Inquiry

Project
Fuya (Iris) Zhang
VIT: 608193
 Acknowledgement
of Traditional Owners

I acknowledges the Boon Wurrung/Bunurong and the Kulin

Nation people, as the Traditional Owners and Custodians,
and pays respect to their Elders past and present.
I acknowledge and uphold the Traditional Owners' continuing
relationship to the land and waterways.
 Contents
01 Content and context 03 Action Plan

02 Inquiry question, 04 Evaluation

professional learning
and responsibilities
report 05 Appendix
01 Content and context for learning FOCUSED L
EARNERS

age-appro -P.P (3y6m

priate ear )
attentive ly literacy
to all learn and nume
ing experie racy skills
long focus n ces provide
span d
CONTEXT had histor
struggle to
y of hair p
share
ulling and
biting beh
aviours
tends to d
isturb or s
abotage p
lay to exp
DEMOGRAPHICS: age-appro
priate ear
-L.V (3y9m)
ress frustr
ation
BRIGHTON, VIC (HIGH SES); WITHIN WALKING COHORT OF LE attentive ly literacy
and nume
ARNERS can be sen
to all learn
ing experie racy skills
DISTANCE TO BRIGHTON PRIMARY SCHOOL; sitive and nces prov
ided
24 CHILDCARES; 5 GOVERNMENT AND 7
3YO KINDER ROOM- emotiona
-O.M (4y3
l at times
advanced m)
early liter
NON-GOVERNMENT SCHOOL STEVE JOBS attentice
to majorit
a c y and nume
y of the le
racy skills
- 35 CHILDREN AGE(17 good com arning exp
LANGUAGES: GIRLS)
BOYS AND 18 can be dis
municator
engaged a
eriences p
rovided
MANDARIN, ITALIAN, GREEK, RUSSIAN AND -HIGH SES
nd withdr
awal at tim
es
age-appro -S.T (3y1m
SPANISH. -ALL CHILDREN SPEAK priate ear )
ENGLISH (HOME struggle w ly literacy and
ith certain numeracy
BAMBINI WILSON ST: LANGUAGE: FRENCH, S
PANISH, DUTCH) currently
seeing a s
sounds ar
peech the
ticulation
skills
-2 CHILDREN SEEING S can be em rapist
6.30-6.00 THERAPISTS
PEECH
understan
otional an
d frustrated
d him when peo
10 ROOMS (1 3YO KINDER AND 1 4YO -1 CHILD WITH CEREBR
ple do not
AL PALSY (WITH
KINDER ) NDIS FUNDING)
REGGIO EMILIA INSPIRED ELC -1 CHILD NON-VERBAL
NOT TOILET
TRAINED (NO NDIS FUN
DING)
-1 CHLID IDENTIFIED AS
ABORIGINAL
CHLD
 Targeted learning Outcomes
P.P.
- cooperate with others and negotiate roles and relationships in play episodes and
group experiences (Outcome 2.1 Community)
- show an increasing capacity to understand, self-regulate and manage their emotions
in ways that reflect the feelings and needs of others (Outcome 3.1 Wellbeing)
L.V.
- approach new safe situations with confidence (Outcome 1.2 Identity)
Program - make choices, accept challenges, take considered risks, manage change, and cope
with frustrations and the unexpected (Outcome 3.1 Wellbeing)
- persist even when they find a task difficult (Outcome 4.1 Learning)
Support children to recognize their
feelings. O.M.
Help children to recognize other people’s
- approach new safe situations with confidence (Outcome 1.2 Identity)
feelings.
Demonstrate and support children to find - assert their capabilities and independence while demonstrating increasing awareness
calming (emotional regulation) strategies of the needs and rights of others (Outcome 3.1 Wellbeing)
that best suit them. - persist even when they find a task difficult (Outcome 4.1 Learning)
Allow children to apply what they learned
to real-life situations, especially under
S.T.
distress.
- increasingly co-operate and work collaboratively with others (Outcome 3.1 Wellbeing)
The curriculum we will be using includes EYLF, - remain accessible to others at times of distress, confusion and frustration (Outcome
VEYLDF, and the emergent curriculum inspired 3.1 Wellbeing)
by the Reggio Emilia approach. - persist even when they find a task difficult (Outcome 4.1 Learning)
 02 INQUIRY QUESTION
How to support children’s socio-emotional development and self-regulation
skills through daily interactions?

Over the past few months, the three-year-old kinder room has experienced many changes
regarding staffing, and these changes have reflected in children’s socio-emotional
changes and impacted on their ability to self-regulate under distress situations.

Under the guidance of Reggio Emilia approach, we believe the environment is the third
teacher. The inquiry question aims to explore what indoor and outdoor learning experiences
could potentially support children’s social-emotional development and self-regulation
skills empowering them to be more resilient over the changes.

