1 Eat a Rainbow Curriculum map 0-5yrs *N.B This is not an exhaustive list, but gives a range of ideas about the links between EaR and extension activities to the Early Years Learning Framework. Reference: Australian Government Department of Education, Employment and Workplace Relations, Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Commonwealth of Australia Early Years Learning Framework foundation values Belonging Being Becoming Children belong first to a family, a cultural group, a neighbourhood and a wider community. The EaR program assists children to learn about Fruits and Vegetables in the context of the early childhood setting. EaR celebrates and expands upon family F&V practices buying, growing, cooking, eating routines. There is respect for different families and cultures, EaR promotes a broad range of F&V some of which may be familiar and some new depending on prior experience. All children are given permission to choose their level of participation when tasting new foods the experience is positive. EaR supports children, parents and carers in trying new foods / food practices in a way that promotes personal empowerment. Children exist in the here and now - they are learning about the big wide world, about themselves and others. Every day children explore ideas and environments, from the familiar to the new, from fantasy to reality. EaR offers children many ways to explore who they are - Sensory explorer / Taste tester Seed/seedling planter / Gardener Cook / food creator Learner / Listener Analyser / Questioner Fruit and veg shop or café/restaurant worker Children change significantly in their early years as they learn and grow. They are shaped by many different factors. Recognising this, the Early Years Learning Framework (Belonging Being & Becoming) supports high quality development across 5 key learning areas Identity, connections, wellbeing, confidence and communication. EaR is a program that aims to promote healthy eating habits in young children and families. These habits and practices support wellbeing both now and in the future. EaR also provides many opportunities to achieve success in the other key learning areas.
2 Early Years Learning Framework Principles Secure, respectful and reciprocal relationships EaR supports developing relationships with children, their families and community workers / volunteers. EaR program workers work in partnership with Centre staff work to create positive food experiences for the children. Individuals need different amounts of encouragement and support for them to try new foods and explore their sense of taste, Partnerships EaR provides opportunities for Centres to invite families to actively participate EaR garden, EaR cooking activities, EaR family learning sessions. Community service providers can support Centres by forming sustainable partnerships with the aim of providing families with learning opportunities and experiences that enhance their health and wellbeing. High Expectations and equity EaR program workers encourage children to be brave and explore the world of colourful fruits and vegetables. Children are challenged to taste new foods and their achievements are celebrated whether big or small. Respect for diversity EaR offers opportunities to recognise and share cultural, community and family values around cooking, eating, growing Fruit and Vegetables. These farming / growing / cooking (recipes) / eating practices can be explored in many ways to promote deeper appreciation and understanding of food. Ongoing learning and reflective practice EaR has an evaluation framework which allows continued improvement to meet the needs of stakeholders children, families, workers.
3 Early Years Learning Framework Practice Holistic approaches EaR recognises many aspects of the child their sensory awareness (taste / touch / smell / sight), their physical body moving, gardening, being active, making and eating, EaR connects with families and community. Responsiveness to children Children are encouraged and supported to try new foods in ways that are fun and positive. EaR activities are able to be adapted to suit different children and groups. Learning through play Many EaR resources can be used in a wide range of play experiences in the garden, cooking (with real or pretend food), exploring colours, touching fruit and vegetable models. Intentional teaching The EaR program offers many challenging and worthwhile experiences based on role modelling, demonstrating, questioning, explaining and extending understandings. Learning environments EaR has been designed for the Early Years setting the range of EaR activities can cater for a wide range of different learning styles visual, auditory, tactile, kinaesthetic both indoors and outdoors. Cultural competence EaR can provide a platform for exploring the variety of food choices that children and families make. The cultural differences can be discussed; families can share food traditions around growing, cooking and eating different fruits and vegetables.
4 Early Years Learning Framework Practice - cont Continuity of learning and transitions Children come into early learning settings with understandings and ways of life that have been shaped by their families and communities. Food is common ground for everyone everyone eats - but routines, choices and practices vary widely. The EaR program provides opportunities to explore and learn innovative ideas around food, ways of growing, making and eating that promote health and wellbeing. Assessment for learning The EaR program provides many opportunities for authentic learning. Educators can use EaR activities to facilitate and progress each of the 5 Learning Areas see below. Assessment can celebrate the achievements of children, share success with families and help inform future EaR strategies.
