Welcome back (CRCOS) #00212K Day 2
STEM Practices IDEAS METHODS VALUES Problem Finding Generating Ideas Curiosity Finding and Validating Processing Information Fairness Evidence Encoding and Decoding Questioning Imagination Information (CRCOS) #00212K Using Appropriate Language Proposing Creativity and Vocabulary Using Tools to Produce Designing and Building Teamwork Artefacts Exploring and Challenging Thinking Critically Persistence
ERA loop Experience… through off-app activities to establish foundation concepts STEM Practices Represent… by showing an Ideas understanding of concepts through the Methods (CRCOS) #00212K use of on-app activities Values Apply… by demonstrating concepts off-app across different contexts
Implementing ERA • At your table, share how YOU have implemented the ERA in your preschool. • What was successful? (CRCOS) #00212K • What advice would you give new ELSA educators?
ELSA books (CRCOS) #00212K
Patterns in nature • Patterns in nature are visible regularities of form found in the natural world. (CRCOS) #00212K • Natural patterns include symmetries, trees, spirals, meanders, waves, foams, tessellations, cracks and stripes.
Patterns in nature Not all patterns in nature are mathematical patterns (CRCOS) #00212K
ELSA Book 2 (CRCOS) #00212K
(CRCOS) #00212K
ELSA apps in practice App Two – Location and Arrangement (CRCOS) #00212K
App 2 Location and Arrangement (CRCOS) #00212K
Location and Arrangement - overview EYLF Being Belonging Becoming Exploring and making Children build a sense of Through spatial language, (CRCOS) #00212K sense of the world around belonging to their engagement and play, us environments as they children build the explore space and location necessary skills to grow
Orientation: Movement through space; following directions Arrangement: Others and objects in space; visual perspective taking Location: Objects in space Hide and Seek; How (CRCOS) #00212K do I get there? Position: Me in space Where am I now? Above/Below/Beside Prepositional language
Location and Arrangement: What do we mean? • Language development with spatial prepositions (e.g., under, on top, above, inside, near, etc.) Position • Fixed point; multi points; moving agent, me and others, following directions, giving directions Location • Representing people and objects in space (using (CRCOS) #00212K objects/pictures to make/show enclosures, visual perspective taking) Arrangement • Following and giving directions in a spatial environment that may not be from your own viewpoint Orientation
Position – Core Ideas Children learn about position through the use of spatial language and by participating in play that allows them to demonstrate notions of position. Spatial prepositions include words such as “on” “under” “below” “through” • Passive / Static spatial language – prepositions that denote (CRCOS) #00212K placement and arrangement (e.g. on, above, inside). • Active / Dynamic spatial language – prepositions that denote movement or transformation (e.g. through, across, into).
Location – Core Ideas Describing different fixed-point locations within a familiar environment, including details regarding placement and position. Children begin to develop an understanding of (CRCOS) #00212K relative location; namely, that many locations are described in relation to themselves, an object or someone else.
Location – Core Ideas Relative location – any location that can be described in • relation to yourself, someone else or an object (e.g. the desk is next to me). Landmarks – fixed objects used when describing the location • of other objects or people (e.g. the gum tree or the tap). (CRCOS) #00212K Adjectives – a word naming an attribute of a noun (e.g. the • blue flowerpot, the large door). Helping children to use adjectives allows them to describe locations with more accuracy (e.g. the blue flowerpot is between the large door and the yellow bucket).
Position - Experience • This activity will engage you with positional language • Use the positional cards to move friends into the position depicted on the card (CRCOS) #00212K
Positions: Little Helpers- Represent (CRCOS) #00212K
Position - Apply • After the children have played the Little Helpers game, they can describe positions off-app • Use the materials on your table and the (CRCOS) #00212K position cards to create and represent as many of the positional words as possible.
Previous educator E and A activities (CRCOS) #00212K
Location - Experience • Let’s play ‘Simon says!’ • Use positional and directional language to follow directions – Listen carefully to the descriptive language (CRCOS) #00212K being used
Location: Hide and Seek - Represent (CRCOS) #00212K
Location - Apply • After on-app Represent activities, children will be ready to Apply the core concept of location into new contexts in their own environments (CRCOS) #00212K
Previous educator E and A activities (CRCOS) #00212K
Previous educator E and A activities (CRCOS) #00212K
Arrangement – Core Ideas • Children begin to understand that their world can be represented in different ways. • Maps and models are visual representations of the real world and that we can look at them from (CRCOS) #00212K different perspectives. Mapping provides a way of representing and • communicating about space, requiring a consideration of position and orientation
Arrangement – Core Ideas • Recognise that objects can be arranged within an environment and in different ways • Symbols – the notion that objects and places in the real world can be represented by different symbols. • Perspective taking – the ability to imagine how (CRCOS) #00212K something would appear if viewed from a different orientation or perspective.
Arrangement - Experience (CRCOS) #00212K
Arrangement: Playground - Represent (CRCOS) #00212K
Arrangement - Apply • Using the materials on your table, create a scene. • Draw a map of your table scene from your perspective. (CRCOS) #00212K • Mess up your scene! • Swap your maps with other table and recreate the scene.
Previous educator E and A activities (CRCOS) #00212K
Previous educator E and A activities (CRCOS) #00212K
Orientation – Core Ideas • Orientation focuses on understanding relationships between different positions in space and finding your way through space. • Children will explore and play in new spaces, (CRCOS) #00212K taking note of landmarks and other reference points, eventually building a mental map of the environment
Orientation – Core Ideas • Listening to and giving accurate directions helps to aid navigation through various environments • Developmentally, to successfully navigate a route, children need to: – review which landmarks are to be passed (CRCOS) #00212K – remember in what order they passed them – know which landmarks are used to indicate a change of direction
Orientation – Core Ideas • Routes – sequences of landmarks linked by paths or movements connecting them. • Directions – a list of commands indicating a route to follow. (CRCOS) #00212K • Destination – the landmark that is the endpoint of the navigation.
Orientation - Experience • Follow the leader! • Teacher models the instructions… “ Slowly walk behind the tables to door” • Everyone take a turn of being the leader, (CRCOS) #00212K providing clear, descriptive instructions using the spatial language. Can you include more than one landmark?
Orientation: Directions - Represent (CRCOS) #00212K
Orientation - Apply • Using the materials on your table, create a maze that has landmarks. Do you have an end destination? • Navigate your partner around the maze. (CRCOS) #00212K • Can you navigate them from the end to the beginning?
Previous educator E and A activities (CRCOS) #00212K
Pathways to AC Mathematics (and Numeracy GC) • Describe position and movement • Demonstrate awareness of position of self and objects in relation to everyday contexts (CRCOS) #00212K • Follow directions to demonstrate understanding of common position words and movements
Pathways to AC Science • Science involves observing, asking questions about, and describing changes in, objects and events • Participate in guided investigations and make observations using the senses (CRCOS) #00212K • The way objects move depends on a variety of factors, including their size and shape • Share observations and ideas
Pathways to AC Technologies (Digital Technologies) • Recognise and explore digital systems (hardware and software components) for a purpose • Follow, describe and represent a sequence of steps and decisions needed to solve simple (CRCOS) #00212K problems • Generate, develop and record design ideas through describing, drawing and modelling
Educator App (CRCOS) #00212K
Educator app (CRCOS) #00212K
World Café • Setting up • Managing devices • Managing children’s time on devices (CRCOS) #00212K • Engaging parents with ELSA
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