provocation created out natural and recycled materials

1. Welcome
to Muddy
Kitchen
By Team 15: Colbi Murray, Laura Nicholls, Paige Bennett, Shuang Niu Ma and Yik Ting Au
Let's Get Dirty
and Play in
the Mud !

2. Meet Our Team
Colbi
Murray
31101161
Laura
Nicholls
32645095
Paige
Bennett
3303384
Shuang
Niu Ma
32744764
Yik
Ting Au
32798807

3. Set-up of Provocation

4. Recycled and Natural Materials Used to Construct Provocation
Recycled Materials:
*Industrial cable reels;
*Plastic bottles, containers
and tins;
*Crates and old school
chairs and an
*Assortment of used
cooking
equipment and utensils.
Natural Materials:
*Feathers;
*Honkey and gum nuts;
*Rocks, sticks and bark;
*Dried flowers, leaves and
pine cones and
*Sand and water.

5. Purpose of the Provocation and Links to the Curriculum
Our provocation has cross-curricular links to Literacy, Design and
Technology and Sustainability skills and practices. Students are read the story
Mud Pie Annie by Sue Buchana and Dana Shafer. Using the recycled and
natural materials provided, they work together to design and make their own
mud pies like Mud Pie Annie in the story.
Connections to the Curriculum
Early Years Learning Framework (EYLF): ): (Australian Government
Department of Education, Employment and Workplace Relations (DEEWR),
2009).
1.4 “Children learn to interact in relation to others with care, empathy and
respect.” (p.27)
2.4 “Children become socially responsible and show respect for the
environment.” (p. 32)
4.1: “Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination and
reflexivity.” (p. 37)
5.1 “Children interact verbally and non-verbally with others for a range of
purposes.” (p. 43)
5.2 “Children engage with a range of texts and gain meaning from these texts.”
(p.44)
5.3 “Children express ideas and make meaning using a range of media.” (p.45)

6. Mud Glorious Mud!
What type of Mud Pie will you create at The
Muddy Kitchen?

7. “I'm making little
squishy muddy mud
pies. Annie made
big ones in the
story.”
“You need lots of
water, dirt, sticks,
rocks and
feathers. Then
you mix it
altogether.”
“We are making a mud
pie like Annie in the
story. It's called Muddy
Surprise. We are putting
in bark, honkey nuts,
water and sand. Then we
have to put it in the
oven.”
“Here is
your mud
pie.”
“We are
making a
mud pie
together.”

8. Relationship Between Environmental Sustainability
and the Early Childhood Environment
It is generally recognised that education has a major role in
aiding societies to make the transition to sustainable ways
of living and the importance of ‘getting active; for a
sustainable future without delay, as discussed in the article
(Elliott, 2009). It is important that Early Childhood
Educators keep this in mind at all times to ensure a
sustainable future for the younger generation.
Environmental sustainability and the Early Childhood
environment have a relationship by both being increasingly
important in ensuring the well-being of people and the
planet now and in the future, especially with sustainability
being flagged as an important issue in Early Childhood
Education (Weldemariam, 2017).
Pexels. (2019). Boy Jumping Near Grass at Daytime. [Image]. Retrieved from
https://www.pexels.com/photo/boy-jumping-near-grass-at-daytime-1104014/

9. Embedding Sustainable Practices in the Early Childhood
Environment
As described by Early Childhood Australia (2013) you can’t make your service
sustainable overnight so there are some small steps to getting started which will
build the relationship between environmental sustainability and the Early
Childhood Environment:
- Establish a starting point by conducting a self assessment to see what you
already do that is sustainable which will allow you to identify what you can
do next
- Talk to the children, families and colleagues to develop a shared
understanding of what sustainability should look like.
- Be realistic by starting small and setting achievable goals.
- Make it meaningful by incorporating sustainability into your program in
meaningful ways.
- Get help, if you are feeling overwhelmed about the responsibility then seek
help from networks, the council or speak to other Early Learning Centres.
Pexels. (2019). Blade Blur Bright Close Up. [Image]. Retrieved
from https://www.pexels.com/photo/blade-blur-bright-close-up-
531428/

