We were all very excited to be looking after Rosie as the first centre. On her first day we spent the morning setting up Rosie’s hutch that would become her home as she stayed with us. As we moved through each stage of assembling the hutch we learnt about how it all fits together and what goes inside. There were things such as special bedding for Rosie to sleep on, a house for her to move in and out of and her water bottle and food bowl. When Rosie’s hutch was all set up it was time for Rosie to move in. We gave her time to settle in and watched on eagerly as she explored.
Whilst looking after Rosie we took the time to learn all about her and what sort of care she needed. We learnt about the food that she eats and special treats that she can have. We discussed the types of fresh vegetables and fruits that were good for her. This allowed for lots of extended discussion amongst the children as we compared our need for vegetables and fruit to keep our bodies healthy and spent many lunch times identifying the veggies on our plates that were just like what Rosie eats. We practised handling and patting Rosie ensuring that we were very gentle. We promoted healthy lifestyles for Rosie and took her for walks in our outdoor environment giving her the chance to enjoy the fresh air and do some daily exercise.
The preschool children used their creative skills as a way to express their ideas as they engaged in a representational drawing experience. Sitting in front of Rosie’s cage they drew and discussed what it was they saw. We developed our language and literacy skills as we read through stories based on rabbits and looked at images with the children responding to and asking questions. Our writing/drawing/art craft areas in each room became the source of many images the children created of Rosie as she spent her time at Roseville. We created a project book with photos and work samples to share our experience within the centre and with our families.
We were lucky enough to have Rosie for our week of Easter celebrations. It was like having our own pet Easter bunny as we spent the week making Easter hats and cards, cooking Easter treats and discussing how children would celebrate Easter. We finished the week with a special visit from the real Easter bunny that left us eggs all over the backyard for an Easter egg hunt.
We have all had a fantastic time building a relationship with Rosie as she became part of our everyday lives at Roseville. We are sure as Rosie’s journey continues around the other Acre Woods centres she will be loved just as much wherever she goes and at Roseville we can’t wait to hear about her adventures and see her again soon.
How this learning experience links to EYLF outcomes
As our program currently focuses on The Early Years Learning Framework for Australia the addition of Rosie rabbit has enabled children’s learning to develop across all learning outcomes as they became active and valued participants in the care and experiences based on Rosie.
EYLF 1: Children have a strong sense of Identity
Rosie rabbit initiated many interactions and conversations between children and educators (1a). Caring for Rosie encourages children to display awareness for others and gain an understanding of the importance of care, empathy and respect towards each other and Rosie as a living part of the environment (1c). As we held an Easter celebration week children were able to share aspects of their culture in relation to how Easter is celebrated and acknowledge the similarities and differences between themselves and others (1b).
EYLF 2: Children are connected to and contribute to their world As the children cared for Rosie they became socially responsible and aware of how to show respect for the environment. They have developed an understanding of living things and an appreciation towards them as part of their immediate environment and the natural environment that surrounds them. (2d.)
EYLF 3: Children have a strong sense of wellbeing All children had the chance to contribute and work collaboratively in caring for Rosie and engaging in experiences based on her. Their social and emotional wellbeing was fostered as ideas were shared and built upon as learning was extended. (3a). As children learnt about caring for Rosie they were able to show an increasing awareness of healthy lifestyles and good nutrition relating to Rosie as well as themselves (3b).
ELYF 4: Children are confident and involved learners
Children’s involvement was valued throughout Rosie’s time at the centre. Work was documented and a project book created to allow children to revisit their ideas and extended their thinking. Children were able to engage individually or collaboratively as their knowledge and understanding was built upon throughout the learning process. (4a).
EYLF 5: Children are Effective Communicators
Children used the creative arts in form of drawing, writing, painting and collage to create their own representation of Rosie. (5c). They listened to and responded to stories engaging in discussions based on the text they were presented with (5b) and asking and responding to questions (5c).
