ECE5004 Professional Practicum 1: Early Childhood Education and Care Practicum Report Sample

Task A – Sample Daily Reflection Journal

Reflection 1

Instructional Strategy: Story Telling.

I applied the teaching strategy of storytelling today. During the group time I read them a short story. It was an animal and friendship story. Children were attentive and interested. The story also had some questions asked by some children.

This plan served to enhance the listening and imagination of children. They also had an idea of generosity and sharing.

In the future, I would attempt to pose more questions in the story to involve the children.

• Te Reo Māori Used: In the morning, I greeted the children with a greeting such as kia ora.
• Challenges: I did not have confidence in pronouncing a few Māori words.
• Improvement: The words will be read aloud to children before I teach them the pronunciation.

Reflection 2

Teaching Strategy: Play-Based Learning.

Today I gave children an opportunity to play building blocks. I helped them in constructing towers and houses. I posed such questions as What are you building?

This was an activity that enabled children to be creative and resolve problems. It also assisted them to collaborate and interact with one another.

The following time, I will give more various materials to children to build more inventive structures.

• Te Reo Māori Used: In referring to the children I employed the word Tamariki.
• Challenges: There were occasions when I forgot to use Māori words in the activity.
• Improvement: I will also attempt to incorporate more basic words of Maori in activities.

Reflection 3

Strategy employed in teaching: Art Activity.

I ensured that today I arranged a drawing activity. The children were requested to use crayons and paper to draw their families.

This is an exercise that enabled children to be creative and express their feelings. It also assisted them in discussing their families.

The next time I will provide more colours and ask children to describe their drawings.

• Te Reo Māori Used: I have used the term Whanau when referring to families.
• Challenges: Other children were not able to comprehend the word of Maori.
• Improvement: Next time I will put more sense in explaining what the words are by the Maori.

Reflection 4

Instructional Framework Applied: Group Singing.

We also sang songs today during circle time. Singing enabled a child to feel joyful and calm.

The activity was beneficial to language and memory. The children liked singing and applauding.

In future classes, I will incorporate activities with songs to ensure the task is more entertaining.

• Te Reo Māori Used: We sang some little greeting song in Maori.
• Challenges: I was not conversant with all the lyrics.
• Improvement: I will get to know more of Māori songs to be used with the children.

Reflection 5

Instructional Technique: Outdoor Learning.

Today I assisted children in outdoor play. They were playing with balls and going round the playground.

Outdoor activities make children to learn to be physical players and coordinated. They foster group work and socialization as well.

I will organize a small outdoor game that would promote cooperation next time.

• Te Reo Māori Used: I applied Haere mai to encourage children to participate in the activity.
• Challenges: The distraction of some children was during outdoor play.
• Improvement: The following time, I will provide more explicit instructions prior to the exercise.

Reflection 6

Participatory Method: Question-Based Learning.

I questioned children today when I was doing activities. As an illustration, I enquired about colours and shapes.

This plan stimulated the thinking and reaction of children. It assisted in shaping their communication.

In the future, I will pose more open questions so that the thinking can be more profound.

• Te Reo Māori Used: In talking about kindness I used the word Aroha.
• Challenges: I had to be more confident with the use of Māori vocabulary.
• Improvement: I will acquire simpler Māori words to use on a daily basis.

Reflection 7

Instructional Design: Story Discussion.

Children were requested to talk about what they learnt after reading a story. There were children who gave their views on the characters.

This exercise assisted children in speaking and being more confident.

The next time I will also give children more time to share their ideas.

• Te Reo Māori Used: When referring to teachers, I used the word Kaiako.
• Challenges: Other children were not very willing to take part.
• Improvement: In the future, I will motivate every child to express himself/herself.

Reflection 8

Teaching Strategy: Game Based Learning.

A simple matching game with pictures and words was used today. The children equated animals with names.

This exercise made children develop good memory and recognition.

I will use more learning area educational games in the future.

• Te Reo Māori Used: I applied the use of a term, Kia kaha, to motivate children.
• Challenges: Not forgetting to teach Māori language on a regular basis.
• Improvement: I will make a list of Maori phrases I would use every day.

Task B: Planning in the Early Learning Environment

The early learning centre that I undertook my practicum is an inclusive and inviting place to the young children. The centre offers nursing and education to small children, toddlers and infants. The children have various cultural backgrounds, thus, the learning environment is multicultural and accommodating to multicultural values. The centre teachers and teachers closely associate with the children and their families to help them develop and thrive.

