This piece of evidence is a Daily Reflection from my 3-4 age class last year. For the past month, we had been studying space, introducing all new terms, topics, and concepts such as gravity, planets, the solar system, stars and much more! In recent times, Gardner's Theory of Multiple Intelligences is becoming more and more recognised as an important consideration in terms of pedagogy and teaching practice (2006). Often, people state that they are 'visual' learners or they 'need to be doing something' (Kinesthetic) to learn. This highlights how effective it can be to provide practical experiences where the children are acting out the learning in order to absorb it with all of their senses, catering for all types of learners. By creating a physical education experience that is age-appropriate for 3-4 year-olds while incorporating current space learning, children were not only more engaged and enthusiastic about the task, but this creative experience consolidates and reinforces their prior learning (Craft, 2005) (2.1.1).

As early childhood can have big gaps in the development of age and children, I differentiated this task, allowing children to choose of either two-footed jumping for children who could not hop, hopping on one foot, and also challenging children to say the names of the planets as they hopped. differentiation was also incorporated by varying the distance of the kick or throw in at the end of the course (2.1.1). It is important to differentiate content where possible to ensure that each student is gaining an optimal amount of learning out of every experience (Tomlinson, 2014).

​

In addition to understanding the content and how to teach to the within the EYLF curriculum (EYLF, 2009), this daily reflection displays how I am able to effectively communicate with families (7.3.1). Through the use of technology, each and every day I am required to write one of these daily reflections, not only allowing myself to document and reflect upon my own work- but also as a way to communicate to parents about the learning and progress of the children and curriculum. This form of communication allows me to maintain strong relationships with the families, in turn creating a positive learning environment for the children that attend (ASCD, 2005). 

​