10. Supporting Children to Express Multiliteracies
Multiliteracies is an approach that is based on ‘The
Hundred Languages of Children’ (Edwards, Gandini,
Forman & Ebrary, 1998). The philosophy is built
upon two major aspects: Linguistic diversity and
multimodal forms of expression (Smith, 2017).
Learning that employs the multiliteracies approach
provides opportunities for learners to make sense of
their world through exploring different semiotic
systems, including: Visual, Gestural, Aural, Spatial
and Linguistic modes (Fellowes and Oakley,
2014).
Aural
GesturalLinguistic
Visual Spatial

11. Aural
Aural Literacy: Sense of hearing, listening to
● Sounds from the environment,
● Words spoke by others,
(Fellowes and Oakley, 2014).
Our provocation encourages children to develop and use their aural literacy
skills. Students use their active listening skills to listen to the story Mud Pie
Annie and to listen to their peers when they are sharing equipment, co-
operating, negotiating and sharing their ideas of how to make their mud pies.

12. Gestural Gestural Literacy: Non-verbal communication in which body
actions convey messages (Fellowes and Oakley, 2014).
Our provocation promotes students to use gestures and gross
and fine body movements to create their own mud pies.
Students mimic the actions of Annie in the story, collecting
natural materials and cooking equipment, pouring, stirring and
mixing their ingredients together to make their pies.

13. Linguistic
Sustained conversations and explicit questioning
techniques used by the teacher “What ingredients are
you going to use to make your pie? How did you
make your pie?” also encourages oral language.
Students discuss and share how they have made their
pies with their peers.
Linguistic Literacy: Spoken (oral) and
written language (Fellowes and Oakley,
2014).
The open layout of our provocation enables
groups of students to collaborate, co-operate,
negotiate and engage in shared discussions to
share their ideas to create and make their mud
pies.
The inclusion of natural
materials and cooking
equipment like in the story
encourage students to
pretend to be Annie. They
explore the language
presented in the text and
make connections between
their own experiences and
ideas.
Chalk board and chalk
enable students to develop
their written linguistic
skills. Students write a
menu of the types of mud
pies they are making.

14. Spatial Spatial Literacy: The capability of using space to comprehend, communicate and solve
problems (Banarz and Kemp, 2011).
Our provocation encourages students to use their spatial thinking and reasoning to make
and create their mud pies. This includes enabling students to develop their understandings
of how arrangements can be made through the systematic movements of materials:
Transforming, sliding, rotating and flipping the natural materials to create their mud pies
and using the language of space to describe the position of the materials that they used:
Next to, behind, on top of (First Steps in Mathematics: Space, Department of Education
WA, 2013).
“I put the feather up
the top. The flowers
are in between the
Honkey nuts and the
sand is at the
bottom.”

15. Visual Visual Literacy: Images, still and moving that help
children to make meaning (Fellowes and Oakley, 2014).
The inclusion of natural materials
and cooking equipment like in the
story encourage students to make
meaningful connections to the text.
Materials allow students to visually represent their
understandings.
Signs direct students and tell them
what to do.

16. Links to National Quality Standard:
Quality Area 3 - Physical Environment
The aim of Quality Area 3 under the National Quality Standard is to ensure that the
physical environment is safe, suitable and provides a rich and diverse range of experiences
that promote children’s learning and development. (Australian Children’s Education and
Care Quality Authority (ACECQA), 2018).
Standard 3.1 Design- The design of the facilities is appropriate for the operation
of a service (ACECQA, 2018). The Australian Children’s Education and Care Quality
Authority (ACECQA), 2015) emphases the importance of creating learning spaces which
support children’s education, interests, levels of engagement inclusive relationships.
Our provocation has extensive links to the curriculum (refer to slide 5) including literacy,
sustainability practices and design and technology. Students develop their meaning of texts
by using the equipment to act out the story and create, design and make their own mud
pies. They develop an awareness of their natural environment through the use of natural
materials (DEEWR, 2009).
.
Open layout encourages groups of students to collaborate, co-operate,
negotiate and engage in shared discussions assisting in the
development of social and emotional skills
The inclusion of hands-on materials (Natural and recycled materials)
provides high levels of student engagement. Students in the class had
begun collecting natural materials in the school environment and
bringing them to the sand pit to create and play with. Our provocation
builds and incorporates this interest by providing them with natural
materials to create their mud pies with.

