30

th
June 2014
Last May in the course of my employment as a kindergarten teacher I noticed that many children
were becoming sick with colds, and one of the children found out she is going to have a baby
sister. Both of these topics were being discussed with much enthusiasm and I was playing a key
role in the discussion. When another educator witnessed two other children performing a birth
scene in the home corner, I thought it might be time to extend the childrens learning through
means other than conversation.
With childrens help I created a hospital, complete with waiting room, receptionist desk, doctors
surgery, bed, medical accessories and a lightbox with x-rays. My own intentional teaching has led
to great discussions and activities about the body and its functions, particularly bones, blood and
veins and heartbeats, allergic reactions and the Epipen, blood tests and injections, and
ultrasounds. I have used songs such as Dry Bones, Miss Polly and Heads, Shoulders, Knees and
Toes, objects such as large anatomical science books and a practice Epipen and even my sisters
real stethoscope to bring more interest and meaning to the experiences.
Children have contributed their own ideas to the extension of the play and thus the learning. They
wrap each others arms in bandages and explain in great detail about times when they or people
they are close to were injured; one child used a scene in the film Monsters University to relate to
allergic reactions, and it was a child who was eager to show everyone the bandaid over where
shed had a blood test that prompted the entire blood test and needle discussion.
Since writing this piece, I have obtained some unused IV drip tubes over the weekend and intend
to take them in, string them up somewhere, and see if it sparks any recognition in the children. I
also have not discussed pregnancy perhaps as thoroughly as I think we can Im looking forward
to sharing what I know about babies and their development, and my wonder and awe at the
creation of life, while dodging awkward questions such as Where do babies come from? There is
still enough birth play occurring to warrant more explanation, and I am confident I will be able to
interject some enquiry during such an activity.
I believe I have used some large words and introduced new ways of thinking with these activities,
and have directly helped to extend the knowledge of the children who were receptive at the given
time. This reflects my overall attitude towards learning in that we shouldnt unduly limit what we
share with children because we dont think theyll understand which directly correlates with the
Early Years Learning Framework Principle: High Expectations and Equity.
The hospital space has also helped children to understand aspects of their own bodies, their
society, and bond with each other through sharing their medical experiences. They have taken on
different roles and experienced other ways of being. I would therefore attribute the experiences as
being rich in the Early Years Learning Frameworks Outcome: Identity.
There has been a small amount of gender stereotype involved in the play and discussions as a
society we are still battling the idea that men are doctors and women are nurses. I have taken it
upon myself as my responsibility to disabuse all children of the notion that men and women must
fulfil certain roles. I find opportunity for these discussions in many topics, but when it has been
relevant in the hospital space I always help children realise that their potential is not limited by old
societal norms. I am an active poststructuralist and use critical perspective to achieve equality
within my classroom and hopefully within these childrens futures and this aim lies in accordance
with Element 1.1.6 of the National Quality Standards.
This experience has invited all children to participate even those who do not wish to yell at the
top of their lungs about when they got a needle at the real doctors (of which there are not many)
have been known to sit in the hospital space and use the stethoscopes and surgical masks in
their solitary or one-on-one play. The inclusive and equitable practice here reflects Element 1.1.5
of the National Quality Standards.