Edition 04/12 April 2012
Poutama Newsletter footsteps world record attempt Contents:
Page 2/3 - What’s happening in the footsteps whanau? Page 4/5 - Ara Poutama Kete Page 6 - Inspiring a child with healthy praise Page 7 - Ask the Expert and Active Movement Page 8 - Should a child be labelled gifted?
Jennifer Vega shows off her painted feet at Kids Day Out - footsteps celebrated the opening of their new building with a giant ‘Kids Day Out’ including a record attempt for the most children’s footprints on canvas in the whole of New Zealand. Find out if we broke the record on page 2.
National Children’s
Day
footsteps teachers/kaiako from all over the country got involved in Nationa l Children’s Day on March 4th all with the same goa l - to make the day as much fun as possible for chil dren. Our Waimaunga team were hav ing plenty of fun down at the Historic Village in Tauranga where they created a historic ‘Cup and Ball ’ activity to encourage children to think about the valu e of play and what children would have done in pas t days when there were no plastic toys available. You can find out how to make this activity on page 5. Down in Porirua, the theme for the day was pirates which our kaiako, Jan and Mich ele truly embraced oooargh. At this event, we raffl ed off a girl and boys bike. One of our lucky winners, 3 year old Mafi can be seen on the right proudly showin g off his new set of wheels.
top left, Clockwise from ko Jan footsteps kaia pirates in and Michele as winner Porirua, our bike eps st Mafi 3, and foot at a t) kaiako Lisa (righ Ti in maru Children’s Day
footsteps teachers/kaiako also attended events in Greymouth, Timaru, Queenstow n and Horowhenua. Thanks to everyone for putting in such a great effort for our tamariki.
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What’s happening in the footsteps whanau? From the family...
Kia ora and Autumn Greetin gs, What a busy start to the yea r it has been! With our very own Kid’s Day Out celebration February, National Children’s in Tauranga in Day in March, and Easter fest ivities in April, our teachers/k bees! It has also been a bus aiako have been busy y time for our support staff who have been getting settled Office building in Tauranga. in to our new Support And it’s not just the beginn ing of the year that is pannin and success for footsteps. The g out to be full of growth next few months will see the introduction of our new chil families not only quality lear dca re service to offer ning, but quality childcare too . More on this new service coming weeks so watch this will be revealed over the space. For this edition of the Poutam a Newsletter, we have kept the cooler weather in mind learning resources for you to provide lots of and your children to enjoy as the chill sets in. Just rem to get outside for exercise em ber, it’s still important - just make sure you wrap up warm! Autumn is such a so get out to enjoy all this bea utiful, colourful season, magical beauty with your chil dren/tamariki. Ngā mihi nui, Kind regards, The footsteps whanau
footsteps break record for Kids Day Ou
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To mark the occasion of the opening of our new Suppor t Office in Tauranga, we put on a ‘Kids Day Out ’ for the community and we are pleased to say it was a HUG E success. In an attempt to bre ak the record for the biggest footprint pain ting in Tauranga, we ended up with an 18m x 2m canvas, covered in tam ariki painted feet. We receive d over 400 different sets of footprints which is believed to be the big ges t painting of its kind in Aotearoa - hooray ! As well as face painters, ball oon sculptors and a bouncy castle, a large part of the Kid’s Day Out was an interactive area, which invo lved demonstrating creative lear ning ideas to parents and car egiv ers of children aged 0-5. This incl uded how to make paintbru she s from flax and a bagpipe from a rubber glov e and a glad wrap roll! This area proved to be very popular with a steady flow of visitors throughout the day. It was also a great way to share with the community what we do and how our service works.
Our giant 18m fo ot painting from ‘Kids Day Out’
footsteps get growing
s our ko Kelly teache footsteps kaia in out grow g tamariki all ab © footsteps education ltd.
To celebrate the Bay of Plen ty’s annual Sustainable Bac kyard Month, footsteps Directors Kevin and Clyde and our Wa ima unga team headed down to the com munity gardens to show our tamariki how to plant, and to encourage caregivers to revisit and make the most of the footste ps garden. We laid on quite a spread including teaching, games, food and a free plant to tak e hom e and grow. You can see by the photo how much all our tam arik i enjoyed it. A big thank you to Tip Top and Palmers Gar den Cen tre for donating plants, hats, and fun activities to encourage the spirit of ‘let ’s get growing’ with the tamariki and caregivers of Tauranga.