17. Element 3.1.1 Fit For Purpose: Outdoor and indoor spaces, buildings, fixtures
and fittings are suitable for their purpose, including supporting the access of every child
(ACECQA, 2018).
Open outdoor area
allows all children free
access the provocation.
The resources and equipment provided (natural
resources and recycled cooking equipment) are
appropriate for students to use to make mud pies and
are placed at an appropriate height to enable full
participation and access for all.

18. Element 3.1.2 – Up Keep
Premises, furniture and equipment are safe, clean and well maintained (ACECQA, 2018).
Non-poisonous natural materials
were provided.
Plastic and recycled materials
were washed and ensured that
all sharp edges were
removed.
Students were constantly
monitored around water.
Students were talked to about how to appropriately
use equipment: Not putting small natural materials in
their mouths, not throwing sand and not poking other
students with sticks.

19. Standard 3.2 – Use
The service environment is inclusive and supports exploration and
play-based learning (ACECQA, 2018).
Element 3.2.2- Resources
Support Play-Based Learning:
Resources, materials and equipment allow for
multiple uses, are sufficient in number, and enable
every child to engage in play-based learning
(ACECQA, 2018).
3.2.1:Materials and resources suit all
ability levels and needs.
3.2: Our provocation is set up as a dramatic play area. Our mud
kitchen invites students to engage in pretend play adopting the
role of Annie in the story to make mud pies. 3.2: Materials stimulate
investigation, exploration and
creativity. Students use the
materials to create their mud pies.
Element 3.2.1- Inclusive
Environment:
Spaces are organised and adapted to support
every child's participation (ACECQA, 2018).
.
3.2.1: Adequate numbers of resources
contribute to children’s sense of belong.
3.2.1: The open layout of the
provocation allows access for all
students to participate.
3.2.2: Materials are sufficient in number and can be replaced
once they have been used. Children have agency over which
materials they wish to use. The cooking equipment and
natural resources allow for multiple uses and enable every
child to engage in play-based learning. Children use the
materials to pretend to be cooks creating and making their
mud pies.

20. The Early Years Learning Framework (DEEWR, 2009) states that allowing children to be immersed
in their natural environment provides them with opportunities to investigate, infer, explore, predict,
hypothesise and begin to develop environmentally responsible practices and an understanding of the
relationship between people and nature. Our provocation is immersed in the school’s natural
environment and enriched with natural and flexible materials and resources for students to explore
and manipulate (sand, leaves, feathers, sticks, gum nuts, water etc..). This fosters opportunities for
them to connect to and develop an understanding and appreciation of the natural environment around
them (ACECQA, 2015).
The provision of recycled materials in our provocation also actively supports children to respect their
environment and become active agents in their communities. Allowing them to develop an
understanding of the importance of recycling and re-inventing new ways to use common household
items (Care For Kids, 2013).
Element 3.2.3 –Environmentally Responsible
The service cares for the environment and supports children to
become environmentally responsible. (ACECQA, 2018).

21. Key Words and Metaphors
Multisensoriality:
The outdoor
environment and the
inclusion of natural and
recycled materials
provides a multi-
sensory experience.
Students engage their
sense of touch, hearing
and sight to create their
mud pies.
Overall Softness:
The open layout and the
provision of multiple
resources welcomes and
invites all students to
participate. It uses non-
artificial objects and
materials throughout the
setup, is open ended,
encourages group
collaboration and allows
for individual growth and
development.
Rich Normality:
The provocation is built of a mixture
of natural and recycled materials.
Students manipulate and combine
these to create their mud pies. The
outdoor setting provides a calm and
inviting atmosphere with a natural
rhythm.
Relations:
The provocation is set up as a kitchen
with ingredients and cooking utensils
reflected in the story and in students
everyday lives. This enables them to
make connections to the text and their
own experiences.