PROFESSIONAL LEARNING AND

RESPONSIBILITY REPOST
See Inquiry document
03 Action Plan
 03 Action Plan
INCLUSIVE RESOURCES
INFORMATING SUCCESS
PRACTICE
DATA CRITERIA - Storytelling
-Aboriginal and Torres Strait The color monster book
Islander learner Pete the Cat series
-Observation Notes
Acknowledgment
EYLF
-Conversation with Parents small-world play P.P Outcome 1.2 1.4 2.1 3.1 4.4 5.1 - General crafting resources
-Meeting Note with S.T’s Speech visual representation: symbols L.V Outcome 1.2 2.1 3.1 4.1 5.1
and parent -Extension O.M Outcome 1.2 1.4 2.3 3.1 4.1 -Zone of Regluation(ZOR)
children’s voice
4.4 ZOR poster;
extension resources (loose parts over
S.T Outcome 1.4 2.1 3.1 4.1 4.4 5.1 notebook to record children’s voice
PROFESSIONAL puzzle)
-Disability & Additional Support
-Emotions corner
LEARNING Safe and accessible environment
Furniture display for concentration
emotion cards, loose parts, laminated printouts
action plan
-Zone of Regulation conversation with other children when - Meditation during rest time
-Teaching resources for special needs children are involved iPad; speaker; pillows
introducing the topic
-PD for incorporating Aboriginal -Yoga
perspective into daily interaction Yoga mat; speaker

with children
 FIRST FORTNIGHT
- The color monster book
- Creating color monster token
- Zone of Regulation
- Emotions corner Successes
Engagement through Play-Based Activities
- Meditation during rest time Visual Aids and Simple Language
Routine Integration
- Yoga Parental Involvement
Challenges
Attention Span and Consistency
Individual Differences
Emotional Expression and Understanding
Calm Strategy Effectiveness
Moving forward
Short, Engaging Sessions
Diverse Calm Strategies
Communication with diverse linguistic parents
Colleague and Parent Feedback
I love this idea! Well done Iris. — Eli (colleague)
This sounds fantastic, thanks for sharing 🩵— Romy (parent)
Thank you for this! P.P started talking about the zones all of a sudden - very helpful 💛 — Ashleigh (parent)
SECOND FORTNIGHT
- Pete the Cat book series
- Creating color monster token
- Zone of Regulation
- Emotions corner
-Emotion Plates
- Meditation during rest time
- Yoga
-Mindful Drawing
-Individual Strategies Successes
Engagement through Play-Based Activities
Short, Engaging Sessions
Diverse Calm Strategies
Challenges
Attention Span and Consistency
Calm Strategy Effectiveness
Individual Differences
Moving forward
Continue the daily emotion checklist to reinforce the concept of emotions.
Incorporating calm strategies into daily interactions with the children.
Continue to explore and integrate a variety of calm strategies.
Regularly revisit and practice these strategies to reinforce their effectiveness.
 Assessment
SUMMATIVE ASSESSMENT
FORMATIVE ASSESSMENT
1. Observations
Summative assessment report
2. Discussions in the group meeting time and
(see Inquiry document)
during small group activity
3. A variety of learning evidence collected over
the experiences
evidence of children engage with designed
drawing/colouring activities
evidence of children redirect themselves or
with supports to calm themselves in the calm
cave
evidence of children identifying their
emotions daily using the checklist.
4. Conversations of colleagues regarding to the
learning
 P.P L.V
Achieved: Achieved:
Outcome 1.2(self- Outcome 1.2(confidence)
regulation) 3.1 4.4 1.2 (group work) 3.1 5.1
Working Towards: Working Towards:

04 Evaluation Outcome 1.4 2.1 5.1 Outcome 1.2(self-

regulation) 4.1

Did the assessments of

learners demonstrate
progress towards /
O.M S.T
achievement of learning Achieved:
Achieved: Outcome 3.1 (collabration)
goals?
Outcome 1.4 2.3 3.1 4.1 3.1 (accessible) 3.1
4.4 (understanding feelings)
Working Towards: 4.1 4.4
Outcome 1.2 (confidence) Working Towards:
Outcome 1.4 2.1 5.1
 W h a t im p
a c t d id m
y Inquiry
m y te a c h h a v e on
in g p r a c t
This inqu
iry has m ic e ?
about int ade me more
egrating intention
prove the daily acti s o cia l -emotiona al
p rac tice im vities. I've
le
l learning
into
ge s t o my rs?
aids and
hands-o
a rn ed to use
m
d chan le arn e n tools to ore visua
Di in g of my support e l
lear n developm motional
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o t h e c
f r e g u lation int iv e w ays to I've grow
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n e o fe c t
rp o ra t e d the zo e s im p le yet ef ' e m o tional environm bility to c
reate a su
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m y le a r
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w? which ha
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ntif y t m o t io t e r a c ti Observation d my ove
ide
g e s . T h e daily e h r o u g h daily in e s to learn s managem rall room
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id e children t io n s and tr Conversatio I plan to c
ontinue u
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s t r a c a k to nal devel
o n o f th e "calm n s a n d go bac r e more opment i out more
u c t i o t io e n w e n social-
introd s e their em c a te childr emotiona
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spac
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b s e h o w w h e
zone”. O le e x p ressing n d e p e ndently
b i
comfort
a
sin g t h e corner break.
t a r t e d u e d e d a
s ne
children upset or
 04 Evaluation
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Evidence
Checklist
Thank you!