DATE 19/10/2018
LEARNING FOCUS RATIONALE
The learning focus is Based upon the previous
for children to experience on 13/09/2018,
develop their children showed a keen
predicting, interest in mixing colour and
observation and used their experimenting
experimenting skills skills to hypothesise and
through colour investigate how 2 colours
experiment. blended to make new
colour. Children can
continue to follow their
interest and further develop
their skills for learning
through this experience.
EXPERIENCE
I asked children to predict what
colour we would get before we
mixed two colours together. When
we were reviewing the colour
theories, Natalie predicted that
she would get orange when she
mixed red and blue. Children
looked at the colour chart and
recalled the primary and
secondary colours. Leann
suggested to mix blue and red to
get purple. Children mixed the
food colouring into the full cream
milk and Natalie asked for adding
green colour. Children predicted
and guessed the colours before
they mixed every turn. After
mixing children had different
opinion of the new colour of the
mixture as Anna Maria thought
that was grey and Natalie thought
that was black and Leann thought
that was brown. Children also put
all primary colours together to
observe how the colours blended.
ANALYSIS (linked to EYLF) NEXT STEP/ PROGRESSNG
THE LEARNING
Natalie shows her developing To strengthen Natalie’s
understanding of primary and ability to identify and
developing ability to identity understand secondary
secondary colours. Referring colours through hand-on
to the Early Years Learning experiment.
Framework (EYLF) Learning
Outcome 4: Children are
confident and involved
learners, she develops a range
of skills and process such as
problem solving,
experimentation,
hypothesising and
investigating as she is capable
to hypothesise, observe and
participate in the experiment
during the experience
(DEEWR, 2009; Kearns, 2010).
Natalie actively hypothesises
and experiments with cause
and effect and expressed her
ideas and hypothesis verbally
in the experiment, which links
to the EYLF Outcome 5:
Children are effective
communicators (DEEWR,
2009).
LEARNING FOCUS RATIONALE EXPERIENCE ANALYSIS (linked to EYLF) NEXT STEP/
PROGRESSNG THE
LEARNING
The learning focus Based upon the previous I asked children to predict what Leann has a good To strengthen
is for children to experience on colour we would get before we understanding of primary and Leann’s ability to
develop their 13/09/2018, children mixed two colours together. secondary colours. Referring to identify secondary
predicting, showed a keen interest in Children looked at the colour the Early Years Learning and tertiary colours
observation and mixing colour and used chart and recalled the primary Framework (EYLF) Learning through hand-on
experimenting their experimenting skills and secondary colours. Leann Outcome 4: Children are experiment.
skills through to hypothesise and suggested to mix blue and red confident and involved
colour experiment. investigate how 2 colours to get purple. Children mixed learners, she develops a range
blended to make new the food colouring into the full of skills and process such as
colour. Children can cream milk and Natalie asked problem solving, inquiry,
continue to follow their for adding green colour. experimentation,
interest and further Children predicted and guessed hypothesising and
develop their skills for the colours before they mixed investigating as she is
learning through this every turn. After mixing competent to predict, observe
experience. children had different opinion and initiate the experiment
of the new colour of the during the experience. Leann is
mixture as Anna Maria thought also able to co-operate with
that was grey and Natalie her peers to observe cause and
thought that was black and effect and initiate discussion
Leann thought that was brown. verbally and nonverbally in the
Children also put all primary experiment, which links to the
colours together to observe EYLF Outcome 5: Children are
how the colours blended. effective communicators
(DEEWR, 2009; Kearns, 2010).
 LEARNING FOCUS
The learning focus is for
children to develop their
predicting, observation and
experimenting skills through
colour experiment.
RATIONALE
Based upon the previous
experience on 13/09/2018,
children showed a keen
interest in mixing colour and
used their experimenting
skills to hypothesise and
investigate how 2 colours
blended to make new colour.
Children can continue to
follow their interest and
further develop their skills
for learning through this
experience.
EXPERIENCE
I asked children to predict
what colour we would get
before we mixed two colours
together. Anna Maria
predicted that she would get
orange if we mixed red and
blue. Children looked at the
colour chart and recalled the
primary and secondary
colours. Leann suggested to
mix blue and red to get
purple. Children mixed the
food colouring into the full
cream milk and Natalie
asked for adding green
colour. Children predicted
and guessed the colours
before they mixed every
turn. After mixing children
had different opinion of the
new colour of the mixture as
Anna Maria thought that
was grey and Natalie
thought that was black and
Leann thought that was
brown. Children also put all
primary colours together to
observe how the colours
blended.
ANALYSIS (linked to EYLF) NEXT STEP/ PROGRESSNG
THE LEARNING
Anna Maria develops her To strengthen Anna Maria’s
cognitive abilities as she is ability to identify and
capable to predict colour understand secondary
and observe cause and effect colours through hand-on
(Kearns, 2010). According to experiment.
the Early Years Learning
Framework (EYLF) Learning
Outcome 4: Children are
confident and involved
learners, she develops a
range of skills and process
such as problem solving,
experimentation,
hypothesising and
investigating as she is
competent to predict,
observe and initiate the
experiment during the
experience. Anna Maria is
developing her
understanding of secondary
colours and attempts to find
out the answer through
observation and visual print,
which links to the EYLF
Outcome 5: Children are
effective communicators
(DEEWR, 2009).