5 Early Years Learning Framework Learning Outcomes Learning Outcome 1. Children have a strong sense of identity. Children are supported to make their own choices: The EaR tasting activity allows children to choose how they will interact with the samples will they touch, sniff, lick or chew? Families are invited to participate: Many of the EaR activities can involve parents / carers. Children can show and share their learning of Fruit and Vegetables with their families. Learning Outcome 2. Children are connected to and contribute to their world Sensory exploration of fruit and vegetables (i.e. how they look, sound, smell, feel, taste): helps children become more aware and respectful of their natural world by explaining where fruit and vegetables come from as part of their explorations. Tasting of fruit and vegetables: helps children become more aware and respectful of their natural world by explaining where fruit and vegetables they taste come from, and teaching them the importance of recycling any food waste. Fruit and Vegetable gardening: helps children become more aware and respectful of their natural world by explaining the plant/tree growth cycle and engaging them in growing, tending and harvesting different coloured fruit and vegetables. Children are more likely to taste/enjoy what they have grown. Learning Outcome 3. Children have a strong sense of wellbeing Sensory exploration of fruit and vegetables (i.e. how they look, sound, smell, feel, taste): helps children learn to explore food with their senses to become more familiar with them, more confident to taste them and more likely to enjoy them, therefore promoting positive changes in their eating habits by eating more fruit and veg. This helps children learn that different fruit and veg have different colours, textures, shapes and smells and increases their sensory awareness and integration. Tasting of fruit and vegetables: helps children to learn and appreciate the importance of choosing and eating a wide variety of different coloured veg and fruit, and increase their familiarity with fruit and veg so they are more open to trying and enjoying new foods. Reading and discussing fruit/veg themed storybooks: helps children s literacy knowledge to become more aware of the connection between good nutrition and health. as well as the health benefits of different coloured fruit and veg, This enables children to engage in verbal and non-verbal interactions through discussion, observation, contributing their ideas and experiences and responding to questions about nutrition, food, fruit, veg or health aspects of stories read.
6 Cooking with fruit and vegetables: allows children to improve their manipulative skills through handling and use of kitchen utensils, and improve their sensory awareness of temperature as they observe heating and cooling processes with food. Discussions about the importance of fruit and veg whilst cooking helps children increase their awareness of good nutrition and eating fruit/veg for a healthy lifestyle. Fruit and Vegetable gardening: helps children become more aware of the connection between good nutrition and health, the health benefits of different coloured fruit and veg, and where they come from/how they are grown, in addition to engaging in the healthy outdoor activity of gardening. Children are more likely to taste and enjoy what they have grown, which will potentially enable them to have a healthier diet by increasing their fruit and veg intake. Home corner play with toy fruit and vegetables: helps children learn more about food related professions like fruiterers, cooks or waiting staff, and their role in the food chain to get healthy food to our tables. Fruit and vegetable themed art and craft: helps children improve their manipulative skills through manipulation of different art and craft equipment, tools and different media. Also allows children to appreciate the colour, shape and texture of different coloured fruit and veg. Fruit and vegetable themed learning games: increases children s awareness of individual fruit and veg and their colours, and, depending on the games, may help children learn and understand the connection between good nutrition and health and the importance of living a healthy lifestyle.
