Week 3 - Reddam House

Volume 1 Issue 21 Friday the 2nd of August 2013 IN THIS ISSUE :      

Virginia’s Message Dates for your Diary News From the Rooms Edible Magic Dancearama Mighty Mites

Self Regulation This week I would like to share with you an article from Kids’Matter. Self regulation is one of the cornerstones of our programme. “Did you know children aren’t born with innate skills to regulate their emotions? In fact, they need to learn to manage their emotions, attention and behaviours. During the first few years of life, children learn how to concentrate, share and take turns, which helps them move away from depending on parents or carers to beginning to manage by themselves. This process is called self-regulation. You will notice when your child begins to self-regulate. They will learn to stop themselves from doing something they really want to do (like eating the whole bowl of cake mixture) and motivate themselves to do something they don’t like (like sharing a toy with a sibling). Children who have learned to self-regulate will show more control over their impulses, be able to sustain their attention for longer periods of time and be better able to deal with day-to-day frustrations such as distractions, noise and conflict. But this process is not always easy. Like with learning any new skill, children experience ups and downs when they are trying to manage their feelings and behaviours. Parents and carers can play an important part in helping children to self-regulate. You can:  

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Provide particular support at times when kids are upset, tired or angry. For example, your children might be less likely to cooperate with their siblings before bedtime. Break down complicated tasks into smaller parts so children can practise self-regulation without becoming overwhelmed. Help your child get ready for school or their early childhood service by breaking down the morning’s jobs into more manageable things like breakfast, getting dressed and packing a bag instead of simply talking about “getting ready”, which can be overwhelming for many kids. Lead by example and demonstrate appropriate self-regulation. Think about how you negotiate decisions at home, manage conflict or a change of plans, and communicate with your child’s teacher.”

Changes to our Stage 4 Programme Designing environments and learning programmes for young children requires a clear vision of how children learn, the influences on their learning, understanding teachers’ and families’ role in the process, and maintaining a culture of dialogue and reflection. Reddam’s vision is clear, children are not empty vessels to be filled but rather unique individuals with ideas, questions to be researched, and are infinitely capable. Our role is to be open to: the individual learning styles of children; the possibilities for learning; and understand the impact of the social and physical environment on children’s engagement with learning. To allow us to provide the children with a programme which supports this individual learning journey, in 2014 Stage 4’s programme is shifting to a five day a week programme. We are very excited to be able to offer this unique programme to our current and future students. Have a wonderful weekend with your children Virginia Aghan Head of Early Learning Reddam House Early Learning School Newsletter

Volume 1 Issue 21

Friday the 2nd of August 2013

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Dates for your Diary

Contents

Sunday 25th August

Open Day

Thursday 5th September

Rosh Hashanah ELS Open

Friday 6thSeptember

Rosh Hashanah - ELS Open

Friday 20th September

Term 2 ends

Monday 23rd September

Vacation Care commences

Monday 7th October

School Closed - Labour Day

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15

Virginia’s Message Dates for your Diary/The Juice Bar Stage 1 Stage 1: Photo Gallery Stage 2a Stage 2a: Photo Gallery Stage 2b Stage 3 Stage 4 Stage 4: The Button Project Stage 4: A Moral Tale Dancearama Dancearama/Stage 4 Sport Photo Gallery Mighty Mites Edible Magic

Stage 4 :The Juice Bar

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Stage 1 - Under the Sea In Term 3 we will be going on an adventure to the seaside in the Stage 1 room. What will we find? Jellyfish, sharks, crabs, whales, octopus and seashells. These are just some of the sea creatures we have been exploring in the Nest. Please feel free to contribute to our adventure. Hooray For Fish! This is one of our favourite books that we have been reading written by Lucy Cousins.Paddle along with little fish on a mesmerizing underwater tour of friends who are spotty and stripey, happy and grumpy, hairy and scary, even curly whirly and twisty twirly. From the creator of Maisy, comes an eyepopping picture book that sure has the children captivated. Song of the week Slippery Fish, slippery fish sliding through the water. Slippery Fish, slippery fish… gulp, gulp, gulp! Oh no! He’s been eaten by an… Octopus, octopus swimming in the water. Octopus, octopus… gulp, gulp, gulp! Oh no! He’s been eaten by a… Great big shark, great big shark swimming in the water. Great big shark… gulp, gulp, gulp! Oh no! He’s been eaten by a… Humongous whale, humongous whale spouting in the water. Humongous whale, humongous whale… gulp, gulp gulp! Burp!… Pardon me! Happy Birthday We would like to wish Amy and Kim Simon a happy 2nd birthday and Stage 1 would like to welcome Nicholas Fasol to the Thursday/Friday group. Nicholas’s has a sister, Alexandra, in Stage 4. Farewell We would like to wish Emma all the very best as she leaves today to go on maternity leave. The Stage 1 Team, Petra Wright, Siobhan Brantes, Emma Vanos and Monika Ranjitkar


