Day 8

It was a morning  of fresh soil because I participated in the garden in the company of the preschoolers. We planted something in the garden: lettuce, tomatoes, and basil- plants that grow quickly and look and taste good. I showed them how to plant the pots with soil and press the seeds and how to water the pots. The children were more than willing to participate with some of them doing it individually and others doing it as a team. This promoted the feelings of ownership and care, facilitating EYLF Outcome 2 and Outcome 3: Children have a strong sense of wellbeing (Davis, 2015).

We talked about what plants require to grow: sun, water, and air and connected it with science learning and sustainability (NQS QA3: Physical Environment). My reasoning behind the example of treating the seedlings with care was attributed to the value of respecting living things (Early Childhood Australia, 2016). We also discussed connection between gardening and healthy eating, which made it possible to talk about nutrition.

 

Not all children wanted to go and have their hands dirty that is why I asked to go and touch the soil and smell the basil leaves giving them some light sensory experience. He is an honourable person who puts on level terms with group work participants and does not neglect them.

 

Professional Reflection: Gardening was not only the learning of science: it has helped develop patient, empathy, and responsibility. I realised that little activities repeated all the time make one develop a stronger sense of belonging, to a given environment. I would also like to celebrate visual growth in the future in which I would invite children to take photos and record the progress of a plant with a visual growth diary.