CHCECE022

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vawdon
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Joined: Mon Apr 15, 2019 10:28 pm

CHCECE022

Post by vawdon » Sun Sep 22, 2019 7:15 pm

Scenario help, answered most of the question but struggling with part of it.
Question 21b

Think about how the Bird’s Nest Project has supported children’s learning and development. Explain how the project incorporated the following elements:



I Practical and authentic ?
ii. Open-ended _Provided opened-ed materials
iii. Interesting, inviting and engaging_ Extended on the children interest,  collaborated with the community, involved the children and implemented openen-ed experiences
iv. Provoking and extending children’s learning _used a combination of integrated teaching and learning approaches , child-directed play and learning, adult-led learning, and guided play and learning. 


The Bird’s Nest Project

After a very windy night, the children arrived at the service to find that a bird’s nest had fallen from a tree. The nest was empty and there was no sign of the bird who had made the nest.

The children were fascinated to see that the bird had used grass, twigs, string, paper and pieces of plastic to make its nest. Educator Liam encouraged the children to look closely at the nest to notice how all the pieces were held together. The children noticed that the nest was made ‘in circles’ and was wider at the top and narrower at the base.

Liam wondered aloud which type of bird had made the nest. Some children wondered if the bird would build a new nest.

The project evolved as the children researched local birds, found photos of birds and their nests, andinvestigated where birds build their nests (in trees, under eaves, on the ground, on tall builds, on ships etc.) The children gathered natural and man-made objects found in the gardens and made their own nest. The children also investigated the types of food birds eat and made bird feeders in which they placed native bird seed. They also left meat for the kookaburras.  

The project lasted for around 6 weeks as the children went on to explore types of birds such as birds of prey, water birds and migrating birds. The children looked at bird feathers, learned the names and purpose of some feathers, and explored bird skeletons.

Throughout the project the children drew and painted pictures, made nests from a wide range of open ended materials including rocks, sticks, leaves, different types of grasses, and created picture graphs. They researched using the internet and non-fiction books. They accessed information from natural history museums and were shown bird drawings by fine arts students from the local university. The students showed the children how to draw a feather. They also visited the local wetlands and learned about conservation of bird habitats. A grandfather of one of the children, who is a member of a bird watching group, visited the centre and showed the children how to watch for, and document, birds who visit their trees and gardens. The children created a graph to show the number and type of birds seen.

Throughout the project, educator Liam used a combination of integrated teaching and learning approaches - child-directed play and learning, adult-led learning, and guided play and learning. Weekly meetings were held with the children to discuss and document progress (Liam used a project book to record the children’s words, which the children later illustrated) and plan future directions. Families became involved - sharing knowledge and resources. The centre is now the proud owner of two faux taxidermy birds!


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