22. Key Words and Metaphors
Epigenesis:
The materials are opened-ended, suiting all
ability levels. Children are free to
manipulate them any way they see fit to
demonstrate their understanding of the text
and to create their own mud pies.
The outdoor environment allows students to
collect their own materials and add to the
provocation giving them agency over the
resources they use.
Constructiveness:
The provocation encourages children to use
their mind (imagination and creativity) and
body (senses) to create their own mud pies.
This allowing them to demonstrate their
knowledge and understandings of the text.
Students collaborate and work together
building upon each other’s understandings
developing their cognitive and cultural
awareness.
Osmosis:
The set-up of the
provocation in the outdoor
environment and the
provision of recycled and
natural materials actively
supports children develop
an understanding and
appreciation of their natural
world and to and become
active agents in their
communities inventing new
ways to reuse plastic
materials.

23. Colbi Murray:
Participating in the group assignment has allowed me to develop my knowledge of Vygotsky’s theory of social constructivism and its role in the
classroom in shaping and developing cognitive function (Duchesne & McMaugh, 2016).
One of my roles during the completion of the assignment was to set up our provocation in a school-based setting. Working as an Education
Assistant, I took the opportunity to set up our mud kitchen at the school I worked at and engaged with my 3-year-old kindy students with the
play-based learning experience. Acting as a co-player and observer I actively witnessed students participating in social interactions, engaging in
shared discussions, co-operating, negotiating, collaborating, scaffolding and building upon each- others learning to design, plan and create their
mud pies. For Vygotsky, social interaction is integral to learning, shaping cognitive development, it is an essential component of the learning
process (Cobb & Yackel, 1996). Observing my students engaging collaboratively with each other and sharing their ideas emphasised to me the
importance of this paradigm for student’s learning. Vygotsky’s theory of social constructivism is a theory of learning which I will continue to
implement in my classroom setting.
Laura Nicholls:
My role in this assignment was to complete the discussion of the relationship between environmental sustainability and the Early Childhood learning environment.
I began by completing some research into the relationships between Early Childhood and sustainability and even though I am familiar with sustainability from
working full-time in a child care centre, I still learnt a lot about environmental sustainability and its importance by using discovery learning. Working with a small
group of learners on this assignment has given me the opportunity to learn from others to see how other university students complete their study, this links directly
to both constructivism and social constructivism.
Critical Reflections

24. Critical Reflections
Shuang Ma:
This assignment provided an opportunity for me to understand the complexities of Early Childhood environments and the many elements that need to be
thought about to create meaningful learning for all children. It brought me to think more in depth about how children learn through play, peer interaction and
how the NQS supports this.
This provocation also brought to my attention the importance of nature and sustainability within a provocation, as children learn from their experiences to
appreciate the environment. When given the opportunity, children strive to help sustain the environment.
Taka Au:
It is a great opportunity to explore how a provocation impacts upon young children’s learning. This assignment has strengthened my understanding of the
power of multiliteracies. To me, multiliteracies is simple yet essential in the early years. We as educators should put them into considerations when planning an
activity.
The greatest message I gained from this assignment is that every child is unique. We need to pay attention to their individual cultures, interests and ways of
learning. Some students are aural learns while others are visual learners. It is important for educators to include all aspects of multiliteracies in their classroom
to ensure all children are reaching their full potential.
Paige Bennett
This assignment has allowed me to learn a lot about what goes into indoor and outdoor learning environments and all the strands the environment needs to
meet. Although I only completed my section of the metaphors and key words, by reading what my other team members have completed has enlightened me to
the requirements. It is important that children are able to explore their own creativity and imagination through use of natural and safe play equipment. It is also
important that we allow children to explore provocations at their own pace and by providing a variety of resources it allows them to explore the materials and
surroundings at their own pace and to their liking. This provocation also teaches children how they can be environmentally sustainable and how they can use
materials in other settings rather than throwing them away.