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Stage 1: Photo Gallery - Swish Fish


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Stage 2a: The World of the Very Hungry Caterpillar The first few weeks back in Term 3 have seen the children continue to work on colour recognition and experiment with mixing colours. This linked us into one of our favourite stories written by Eric Carle entitled The Very Hungry Caterpillar. The children love the beautifully coloured butterfly that emerges from the cocoon at the end of the story. Not only have we read the book but we also found a wonderful animated version on ‘Youtube’. The children were not satisfied with just listening and watching this wonderful story unfold, so we have also acted it out. We started as the tiny caterpillar emerging from an egg who then eats it way through a variety of fruits, then finds itself some party food only to feel unwell until it eats a nice juicy leaf. Not tiny anymore, but very fat, the caterpillar spins itself a cocoon to sleep in for 2 weeks and finally nibbles it’s way out to flutter away with its beautiful wings. You can see some beautiful butterfly wings on our art display wall that shows off our butterfly prints we have made. We are going on a Picnic Providing dramatic play areas where the children can act out real life experiences (or fantasy) and role play being a builder, a doctor, a chef, a mum, etc, provides children with an emotional outlet. When children play together, it is the greatest opportunity they have to engage with their peers and to develop their social and conversational skills. The picnic basket in our room has proven to be a very popular play area of choice. Charlie, Callum and Georgia were enjoying themselves in this area and here is just a small sample of a conversation that was recorded as they set up and enjoyed the food in the basket. Charlie said to Callum, “Put the pizza on the plate.” Callum picked up the teapot and said, “A cup of coffee? As he pretended to pour into a cup and handed it to Charlie. Charlie took it and said, “Let’s put salt in it.” Callum said, “A banana too?” Later Callum said to Charlie as he put an egg on a plate, “Here you go Charlie, do you want some egg?” then he turned to Georgia and said “Georgia would you like some eggy?” Georgia replied, “I love eggy.” As Callum handed her a plate with an egg on it. There continued to be lots of food passed around and pretend eating. Then Callum said “Save some for me!” Charlie said “That’s all your food.” As he handed him a plate of food. “Lets eat it.” said Callum. “I like this one.” said Charlie as he pretended to eat from his plate of food. Wouldn’t we all love to go on a picnic with Charlie, Callum and Georgia. The Stage 2a Team, Daniella Gosty and Polina Rodov


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Stage 2a: Photo Gallery - Colourful Times


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Stage 2b: Exploring the Senses Scissor Challenge The children in the Stage 2b classroom have been busy learning how to use their first set of scissors at school. We showed the children how to position their fingers in the scissors and what kind of movement they had to do to cut the paper. Luke was very excited and with every cut he had made in the paper he would say: “I did it myself!” Manipulating scissors is a big challenge and the children are very focused on getting their scissor cutting skills up to par more and more everyday! Exploring the Senses… At the end of Term 2 we spoke about how sensory experiences are important for a child’s development. This week we explored the feeling of sand and paint in our hands. The group enjoyed the rough feeling of the sand, massaging their hands while they tried to mix sand and paint together on the tray. Welcome to Stage 2b We would like to welcome Rhys Shipman (Thursday-Friday) and Zara Pulley (full time) to our group. We can’t wait to have lots of fun together! Happy Birthday This week we celebrated Spencer’s 2nd Birthday. Spencer was very excited to choose the balloons to decorate the classroom and then blowing his 2 candles! The Stage 2b Team, Tatiana Botrel, Karla Cabezas and Yana Bekman


