Everyone was broken

April 15th 2015

Learning Story
SB, KY, CH and JS are at the craft table.
The four girls find some bubble wrap, which at first
they play with by popping and rolling. SB picks her
piece up, places it on her head telling her friends she
has a wig. KY then picks her piece up, wraps it
around her waist and announces she has a skirt. CH
and JS follow the progression of the game creating a
top and a dress. They all go and show the educator
their creations. The educator responds with
enthusiasm Wow! But how are your outfits going to
stay on? You better go and find a way. The four
girls retreat back to the craft area and begin sticking
the bubble-wrap to themselves with masking tape.
KY wraps hers around her arm and asks the
educator to tape it there, Look! I have a broken
arm! SB, CH and JS are clearly impressed with her
ingenuity and before you know it they all have broken
noses, broken legs, broken arms and wrists. The
girls tell the educators, Were all going to the
hospital. Were all broken up. JS has some masking
tape around her wrist declaring, This is where we
write our name. The educator responds, Oh, is that
so the doctors know who you are?
Next, the girls go outside to show educator 1 their
broken bones, the educator asks each child, and
how did you hurt yourself? They respond by telling
the educator they fell over or tripped on something.
Comments/Reflection:
Here, the children are exploring various
identities and points of view through dramatic
play. It also establishes that the girls feel
supported and secure in one anothers play,
as they responded to one anothers ideas. This
play scenario lends ways to further
exploration and imaginary play surrounding
hospital and doctors, as the girls already have
much understanding about what happens
when you break your arm or get hurt.
Extend:
The role of the educator would be to then
scaffold their language and further their

Links to EYLF:
Outcome 1, identity: Children have a
strong sense of identity
-Children feel safe, secure, and supported
-Children develop their emerging autonomy,
inter-dependence, resilience and sense of
agency
-Children develop knowledgeable and
confident self identities
-Children learn to interact in relation to
others with care, empathy and respect
Outcome 2, community: Children are
connected with and contribute to their
world
-Children develop a sense of belonging to
groups and communities and an
understanding of the reciprocal rights and
responsibilities necessaryfor active
community participation
-Children respond to diversity with respect
-Children become aware of fairness
-Children become socially responsible and
show respect for the environment
Outcome 3, wellbeing: Children have a
strong sense of wellbeing
-Children become strong in their social and
emotional wellbeing
-Children take increasing responsibility for
their own health and physical wellbeing
Outcome 4, learning: Children are
confident and involved learners
-Children develop dispositions for learning
such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm,
persistence, imaginationand reflexivity
-Children develop a range of skills and
processes such as problem solving, inquiry,
experimentation, hypothesising, researching
and investigating
-Children transfer and adapt what they have
learned from one context to another
-Children resource their own learning through
connecting with people, place, technologies
and natural and processed materials
Outcome 5, communication: Children
are effective communicators
-Children interact verbally and non-verbally
with others for a range of purposes
Children engage with a range of texts and
gain meaning from these texts
-Children express ideas and make meaning
using a range of media
-Children begin to understand how symbols
and pattern systems work
-Children use information and
communication technologies to access
information, investigate ideas and represent
their thinking