Finger Bones

This week we begun investigating our bodies using an x-ray window to explore and discover different body parts, bones and tendons. During group time Educator initiated discussions encouraged our children to feel their hands and share what they thought they were made of. Our children began to bend, flex, count and touch their hands.  When asked “What do you think is under the skin on your hands?” Summer replied “I can feel finger bones!” Hudson added “Bones” Obi shared “Yeah bones, they are hard” (Learning Outcome 1). 

Before turning the x-ray window on I held up and x-ray “Who has seen one of these before?” lots of little voices echoed “I have!” “I've got some of those,” “Yep I've seen them.” I asked our children “Do you know what they are called?” Santai informed everyone that “They are x-rays!” (LO1).

We then turned on our x-ray window and put an x-ray of a hand on it for everyone to see. Freya said “Wow, you can see through it!”  We took our time examining the hand in the x-ray window and collectively counted each ‘finger bone.’ As a group it was concluded that we have 27 ‘finger bones’ in each hand (LO4).

After a demonstration all of our children engaged in tracing their own hand. They referred to the hand in the x-ray window, fostering them in expressing their ideas, making meaning, and identifying the many ‘finger bones’ as they explored this drawing experience (LO5). 

Amelia concentrated as she traced her hand, looking back and forth from the x-ray window as she added each bone "Look, I did my finger bones! I counted 27!" Amelia then added some flowers to her picture as she continued to explore and understand the various ways in which concepts and ideas can be represented (LO5.4).

Obi manipulated and managed his pencil (LO3.2) as he traced around his hand and added the 'finger bones.' Obi said to the Educator "Jodi, can you  show me how to write 27 finger bones?" Jodi modelled the writing process as Obi watched on. He asked "Can I use that one you've done to write on mine?" Jodi replied "Of course." Obi demonstrated persistence with this task as he commented "This is a bit hard!" He showcased his developing literacy abilities and shared his success "Look Santai, I did the letter things!" (LO1.3).

After tracing her hand - Matilda picked up her drawing tools and moved right in front of the x-ray window "I need to see these bones properly" she said as she sat down. After closely examining the x-ray Matilda said to her Educator "I have enough finger bones. I want to do the letters. I know some letters already Jodi." Matilda then moved over to where Obi was sitting and referred to the modelled writing. "I can do a number two and a seven by myself. I just want to see the letters." Matilda drew on her knowledge and previous experiences as she constructed meaning and experimented with different ways of expressing ideas (LO5.3/4). 

Noah was a keen participant in our 'finger bone' drawing experience. He decided to trace both of his hands "Look...Gem me did two hands on mine!" On the left hand side of his drawing you can see Noah's exploration of number writing. This experience supported Noah as he explores images and approximations of letters to convey meaning (LO5.3).

Indigenous Perspectives

Indigenous Perspectives

Reflective of recently passed NAIDOC (National Aborigines and Islanders Day Observance Committee) week - As we returned to preschool this week we have been discussing, discovering and exploring the various ways our traditional landowners lived. 

Our Indigenous Educator Elaine lead a group time discussion surrounding our Traditional Landowners and how they hunted and gathered food, built different types of shelter and the various ways in which our Traditional Landowners did art and enjoyed dancing.

This generated lots of interest from all our children. We used the projector to view traditional art and dancing, this supported the children in their thinking and questioning (Learning Outcome 4). Gem shared “I know that Aboriginals used to hunt for their food!” Freya added “Yeah and picked berries to eat too."  Jasper shared “Do you know that Aboriginal people paint their faces when they go dancing?” Summer commented after watching a clip “Aboriginal people used the sand and animal skin to keep them warm instead of blankets.” Amelia added “Aboriginal people are clever when they find their food, they eat berries on trees and hunt for animals in the bush.” We also viewed and discussed traditional dot painting and how our traditional landowners made paint.

The 8 Ways Aboriginal Ways of Learning

We incorporate the 8 Ways of Learning within our program and practices. This model is used to inform, support and guide our practice.

Dot Painting

Following on from our discussions, we offered a dot painting provision which our children helped collect and set up. This included real life dot paintings, paint, along with various sized rocks and sticks. 

Zaylia and Freya began by using up-side-down paint brushes to explore making dots and lines.

After a while Zaylia decided to use a twig to make dots on a rock she had chosen.

Throughout the week various children engaged in exploring the creative art (Learning Outcome 5) of dot painting using rocks, sticks and twigs they had collected. Elaine worked with our children as she demonstrated and discussed different dot painting techniques.

Indigenous perspectives are incorporated within our inclusive play based program and embedded within our daily practices. This blog post aims to provide the reader with an insight into one of the many which we do this.

**Please note references to Traditional Landowners and Aboriginals refer to Indigenous Australian and Torres Straight Islanders