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Stage 3: Welcome Back to Term 3 As the children settle back into the routine of term time we welcomed three new friends into the Stage 3 class. We would like to welcome, Bryce Murray, Noah Firme O’Keefe and Allegra Jonson to the Thursday-Friday group. All of the Stage 3 children have been very kindly introducing themselves, showing them around, guiding them, as well as making sure that they are not being left out during play times. Stage 3 has also celebrated a number of birthdays this week. We would like to wish Max Mills, Thomas Suomalainen and Elvy Liston a very happy 4th birthday. Puzzle Work A variety of new puzzles have been introduced to the classroom to encourage the children to participate in this important activity. Puzzles provide children with satisfaction, enjoyment and the opportunity to focus on an activity that has an ending. As children grasp, hold, turn and fit puzzle pieces, they develop hand- eye coordination and fine motor dexterity. Puzzles encourage problemsolving skills which in turn develop mathematical concepts such as sorting, classifying, comparing, sets, size, and spatial relationships. Children develop social skills such as negotiation, perseverance, teamwork and sharing. Finally, upon completion, the children are pleased with themselves in turn gaining confidence in their ability as problem solvers and will feel willing to try new puzzles or other challenging activities. The Stage 3 Team, Anita Martin, Jane Pledger and Melanie Elderton


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Stage 4: Spontaneous Combustion! Two weeks back and the art studio is busting! The sparks of creativity continue to impress and inspire me. The third term is always an exciting time because by this stage our children are totally familiar with their Stage 4 environment and are functioning happily, independently and confidently. There is a buzz of developing maturity and it is reflected in the varied activities and rich work possibilities our children experience in the atelier. Creativity flowing through the lens of an expressive visual language is a gift that belongs to all of us from birth and it unfolds and is nurtured by our cultural contexts. Artistic experiences offer food for thought and can inspire the imagination but in working with children, the primary focus is and must always remain, the children themselves. They bring their own strategies of thought, their own knowledge-building processes and their own relationships with objects. My role is to listen………..REALLY listen to their ideas and support the children in a way that is in tune with their autonomous expression. Two different projects have immerged this past week and I wish to share both. One project involved just two children initially and then more children took part as the idea caught on and the other was a group experience that was provoked by my button earrings! Project One: Cameron and James Cameron asked me if we could build a tree house at school. I suggested he ask Virginia who in turn suggested we first write a letter to Mr Crawford to ask his permission. But before we took on this serious proposal I suggested we really think if it was possible to do. I asked him a few questions. Where would we build the tree house? What would it look like? How big would it be and why? Who would use it? What would we need to build it? How many areas would there be? How do we make it safe? How would we furnish it etc.? James overheard Cameron and I discussing this FANTASTIC idea and he immediately decided he wanted to be part of the design process I gave them each a pen and paper and told them to draw and design their ideas. Each day the tree house becomes more intricate and other boys and girls have added their ideas. Conversations are being held in the garden during play time. Small groups of children gather around the tree to discuss their ideas. The tree house project is still in discussion and as yet not been approved but the dialogue continues…watch this space. Project 2: The Buttons I have a pair of button earrings which sparked the children’s interest. This was the provocation that lead to the creation of a mosaic button table which is presently in the atelier (see photos on page 10). I provided the children with a large round discarded table top which I picked up in the streets of Bondi. (I instinctively knew that this thrown out object could be transformed into something reusable and BEAUTIFUL...I WAS RIGHT!) I placed a tray of buttons and glue and on the table next to the wooden table top and watched what happened. My intention was primarily to offer the children opportunities to explore and approach the materials (it was a group of girls that first noticed the buttons and my earrings). It was jointly decided they would cover the table top with buttons. These are just two small examples of spontaneous combustion that happen daily when children are supported in exploratory activities. It highlights the expressive languages of children and the artistic language available in the atelier of possibilities. The Stage 4 Team, Debbie Zerbst, Deanne Jacobs, Cheryl Freeman and Kelly Nance


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Stage 4: Photo Gallery - The Button Project


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Stage 4: A Moral Tale


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Stage 2 The Great Outdoors  The children went on a camping adventure; this was a whole class improvisation, telling a story (acting) their bodies, sounds, facial expressions, music and props.  Developed the drama by making shapes in pairs and on their own, such as a wild flower, Mushroom and curled up snake.  A turtle puppet was used to introduce a sensory element to the drama, a very effective tool to calm the children before ending the session with the parachute that acted as a tent for them to fall asleep under. Pirates and the Treasure  Using storytelling the children used their imagination and creativity to improvise being a pirate.  Found a treasure map that led us through all sorts of obstacles, including: climbing trees, surfing and tip toeing through the cave with a big bear before we found the X which marked the  treasure’s location.  Listened and responded to directions given by the captain.  Learnt a few pirate sayings and a new song. Stage 3 The Magical Wizard  The children began by assisting in a couple of magic tricks before they all turned into magical wizards.  The children used their wizard powers to create magical shoes (jumping shoes, rocket shoes, camouflage shoes).  Created a piece of drama about the magical shoes, using different voices as well as working on stage presence.  The children used thought tracking and freeze framing. A Night at the Museum  Discussed what a museum is, the purpose and objects that can be found in one. The children then used their body to create the objects (a painting, sculpture, rocket and dinosaur).  The children worked as a team to create a picture postcard (still image) of a full length dinosaur.  The freeze command was used during an improvisation game called ‘A Night at the Museum’. They had to use their whole body and facial expressions to portray a still life dinosaur. The character of a cleaner was then introduced to the drama to add excitement, giving the children an opportunity to develop the drama, ending with the dinosaur they created as a group.  Listened to a number of dinosaur sounds, with the children trying to guess what sound belonged to what dinosaur. For more information about Dancearama Contact Laura on 0431136177/[email protected]