The centre promotes the concept of play based learning whereby the children are given the opportunity to explore, interact as well as acquire social skills. It is also very clean, organised, and full of learning materials as books, toys, art supplies, and outdoor playing equipment. The teachers are concerned with establishing respectful relations with the children and their families. The parents are advised to engage in activities and exchange their cultural experiences. This will aid in the establishment of a robust feeling of belonging and community in the centre.

Te whare tapa wha model of health and wellbeing

Te Whare Tapa Whā is a health and wellbeing model of Maori health made by Sir Mason Durie. This model holds the view that wellbeing is associated with four significant dimensions which are interconnected as the four walls of a house. When one of the walls is poor, the entire house is put under threat.

The first dimension is the Taha Tinana which means physical wellbeing. This encompasses the bodily well-being of children like eating nutritious food, physical activity, and safety.

The second dimension is Taha Hinengaro which emphasizes on mental and emotional wellbeing. It incorporates the feelings, thoughts, and emotional development in children.

Taha Whanau is the third dimension and is the family and social relationships. Powerful family ties make children feel secure.

Taha Wairua is the fourth dimension, as it is spiritual wellbeing. It encompasses beliefs, values, sense of identity and belonging.

Influence of the Te Whare Tapa Whā on Teaching

The Te Whare Tapa Wha model has an impact on education in early childhood education because it allows teachers to promote the comprehensive growth of children. Teachers provide children with a chance to play physically to facilitate their physical wellbeing. They also provide a nurturing and warm atmosphere in order to make children emotionally secure.

The teachers form good relations with families and invite families to participate in the learning activities. This enhances the feeling of belonging of children. Cultural identity and values are also respected by teachers and this helps the children to attain spiritual wellbeing.

Another cultural perspective of Health and Wellbeing

A lot of the Asian cultures can also be regarded as another culture of health and wellbeing since in many of these cultures, family support and respect of the elderly is significant in the growth of a child. In this view, family relationships, education and discipline are closely related to wellbeing.

Teachers usually collaborate with families in order to assist the children in learning and developing. Such values as respect, cooperation, and responsibility are also taught to children at early age.

Impact on Teaching Practice

The awareness of various cultural views assists those who teach to offer respectful education that is inclusive. The teachers can help children through their family values and cultural heritages. The teachers interact with the families that have children in the early learning centre to know their beliefs and expectations concerning the children.

Identifying the cultural differences enables teachers to design learning activities that depict the background of children. This makes the children feel respected and valued within the learning environment. It also assists in establishing positive relations between teachers, children, and families, which assists in the wellbeing and development of children.

Task C – Planned Experience

The study of Local Purakaau and Tangata Whenua

In New Zealand, the Māori culture is significant in early childhood education. Puroaka are local Maori stories that are also known as pukuruhau, which teach children about the culture, history and values. These are stories that relate to local tangata whenua which are the natives of the land.

The Māori story about Māui and the Sun is one of the famous stories. This story tells about Māui and his brothers who caught the sun to lengthen it as the days were too short. This is a story that teaches children to be courageous, to work as a team and solve problems. Such narratives are commonly employed in early childhood environments so as to facilitate cultural learning and narration.

Studying local tales assists educators to know the culture and tradition of the local society. It can also make children understand what Māori identity is and the necessity of acknowledging the knowledge of indigenous people.

Studies about Tikanga in an Early Childhood Environment

Tikanga is the customs, values and proper behavior among the Maoris. Tikanga Aids teachers to establish respectful and inclusive learning environments in an early childhood setting.

Greeting people in a respectful manner, sharing food, being kind, and respecting the environment are some of the examples of the tikanga applied in early childhood education. Simple te reo Māori words are also used by the teachers in their daily routine activities so as to help children to understand Māori culture.

Application of tikanga in the classroom stimulates the children to respect other cultures. It also aids in the creation of other values like kindness, cooperation, and responsibility in children.

Meditation Planned Learning Experience

In this intended experience, I planned a storytelling and art experience using the Māori story about Māui and the Sun. The young children aged between four and five years were the target population.

To begin with, I called the children in a small circle and presented the story. According to Māori culture, I told the story of a hero called Māui who used to assist people by making the sun move slower. I have used images and straightforward language to present the story in a way that was easy to comprehend by children.

The questions that I posed after storytelling included the identification of the main character and what happened to the sun by children. This aided the children in contemplating the story and giving their thoughts.

Then I set up an art task with children to make drawings of the sun with crayons on coloured paper. This served to make children creative as they remembered the story.

The words that I employed during the activity were basic te reo Māori terms like Tamariki to address children and Kia ora to greet them.

Realization and Learning Results

The children were very much interested in the story and liked drawing activity. There were questions of some children regarding the sun and the characters of the story. This indicated that the storytelling exercise assisted in enhancing their curiosity and imagination.

