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Analysis and description of 1st photo
Figure 1- Indoor Learning Environment
Developing an effective learning environment proves to be prominent in early years, specifically, there is a need to create a safe, nurturing and responsive environment for children. Effective environmental practices are aligned with the allocation of mandatory materials, resources, spaces and equipment that contribute to child development (Althaus et al, 2022). Thus, an early year practitioner is accountable for creating a favourable environment that contributes to contribute in the overall development of the child. In the above image, an indoor learning environment has been used by the practitioner. This environment aligns with making significant arrangements in indoor areas so that children can initiate their learning. An early-year educator is accountable for arranging the important resources, and similarly, in the presented image, all the necessary resources have been allocated.
From the picture, it is evident that there are three children involved in the learning procedure, and all of them are of different ages, and the teacher is looking at them. One of the children is playing with a train by using blocks. On the other side, another child is joining blocks with the assistance of the teacher and a small child is sitting and looking at the blocks. The EYLF Outcome 1 “Children have a strong sense of identity” is concerned with initiating confidence among the children, along with recognising of own potential (Early Years Learning Framework, 2022). This states that when support is ensured for the children, then they develop a strong sense of identity that leads to an enhanced relationship between the practitioner and the children (Australian Government Department of Education, 2020). The child himself joined all the blocks and made a railway track and a train. In this manner, a strong sense of identity has developed in the child, and his confidence has been increased.
The teacher is supporting a girl child in building blocks, and she is looking at another child as well. Thiss shows that consistent observation has been made by the practitioner. NQS QA 5 “Relationship with children” focuses on respectfully promoting interaction with children (Australian Government Department of Education, 2022). This standard aims to promote a sense of belongingness in children, and this can be done by organising a play-based learning environment. Similarly, this has been observed in the current image, NQS QA 5 witnessed in the present image; the practitioner is engaging with children and play-based learning is initiated, where children have been getting the opportunity to show their creativity (Blewitt et al, 2020). Each of the children has been encouraged for showing their competency, and this has led to enhancing their confidence level.
Within this environment, children can develop an understanding of mathematics; these blocks can be used to teach about numerical terms, addition and subtraction. An educator can ask to children how many blocks are present here. This supports enhancing overall learning efficacy in the child. Block play supports in enhancing the ability to count, add, and subtract. Thus, children can get a chance to show their creativity along with learning Maths. This led to the development of huge support for children and further increases their interaction level to a greater extent (Clay-Williams et al, 2020). Furthermore, children can gain an understanding of shapes and volumes as the blocks are of different shapes.
The EYLF principle 2 “Respect for diversity” is based on creating a safe, respectful and secure environment in the setting. The core motive of this principle is to ensure respect for each of the children in the setting (Early Years Learning Framework, 2022). The practitioner has performed this principle by ensuring support for all children, as everyone does things as per their preference (Australian Curriculum, 2022). The interactive learning has been developed in the classroom along with maintaining diversity. The Reggio Emilia Pedagogy approach views children as competent and confident individuals (Graham, 2020). In accordance with this approach, there is a need to provide an opportunity for children to show their potential, and practitioners have done the same. The children are excited, and they are playing with the blocks by showing their competency and confidence. Hence, this can be articulated that when practitioners appreciate and motivate children, this leads to building up confidence.
EYLF practice “learning environments” is concerned with developing an effective learning environment, which leads to an increase in the participation of children (Early Years Learning Framework, 2022). It is mandatory to implement a secure indoor environment so children can show their competency. Likewise, an effective and safe learning environment has been developed by allocating necessary resources. The active participation by children clearly depicts their interest level. Hence, it can be stated that it is important to develop a significant environment for the children, as this results in creating motivation for them and further fosters their learning. I the current image, the practitioner has effectively supported children, which resulted in increasing their engagement level in the setting.
Analysis and description of the 2nd photo
Figure 2- Outdoor Learning Environment
In the above-mentioned image, the outdoor environment has been used for fostering learning efficacy. This environment is concerned with offering a rich experience to children, which leads to an increase in their motivation to a greater extent. Group learning has been undertaken, and there are six children involved in the learning procedure (Kearney, 2023). All of them are exploring sand, water and nature, the practitioner is providing consistent support along with looking upon children. The capability and competency of children have been consistently observed, which is leading to enhancing their motivation level to do tasks on their own. EYLF Outcome 4 “Children are confident and involved learners” aligns with creating a positive experience for children while building confidence (Early Years Learning Framework, 2022). There might be a possibility that children do not feel comfortable. However, it is the responsibility of the practitioner to develop a favourable environment. By looking at the image, this can be said that, educator achieved the EYLF 4 outcome. Children have been engaging in the activity, and they are highly confident (Early Years Learning Framework, 2022). All the necessary resources are given to children which enabling them to enjoy the activity along with gaining sensory experience.
Sand and Water play activities are organised to provide innumerable opportunities to children for initiating their learning. The EYLF outcome 4 ensures that opportunities are provided to children to revisit their experiences. Similarly, children have been engaged in the procedure, and they are making different shapes and a pyramid by collecting sand (Lamb et al, 2020). The creativity of children can be witnessed in this activity as they are doing things as per their pReferences, along with gaining support from the practitioner. NQS QA 3 “Physical environment” is based on assuring a secure, suitable and safe physical environment for providing diverse experiences to children (National Quality Standard Quality Area, 2022). There is a need to implement significant focus on designing the environment and allocating resources (Simon et a, 2021). In the image, this can be seen that a safe and secure environment has been developed for children. Also, appropriate resources such as dust takers, mugs, buckets, sand and water r provided to them. Children are practising on their own, and the educator observes them.
In this environment, children can learn about science, and play-based learning can be used for teaching about science. The concepts of science can be taught in an outside manner while interacting with nature. This supports increasing the knowledge in children. Science is related to sustainability, and accordingly importance of sustainability can be explained to children. Sustainability is one of the EYLF principles that aligns with teaching children about social, economic and environmental components (Slater et al, 2021). Through this activity, understanding in children's regarding sustainability could be enhanced. Hence, there is no doubt in stating that the outdoor environment led to the development of huge support for children so they can effectively gain knowledge. The practical learning led to the development of an effective insight for children, and they have had an opportunity to understand things practically. The sensory exploration of the environment leads children to be empowered in terms of learning and gaining information.
EYLF principle 1 “Secure, respectful and reciprocal relationship” aligns with child-centred pedagogy in which the whole focus is emphasised on children (Early Years Learning Framework, 2022). This is evident from the image that the practitioner is filling a bucket, which articulates that focus has been employed on developing a secure relationship with children. EYLF practice “Play-based learning and intentionality” is entitled with the implementation of planning by considering the requirements of children (Early Years Learning Framework, 2022). Thus, the needs of the children have been considered, and important resources have been provided to them. An effective approach to learning has been used to make children competent and independent. Thus, there is no doubt in stating that an effective approach has been adopted by practitioners (Thorpe et al, 2020). Children are engaged in the activity,y and they are enjoying it. They are curious to play with sand, and they have tried varied shapes as well.
The child-centred pedagogy has been used by educators, and this has proven effective as the unique needs of children have been evaluated. Hence, there is no doubt in stating that the outdoor environment provides consistent support to child and they are showing their potential and competence. Opportunities for children need to be given as this enables recognition of their potential, as each child has the competency to learn and grow (Woodcock et al, 2022). Hence, appropriate support has been initiated for children by developing an effective environment.