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Dancearama: Photo Gallery

Stage 4 Photo Gallery : Sport


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This week in Mighty Mites... The Stage 2’s:  Learnt about their spine with the help of SkelyMite the skeleton.  Went on an adventure to the Olympic games, where they hurdled, ran, swam and rowed.  Spoke about some of the main sports at the Olympics as well as the health benefits associated with being involved in sporting activities.  Improved their cardiovascular fitness and strength through a routine to upbeat music!  Lengthened their muscles and improved muscle tone and flexibility through our Mighty Mites yoga cards of the day.  Spoke about some of the healthy snacks Mighty Mite could eat that will provide him with lots of energy to be active The Stage 3’s:  Learnt about their Lungs with the help of the “Magic Body Book”  Went on an adventure to the Olympic Games, where they participated in their favourite sports and chatted about the health benefits of sporting activities  Developed their gross motor skills through an exciting obstacle course!  Learnt about their heart with the help of the “Magic Body Book”  Spoke about the benefits of stretching their bodies after they are active; ask your child to show you the yoga pose, Downward Dog.  Lengthened their muscles and improved muscle tone and flexibility through our Mighty Mites yoga cards of the day. This week in Mighty Mites we focused on our cardiovascular fitness while we played a game of Body Parts to music. We needed to perform a particular exercise while waiting for the name of a body part to be called out, at which stage we needed to place that body part on the ground as quickly as possible before moving on to the next exercise and body part! We also took part in an obstacle course that took part over various planes and challenged a variety of our gross and fine motor skills. We incorporated a change of direction in our obstacle course so that we could challenge our agility. Lots of fun was had by all!

For more information visit: www.mightymites.com.au or call us on (02) 9460 1100


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Edible Magic: The Wheels on the Bus... "Go round and round..." A silly reference to this week's recipe I grant you. However these delicious little pastry wheels have proven to be a big hit with the children. Our first foray back into our kitchen for Term 3 offered us an opportunity to review the skills we've learned thus far. Just like memorizing the words to a song, the art of cooking is all about a series of techniques, and practicing them again and again. This concept is not lost on our future cooks of tomorrow. Together we portioned with a spoon, sprinkled with our fingers, rolled with both hands, cut with confidence and brushed with care. You don't have to be a chef to be a good cook. Nor do you have to be an adult to be relevant in the kitchen. If your child is happy to cut the avocado with a butter knife for the salad, then let them, again and again! Happy Cooking! Corby-Sue & Co. EDIBLE MAGIC MINCED BEEF PINWHEELS Preparation Time: 15 minutes Cooking Time: 20 minutes Servings: 24 pinwheels Skill Level: Easy INGREDIENTS 250g of Grass-fed Lean Minced Beef 2 pieces of Uncooked Puff Pastry, thawed 1 cup of Pasta Tomato Sauce 1 teaspoon of Dried Oregano 1 Free Range Egg, lightly beaten Salt and Pepper to taste METHOD  Pre-heat your oven to 170c fan-forced or 190c conventional. Line a baking sheet with baking paper.  In a heavy bottomed pan, heat olive oil and gradually add minced beef. Sautee until brown. Place in bowl and allow to cool slightly.  On the puff pastry pieces, divide the pasta tomato sauce in half and spread evenly across them. Evenly scatter cooked minced beef across the entire puff pastry. Sprinkle dried oregano. Salt and pepper to taste.  Roll puff pastry away from you -as if rolling a blanket-. Cut log into discs. Place them evenly spaced on baking tray and then brush with a beaten egg. Bake in pre-heated oven for 12-15 minutes or until golden.


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