The cultural knowledge of the children was also facilitated through the activity since it exposed them to the Maori tales and language. It stimulated imagination with the use of drawings and taught to communicate with the help of discussion.

Generally, this intended experience facilitated the marketing of the tikanga, te reo Māori, and cultural awareness in an exciting and entertaining manner. It also assisted the learning of children through integrating storytelling, discussion and creative activities.

Task D- Practicum Report (Sample)

• Student Name: Emma Williams
• Unit: ECE5004- Professional practicum 1.
• Hours completed in practicum: 60 Hours.
• Early Childhood Learning Centre: Little Explorers Early Learning Centre, Auckland.

Health and Safety Practices

The student reported to show a high level of awareness of health and safety practice in early childhood environment during the practicum. The student also made sure that the child learning areas were child safe and complied with centre policies on supervision and hygiene. The student was good-minded in the interior and out-door activities and made sure that children were using equipment safely.

Professional and Ethical Behaviour

The practicum revealed that the student put forth professional behaviour. They were punctual, responsible in their duty, and adhered to the ethical principles required in an early childhood education environment. The student addressed the staff members respectfully and demonstrated a good attitude towards learning and professional growth.

Inclusive and Respectful Environment to Tamariki

The pupil assisted a non-discriminatory and respectful atmosphere of tamariki (children). They handled all children with care and respect and promoted good relation among children. The student also facilitated learning among children through play- based learning, as well as motivating them in their learning activities.

Relationships with Whānau

The learner also exhibited positive and respectful relationships with families (whanau). They were very polite and were interested in the experiences and learning of children. The student was friendly and professional in his communication with families and had respect to the cultural background of children and their families.

Learning about Te Whariki Curriculum

The student demonstrated knowledge of Te Whangi Kuruhau early childhood curriculum because she advocated the learning process of children using the interplay activities. They promoted exploration, communication, and creativity in the learning environment. The student also fostered a sense of belonging and wellbeing of children in the centre.

Supervisor Attestation

I attest that the student has completed a total of 60 hours of practicum experience in the setting of the early childhood education setting. The student at this time showed professional behaviour, assistance to the children learning, as well as, upheld respectful relationships with children, families, and staff.

• Supervision of Kaiako: Sarah Thompson
• Signature: Sarah Thompson
• Date: 20 May 2025

Task E – Reflective Practice

Professional development of early childhood educators includes reflective practice. It also assists the teachers to reflect on how they teach children and how to become better in their work. Reflective practice enables teachers to realize what is effective or what can be done in a better way in their teaching.

The notable advantage of reflective practice is that it leads to permanent growth in teaching experience. When teachers look back to their daily activities, they are able to discover their strengths and weaknesses. This is to assist them to develop their teaching strategies and also give the children better learning experiences. As an example, I was able to think of my communication with children during group activities during my practicum. Reflection has made me understand that using open-ended questions made children share their ideas more freely.

The other advantage of reflective practice is increased knowledge about learning and development in children. Reflection can assist the teachers to pay attention to the children and learn their interests, needs, and abilities. This will enable the teachers to design learning activities that can enable the children to develop in a meaningful manner.

The reflective practice enabled me to gain confidence as an early childhood educator during my practicum. With the help of reflecting on my daily experiences, I could realize how learning was influenced by various teaching strategies to children. As an illustration, in case I applied storytelling and creativity activities, I realized that children were more active and eager to take part.

A review of my supervising kaiako also had significant contributions to my professional development. The tutor teacher also made good recommendations concerning classroom management and interactions with children. This feedback has assisted me to rectify my teaching strategy and build more effective relationships with children.

In general, reflection and supervisor feedback enabled me to develop as a teacher. It made me realize what I will do as a teacher and to keep on advancing my teaching competency in order to assist children in their learning and wellbeing.

Reference List

• Durie, M. (1998). Whaiora: Health development of Māori (2nd ed.). Oxford University Press.
• Ministry of Education. (2017). Te Whariki: Early childhood curriculum. Learning Media.
• Macfarlane, A. (2004). Kia hiwa rā! Listening to culture: Māori students addressing the educators. New Zealand Council of educational Research.
• Ritchie, J., & Rau, C. (2006). The implementation of a kaupapa M Maori pedagogy of bicultural development in early childhood education. Teaching and Learning Research Initiative.
• Schön, D. A. (1983). The reflective practitioner: professional thinking in action. Basic Books.
• Carr, M., & Lee, W. (2012). Learning stories: Building learner identities in primary school. Sage Publications.