7 Learning Outcome 4. Children are confident and involved learners Sensory exploration of fruit and vegetables (i.e. how they look, sound, smell, feel, taste): stimulates children s curiosity about fruit and veg, engages them as keen participants in their own learning about fruit and veg, and allows them to enjoy shared exploration about fruit and veg in a group context. Tasting of fruit and vegetables: stimulates children s curiosity about fruit and veg, engages them as keen participants in their own learning about fruit and veg, allows children to enjoy shared exploration about fruit and veg in a group context, and be exposed to positive peer and adult role modelling in relation to tasting new foods. Cooking with fruit and vegetables: Cooking enables children to manipulate a range of kitchen utensils and explore their purpose and function in preparing/cooking fruit and veg, as well as investigate food changes during the cooking/preparation process. Fruit and Vegetable gardening: gives children the opportunity to explore and express their wonder and interest in their natural environment. Gardening enables children to participate in rich, meaningful inquiry-based experiences learning about each aspect of the plant growth cycle and investigating & problem solving any challenges. Children have the opportunity to explore the purpose and function of a range of garden tools and implements. Home corner play with toy fruit and vegetables: encourages children to use their imagination and creativity, and use play to investigate, imagine and explore their own ideas about fruit and veg (eating it, selling it, cooking it). Children can exchange their ideas with others and develop their ability to imitate, repeat and practice the actions of others. Fruit and vegetable themed art and craft: children can be exposed to a wide range of art/craft media to investigate, assemble/disassemble, represent, invent and construct fruit and vegetables in different ways for example using playdough, craft materials, mosaics, drawing or painting implements. Fruit and vegetable themed pre-maths activities: helps children develop their numeracy and understanding of measurement and number through counting, estimating, sequencing, weighing and measuring different coloured fruit and vegetables (e.g. using fruit and vegetable counters, or real or toy fruit and vegetables). Children also learn vocabulary to describe size, shape, length of fruit and veg, as well as names of numbers. They also learn to sort, classify, order and compare different fruit and veg, developing their expressive language skills in describing attributes of different fruit and veg.
8 Learning Outcome 5. Children are effective communicators Sensory exploration of fruit and vegetables: helps children develop their understanding of veg and fruit colours and sensory qualities of fruit and veg. Involves naming, comparing and describing different fruit and vegetables and their sensory qualities. This enables children to expand their vocabulary by learning fruit/veg names and their sensory qualities, as well as to improve their expressive communication skills, by learning to respond verbally and non-verbally to what they see, hear, touch, feel and taste. Through their sensory exploration, children also develop their inquiry and investigation skills. Tasting of fruit and vegetables: enables children to respond verbally and non-verbally to the fruit and veg and other food ingredients that they see, hear, touch, feel and taste during their tastings. Through exploring the different tastes of fruit and veg, children also develop their inquiry and investigation skills. Reading and discussing fruit/veg themed storybooks: enables children to improve their literacy, engage in verbal and non-verbal interactions through discussion, contribute their ideas and experiences, and respond to questions re: nutrition, food, fruit, veg or health aspects of stories read. Cooking with fruit and vegetables: helps children develop their skills and experience processes such as inquiry, problem solving, investigation, experimentation and hypothesising as they cook. Also enables children to respond verbally and non-verbally to the fruit and veg and other food ingredients that they see, hear, touch, feel and taste. Fruit and Vegetable gardening: helps children to develop their problem solving, inquiry, investigation, hypothesising and research skills through various aspects of gardening like plant pest control, responses of plants to different weather conditions, fertilising and watering, plant growth problems, etc. Children also have the opportunity to extend their vocabulary through learning gardening-related terms, and their expressive language skills in describing what they see, hear, touch, feel and taste when gardening. Home corner play with toy fruit and vegetables: helps children to contribute their ideas and experiences in role playing mealtimes, restaurant/café environments, or fruit and veg, take on roles of numeracy users in their play like fruit/veg shop checkout operators. Children also enhance their language skills by using language to imagine and create roles and scripts for their role play. Fruit and vegetable themed art and craft: helps children learn to express their ideas and make meaning of the natural world (of fruit and veg) through creative arts like drawing, painting, sculpture/construction, dance, movement and music. Fruit and vegetable themed learning games: helps children engage in social interactions like turn-taking and sharing when playing the games, using verbal and non-verbal communication to interact with other players during game play, and following verbal instructions like game rules or how to play the games. Songs and rhymes about fruit and vegetables: helps children learn to listen and respond to sounds and patterns in fruit and veg rhymes. Singing fruit/veg songs or chanting rhymes about fruit and veg also helps children learn to actively use, engage with and enjoy using language in a variety of ways.