Bronfenbrenner´s Ecological Systems Theory

The experience in the activity plan above is supported by several contemporary theoretical perspectives. The first of which is that play occurs within a context. Child care sits inside Bronfenbrenner’s Ecological Systems theory (1979) and gives contextual emphasis on children’s learning (Docket & Fleer, 1999). The first part of the system, the Microsystem, involves the child gaining socially and linguistically through interaction with immediate social networks, including home and family. The model encourages caregivers and family to take note of how a child’s surroundings impact them and vice versa. Also, to recognise that communication from parent to caregiver or teacher and back again promotes positive development of the care each stakeholder

The box construction activity looks at outcome 4.1, 4.2 and 4.3 by encouraging investigation and hypothesising through imagination and creativity to develop perseverance toward the satisfaction of completing a task. This is done through providing this preschool group with the opportunity to verbally contribute to the how’s, what’s and why’s of the robot construction activity. Each small group involved will bring his or her knowledge into the design and construction of their robot. Outcome 4.3 will be evident when considering the Letter Land book and CD. The letter ‘R r’ is part of the reason this activity has come about. Each child can gain the understanding of the correlation between the red robot story and the robot creation activity because they are able to say the words starting with the ‘Rrrr’ sound. They can apply generalisations from one situation to the other, from a story to construction. They will also use the knowledge gained during the activity in different contexts, in care, at home or at the shop because they may recognise the letter ‘R r” written somewhere and associate it with what was learnt at school or care (Eggan &

A 10-20 minute group time is all that would be required. Although, I have personally sat with children for this exact type of group time discussing things like cooking or making play dough. A group time mat with an easel, paper and colourful texters will help to guide the discussion that gains input from the children. Another 30-40 minutes would be sufficient time for children to take to play around to create their robot. When taking part in the construction, each group will have a table to play at with all the necessary materials to get creative at each table (Docket & Fleer, 1999). Paint, coloured pencils, glue, tape and collage pieces including things like bottle tops and corks that have been collected from carers and families over a few weeks as well as boxes from a parent that works in a packing firm will be provided. These materials can always be sourced from parents given enough time before the activity is to