1. Skills
1.1. Inquiring
1.1.1. Children expressed wonder about what they noticed, for example wondering how the bubbles stayed on the dolls head when out of the water (Aitken et al. 2016, p.8).
1.2. Experimenting
1.2.1. One child was able to experiment with the rubber duck and noticed they could make bubbles by sucking up the soapy water into the duck and squeezing it. This was mirrored by the other children involved to explore new ways of making/blowing bubbles (Aitken et al. 2016, p.8).
1.3. Hypothesising
1.3.1. The children were able to demonstrate their thinking and express their ideas on how bubbles are created "No, you mix the bubble mix and water!" (Aitken et al. 2016, p.9).
1.4. Investigating
1.4.1. Through the use of their senses of sight and touch, the children were able to explore the properties of bubbles and imagine and express their ideas and wonderings (Aitken et al. 2016, p.9).
2. Pedagogies
3. Numeracy Indicators
3.1. I measure and compare my world.
3.1.1. Use comparative language: "That bubbles big!" and "WOW, the little bubbles out of ducky!" (Department for Education and Child Development 2021, p.17).
4. Concepts
4.1. Chemical Science
4.1.1. Properties of substances and liquids - Through their senses the children were able to explore and communicate the properties of the soapy water and bubbles (MacDonald & Rafferty 2020, p.252).
4.1.2. Reactions - Curiosity in the chemical process of mixing two liquids together to create bubbles (MacDonald & Rafferty 2020, p.249).
5. Processes
5.1. Noticing
5.2. Wondering
5.3. Communicating
5.4. Generalising
5.5. Reasoning
6. EYLF
6.1. Outcome 4.1
6.1.1. The children expressed wonder and curiosity in the experience. This is evident when children remained engaged with it throughout the day, often re-visiting it (DEEWR 2009, p.37).
6.2. Outcome 4.2
6.2.1. The children applied a wide range of skills and processes such as making predictions/hypothesising how bubble mixture is made "You mix soap and water!" and experimenting with and manipulating objects to create bubbles. For example, a child figured out that by sucking up the mixture into the rubber duck they could squeeze it and tiny bubbles would come out "WOW, the little bubbles out of ducky!" (DEEWR 2009, p.38).
6.3. Outcome 4.3
6.3.1. Through one child's noticing, experimenting and manipulation of different objects to make bubbles, other children were able to immediately mirror this, providing a co-construction of engagement and learning experience (DEEWR 2009, p.39).
6.4. Outcome 4.4
6.4.1. Children engaged in small group learning experiences that explored the sense of sight and touch of the soapy water and bubbles (DEEWR 2009, p.40).
6.5. Outcome 5.1
6.5.1. The children were able to respond to what they could see, touch and feel ("Woah, look at all the bubbles!"), and respond to educators' questions verbally (Educator - "How do you think the bubbles got into the water?", Child - "You mix soap and water!"). (DEEWR 2009, p. 43).