1.3 Asia/Global education

What are they learning:

This week in our year one class we are beginning a unit on Asia education. We are learning about the way the world is represented in geographic divisions, and where Australia is located in relation to these divisions. This unit will begin to shape your children into global citizens.

To be a global citizen is not just having the awareness of things that happen outside of Australia; it is also having the knowledge of the things that occur inside of Australia and how this can influence their lives.

  

Why are they learning:

Asia education is becoming an increasingly more important part of the Australian Curriculum. The relationship between Australia and Asia is predicted to strengthen in upcoming years, so Asia literacy is becoming a requirement of your child’s education to ensure they are active and informed citizens in a diverse and multi-cultural society.

By creating a classroom environment that allows your children to develop their intercultural understanding, they begin to understand how different cultures originate, including their own. They will be educated to identify not only the differences between two cultures, but also the similarities; they will develop a respect for diversity, and create new pathways into gaining insight into what makes up their identity.

How are they learning:

Whilst we are exploring this unit, your child will be participating in a wide range of activities that are designed to extend their knowledge. One of these activities is:

-          Brainstorming holidays they know of, that is specific to a particular culture. We will watch a Hoopla Doopla episode that introduces the Chinese holiday: the Lantern Festival. Afterwards, we will discuss the Hoopla Doopla village, and they will brainstorm where they think the characters are from. After a few minutes, we will discuss that some characters are from Australia and some are from China.

-          Using an interactive world map, I will introduce to them the concept of continents, highlighting Australia and Asia, and explain that continents are made of smaller countries. In groups, the children will research the culture of each continent, and at the end of the lesson, each group will present their continent to the other.

All of the activities are integrated in various learning areas across the curriculum, such as History and Social Sciences, and are completed using an inquiry-based approach. I have used this approach because it encourages children to ask questions, and seek their own answers. Doing this encourages them to challenge, engage in, and extend their learning.

How you can support their learning:

To support your child’s learning for this unit, ask them how their day was. Expose them to multi-cultural resources; an excellent resource is the book Zen Shorts by John Muth. This extended exposure will enable your child to further identify similarities and differences between different cultures. These simple ideas can greatly assist your children into becoming global citizens. 

1.2 Sustainability

What are they learning:

This week in learning space 6 at Best Beginning Child Care Centre, we are beginning a focus on sustainability and the ways in which we can take care of our environment both in, and out, of the classroom. We are beginning to learn about this by placing an emphasis on recycling and its importance in our everyday lives. Learning about sustainability can begin at a young age and provides all children with the knowledge and skills necessary to live a life that is more environmentally sound (Early Childhood Australia, 2016).

Early childhood is the time where children learn the most, and begin to develop relationships. By developing a positive relationship between your child and the environment at an early age, they develop the knowledge and skills to truly help it (United Nations, Educational, Scientific and Cultural organisation [UNESCO], 2008).

Why are they learning:

In this centre, all educators use the Early Years Learning Framework [EYLF] (Australian Government Department of Education, Employment and Workplace Relations [DEEWR], 2009) in their rooms to guide their experiences. Having sustainability as a focus in our room achieves outcome two of the framework, which helps your children connect with and contribute to their world. The learning experiences provided for your children will help guide them to becoming socially responsible individuals who show respect and care for the environment.

How are they learning:

Whilst we are exploring this subject in our rooms, your child will be participating in various play-based activities that are designed to extend their knowledge. These activities are:

·         Reading the book ‘Recycling is Fun’ by Charles Chigna.

·         Having a group discussion about why we should recycle, and what we can, and cannot recycle in our classroom and at home.

·         Using the focus question “what do we recycle?” your children use inquiry-based learning to sort through different types of rubbish, and discovering through touch, which bins they belong in (rubbish/recycling/compost bin).

Inquiry-based learning is a teaching strategy that is used throughout the experience, as the children are investigating their environment to find their own answer for the focus question. Inquiry-based learning is used to encourage children to ask questions, to develop a complete understanding, and to challenge, engage, and extend their learning (Killen, 2014).

How you can support their learning:

You are a critical part of your child’s learning and development. For your child to receive the maximum benefits from these learning experiences, it needs to take place at home as well. Any little contribution would make the biggest difference. This can be done by introducing a recycling bin at home, or if you already have one, further educate them on what does, and does not, go in to it. You could also allow them to be in charge of the maintenance of it; this will encourage responsibility.

1.1 Aboriginal and Torres Strait Islander history and culture

What is your child learning: 

This term, our 1/2 class is starting a History and Social Sciences unit on Aboriginal and Torres Strait Islander [ATSI] culture and history. We are learning about ways which ATSI people maintain their special connection to country/place (Australian, Curriculum, Assessment and Reporting Authority [ACARA], 2016a).  I am introducing a controversial slant to the unit by comparing how ATSI people maintained their special connection to country/place before the colonisation/invasion, and afterwards. 

I am approaching this topic with a controversial slant because children’s engagement in such topics strengthens their listening, debate, and problem-solving skills, whilst also further developing their empathy and understanding (Global Education, 2012).

Why is your child learning this:

The Australian Curriculum (ACARA, 2016b) is used in the classroom to help me to give your children a quality education, so that they are best prepared for life outside of school. A significant part of that education is the integration of the general capabilities.

There are many general capabilities that will be developed throughout this unit. One skill that is developed consistently is literacy, as your children are reading, speaking, and listening constantly. 

How they are learning this:

Throughout this unit, your child will be engaging in the following activities that are designed to solidify their knowledge:

• ·         Your child will brainstorm, draw, and describe a place that is special to them. They will share these thoughts with a partner and listen to their point of view as well.
• ·         Your child will be asked the question “What do you think can be a special place for Aboriginal people?” They will be given time to brainstorm their ideas with a partner. They will be shown different photos of landscapes around Australia, along with the explanation that the land, in general, is their special place; it is the place where they hunted, gathered food, and held ceremonies many years ago (Creative Spirits, 2016).
• ·         “Do you think the special place for Aboriginal people has changed from many years ago to today?” will be the next question posed to the class. As each child answers, I will ask them why they think that.  
• ·         I will read a story to the children called “The Rainbow Serpent”. This story highlights the sacred relationship between land, animals, and people (Australian Government, 2015). As I am reading, your child will have a piece of paper in front of them and they will draw what they feel using pictures and symbols.

How you can support your child’s learning:

We recognise that parent/carer support is a critical part of each child’s development and progress. To maximise your child’s learning, learning must also take place at home.

This can be done simply reading them a story, or to challenge your child’s thinking when they are stating an opinion. Ask them to give you a reason as to why that is their opinion. This is an excellent way to develop their critical thinking skills.