” rainbow fish have any friends now?Is
he happy now?Why?What is he going to
do next?Does he want friends?What
did he do to make friends?”
Inspiring the children tocome up
with the idea of “ sharing” and
explode benefits of “sharing”
through the story.Come up with the
ideas on “How to make friends/what
does a friend do?”.
This reading experience went Playing Play-dough
well. Some children were able to to make rainbow
identify the core of the story fishes.
book: sharing makes friends.
After the story I came up with a Limited amount of
spontaneous scenario: “What can shiny scales will
we do if we all want the Elsa be given, so that
dress, but we only have one?” children can have
Children were open-minded about the opportunities
the idea of sharing and was able to learn “sharing”
to tell the details. through practice.
Nikayla:
Was able to concentrate on the
story while I was reading it.Was Link to Plan 19.
quite during the large group
time, she doesn’t talk much.Was
able to identify the intention of
the story and come up with the
idea of “ giving”/ “sharing” while
I asked directed questions to
her.
 Date: 29/10 Focus children: Nikayla (Among with Amelia, Bronte and all the
children in the room) plan19

• Reinforcing Reading the book “ Rainbow I gave every child a chance at the end of • Can model the
the idea of Fish” again, then make the experience to explain their work. packing away
“sharing”. rainbow fishes by using play- This embraced children’s agency and a process at the end
of the experience.
dough. strong sense of identity (EYLF, Outcome Can give each child
• Promoting 1). I gave children the chance to take one sort of
Fine motor about their fishes in front of their materials to
skills by peers. In addition, I encouraged children embrace the
using play- to pack away the materials: buttons, “sharing”
dough and play-dough. This acknowledged children opportunity.
dedicated that they created creations and had
• Playing Play-dough
materials. achieved achievement. to make rainbow
fishes. Limited
amount of shiny
scales will be
given, so that
children can have
the opportunities
to learn “sharing”
through practice.

• Link to plan 21.

Date: 30/10 Tuesday
with Xanthe and William) plan21
Reinforcing the For implementing the project on
idea of “sharing” all my focus children, I set up
by reading the the books and play-dough in the
book and art studio for another small
modelling the group during the morning.
language.
Steps:
Promoting Read the story book “ The rainbow
children’s fine fish” and encourage children to
motor skills by have a deep look at “how does a
providing fish look like” so that they can
materials: play- make it later.Sit the children
dough, buttons down by the play-dough table and
and other give each child one
dedicate material.Encouraging the children
decorations to to share their materials, so that
support them. all children can have different
kinds of materials for their
Link back to Plan 19 fishes.Giving children time to
talk about their fishes in front
of peers.
Focus children: Chloe, Leon, (Among
• Children were very engaged in the Separating the
experience, the two boys were a bit children who are more
distracted, next time they can be separated likely to distract
while sitting all the children down on the each others.
mate.
• Children were sharing the materials when
they are given only one kind of material. I
encouraged the children to inquiry.
• Chloe said:“ I got all the eyes!”“I want
some shimmering scales”and I asked the
questions before modeling the language: “
What do we say to each others when we want
something from other friends?” Then
children were able to use language when
they asked for something others don’t have.
Leon:
• He was able to use language to ask for
something that others have as well as
sharing the materials that he has.He is
very open-minded about the idea of
“sharing”.
 Date: 31/10 Wednesday Focus children: Olivia(along with other children)
Plan 25

Promoting Reading “Talking about feelings” by Jayneen Sanders. Olivia was Supporting her to
Olivia’ s self enthusiastic use techniques to
identity, Asking questions: about feelings, deal with real-life
promoting his What colour is happy/sad/worried? she was able social situations
acknowledgement Olivia: red/gray/green toIdentify that have different
on “ feelings” When do you feel happy/sad/worried? different impacts on her
Fine motor O: I feel happy when my friends playing with emotions that emotions: Teaching
skills: using me:How do you feel now/today? are described her what to say
pens to draw on O: happy!What color will you use to draw happy? in the bookShe during a puppet show
paper O: Red. Then we did the drawing can come up when a conflict
with a scenario happens with other
After drawing:What do you want to do next about that describes children. Support
“feelings” a feelingShe is her when she is
able to having a conflict
Olivia: I don’t know. recognize her with other friend
ME: Which feeling do you want to know more about?happy, own emotions
sad, worried, excited or...? when having a Do a puppet show to
O: Sad! talk simulate a social
ME:What do you want to do about sad? Drawing, reading a situation an invite
sad story, singing a song ...? her to solve the
O: a sad story! problems.
 Date: 1/11 Thursday Focus children: Nikayla, Olivia, Chloe
plan27
• Using outdoor Today, we will be going to Centanial park Children will be divide into two groups to In the park,Chloe was able Can
classroom climb the trees and rocks. Using this opportunities to ask children: toExplore and identify all progress
opportunities to sorts of emotions: happy, to help
encourage Before climbing: sad, worried, excited, children
children to How do you feel about climbing up tress/rocks later? (Children said: excited! scared.Express how she feel to learn
recognize their Do you feel worried? What is worried: and why she feels in that pro-
own emotions. One child: Means I’m afraid that I might fall. way using appropriate social
What do you feel Chloe? vocabulary in her ageShe is skills
• Encouraging Chloe: I feel happy and sad! a sensitive and very that are
children to talk affectionate child, little needed
about their own Climbing the tree:Talk about what feelings will you have when you are climbing the things happen around her can when they
emotions with each trees/rocks?Nikayla: I feel like balancingChloe: If you touch the holes here long and trigger her emotions. The are
others, building long, i will be a spike coming out that hurts you (There are some little holes on the goal of encouraging children facing a
on children’s tree) to recognize their own negative
identity and emotions are achieved and scenario/
agency. (KLA- Then A fly went into Nikayla’s eyes. Me: What are you feeling now？ reinforced how to
English.literacy) Nikayla: A little bit sad. handle
Then we sat together for a while, negative
She said:” I feel better now!” emotions:
Chloe was climbing the trees then jumping off angry,
Me: Why did you stop? sad etc.
Chloe: Because I was scared you didn’t hold my hands After climbing:Tara: How did you
feel when you were climbing the trees?Olivia: happy!
Tara: Why
O: Because I know how to climb trees. I don’t know how to climb the tree at kindy.
Tara: Why you don’t know how to climb at Kindy?
O: Because the tree in kindy is too big!
Nikayla:I was happy, because I was sitting on a stick!
CHLOE&OLIVIA

TALK ABOUT THE FEELINGS

WHEN THEY ARE CLIMBING
TREES