25. References
Australian Children’s Education and Care Quality Authority. (2018). National Quality Framework Quality Area 3: Physical Environment. Retrieved on the 14th of April 2019 from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-3-physical-environment
Australian Children’s Education and Care Quality Authority. (2015). We Hear You Physical Environment. Retrieved on the 14th of April 2019 from https://wehearyou.acecqa.gov.au/2015/10/24/physical-
environment/
Australian Government Department of Education, Employment and Workplace Relations. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia.
Canberra: Commonwealth of Australia. Retrieved on the 12th of April 2019 from
https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Bednarz, S. W., & Kemp, K. (2011). Understanding and Nurturing Spatial Literacy. Procedia - Social and Behavioral Sciences, 21, 18-23. doi:10.1016/j.sbspro.2011.07.004
CareForKids.com.au. (2013). Environmental Education for Kids in Care. Retrieved on the 19th of August 2018 from https://www.careforkids.com.au/childcarenews/2013/february/19/environmental-
education.html
Cobb, P., & Yackel, E. (1996). Constructivist, Emergent and Sociocultural Perspectives in the Context of Developmental Research. Educational Psychologist, 31(3-4), 175-90.
Duchesne, S., & McMaugh, A. (2016). Educational Psychology for Learning and Teaching. (5th Ed). Melbourne: Cengage.
Department of Education WA. (2013). First Steps in Mathematics Space: Developing Geometric Understandings. Port Melbourne Victoria: Rigby Heinemann.
Early Childhood Australia. (2013). Talking about Practice: Embedding Sustainable Practices (67). National Quality Standard Professional Learning Program. Retrieved on the 16th of April from:
https://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No67.pdf
Edwards, C. P., Gandini, L., Forman, G. E., 1942, & Ebrary, I. (1998). The Hundred Languages of Children: The Reggio Emilia Approach--Advanced Reflections (2nd ed.). Greenwich, CT: Ablex Pub. Corp.

26. References
Hesterman, S. (2019). Children, Spaces & Relations: Environment as the Third Teacher. Topic Four. [Powerpoint Slides]. Retrieved on the 17th of April 2019 from
https://moodleprod.murdoch.edu.au/mod/resource/view.php?id=966751
Elliott, S. (2009). Exploring the Resistance: An Australian Perspective on Educating for Sustainability in Early Childhood. Retrieved on the 16th of April 2019 from:
http://sr4lp2wr3c.scholar.serialssolutions.com/?sid=google&auinit=S&aulast=Elliott&atitle=Exploring+the+resistance:+An+Australian+perspective+on+educating+for+sustainability+in+early+childhood&id=doi:
10.1007/BF03168879&title=International+journal+of+early+childhood&volume=41&issue=2&date=2009&spage=65&issn=0020-7187
Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood Education (Second ed.). South Melbourne, Victoria: Oxford University Press.
iStock Photos. (2019). Drops of Mud Sprayed on a White Background.[Image]. Retrieved on the 20th of August 2019 from https://www.istockphoto.com/au/photos/mud-
splatter?sort=mostpopular&mediatype=photography&phrase=mud%20splatter
Little Green Steps WA. (2017). Leaf Border. [Image]. Retrieved on the 1st of April 2019 from https://www.littlegreenstepswa.org.au/
Pixabay. (2019). Textured Mud Wall Background. [Image]. Retrieved on the 19th of August 2019 from https://pixabay.com/photos/background-texture-wall-mud-1157153/
Smith, A. R. (2017). Bare Writing: Comparing Multiliteracies Theory and Nonrepresentational Theory Approaches to a Young Writer Writing. Reading Research Quarterly, 52(1), 125-140. doi:10.1002/rrq.153
Weldemarian, K. B. H. S. B. G. H. (2017). A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks Across Five National Contexts. CrossMark. Retrieved on the
16th of April 2019 from: https://doi.org/10.1007/s13158-017-0202-8