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Easter fun at footsteps At footsteps, we love any exc use to hold a party for our tamariki and Easter was no exception . Our Auckland team had a fantastic turn out for their event, one caregiver even brought the ir puppy! There were tons of activities to do on the day from making Easter cards, to decorating craft egg s and making play dough gar den s with lots of natural materials. It was reported that there was glitter everywhere, but that’s all par t of the fun! Several childre n helped Tam, our new kaiako make hot cross buns which were the n eaten nice and warm from the ove n. The morning finished with an Easter egg hunt for the children with mini eggs and rabbits and a marshmallow egg for the caregivers to take home. Our Waimaunga team were also joining in the festivities at an Easter Party held in conjunction with FANG (Foster Agency Networ king Group) on 29th March. The afternoon was a great succes s whe re children celebrated the meani ng of Easter. Our very own foo tste ps Rabbit was present, thanks to Donna our Regional Dire cto r who kindly sewed him to perfect ion! The children were challen ged on an Easter hunt, egg decorating competition for spot prizes and a BBQ.
es ga tells famili nny in Tauran Our easter bu s ep to footst to hop over
Growing Strides footsteps received an excelle nt write up in the Education Review’s February edition, New Zealand’s leading publication on all thin gs education. The article, which includes an inte rview with Kevin Christie, our CEO, reflects the quality of our service and how we make a differe nce to our tamariki that we support. Here is a quo te from the article “footsteps’ growth is impres sive, boasting a leap from 280 children in 2007 to 800 in 2011. It has received outstanding ERO rev iews; an A+ in 2011 with no learning recommenda tions, which is an industry first. footsteps has also received the stamp of approval from experts at Victoria University who reviewed their learning pro gramme.” You can read the full article at footsteps. co.nz/news.
into t stuck ison ge d d a nd M la and in Auck Kegan s buns s ro c t ho making
footsteps blog for Kiwi Families footsteps have started writing an ongoing blog for Kiwi Fam ilies, the second biggest parenting website in New Zealand. Jacqueline Tay lor and Sue Hunter, two of our most experience d footsteps kaiako are writing regularly on all things early childhood. So far, we have written articles on ‘reading in the early years’, and the ‘secret of being a healthy famiily’. To get you hooked, we have included a couple of articles in this month’s edit ion of Poutama. Be sure to check the latest upd ates this month at www.foots teps.co.nz/news
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Ara Poutama Learning Kete recycled ion to start using the natural environment and At footsteps, we have made a conscious decis sible and of acces By using the things around you that are easily materials to create our learning resources. out the check So s. onment and is lighter on the purse string little cost, it has less of an impact on the envir riki tama your and know you will have great fun making them following resource ideas and get creative. We ces esour website at www.footsteps.co.nz/learning_r will love them too. For more ideas, visit our
Glove Bagpipe What you will need:
1 long cardboard tube (e.g. from glad wrap or tin foil) • 1 latex disposable glove • cello tape • Decorative materials e.g. stickers • 1 drinking straw
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Instructions: s the ko Chrissy play footsteps kaia Glove Bagpip
footsteps Calendar Competition fun ideas If you are looking for some y not ertain your little ones, wh
to ent up with spend an afternoon coming ual ann our into go photo ideas to this , ays alw As r. nda cale footsteps d 12 nee we year’s theme is ‘feet’ so e hav t tha i arik top shots of our tam nt. me ele ’ stic -ta ‘toe of some sort born In the past we have had new ts, cui bis feet, feet made from your and a snowman’s feet! Use Please e. ativ cre get and n atio imagin teps. ots @fo rion send any ideas to ma
Learning • • • • • •
Creativity Self-expression Hand eye coordination / fine motor development Stimulates both sides of the brain. Kids learn by using their senses Encourages problem solving and discussion Helps learn timing and rhythm
• 1. Tape the opening of the glove to the bottom end of the You can extend by: cardboard tube, making sure • Decorating with different it is very secure and tightly materials, stickers, paint or use sealed. a painting to wrap around the 2. Cut a VERY small hole at the tube as decoration tip of one of the rubber glove • Create other instruments e.g. fingers rubber band guitar or a formula 3. Place the drinking straw in the tin drum, rice or sand filled small hole and tape securely drink bottle. 4. Decorate with stickers and Visit a musical instrument shop • paint if you would like or find a pipe band to watch as 5. Play the bagpipe by holding the they play (you may have to get tube in one hand and straw in a DVD to do this) the older. Look at books together to see • 6. Blow into the straw by pulling other musical instruments: try slightly and holding tight at a guessing how they sound 45 degree angle - this might Listen to CD’s of bagpipes and • take a few tries but once you’ve other instruments. got it, you’ll be able to create a bagpipe symphony!
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Ara Poutama Kia ora koutou! d at some simple In the last edition of Poutama, we looke I hope you riki. tama your teach to greetings in te reo have had an opportunity to use them. to teach your Here are some phrases that you can use ly point to First face. the of parts rent diffe the tamariki then your and i Māor your own face saying the word in at the word repe to them get , word child’s. Repeating the back to you.
© footsteps education ltd.
Karu – eyes Waha - mouth Niho - teeth Pāpāringa - cheeks
Ihu - nose Arero - tongue Ngutu - lips Tukumata - eyebrows
g some funny Have a go and have fun doing it by pullin h!!! faces and having a good laug Ma te wa – until next time ral pronunciation PS: Here is a link to help you with gene rs/basics/ http://www.korero.maori.nz/forlearne pronunciation.html
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What you will need: • • • • •
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Cup and Ball
Paper cup String Ping pong ball Pencil Coloured pens Punch hole in the centre
Instructions: 1. Decorate the cup with shapes and patterns. 2. Punch a small hole in the centre of the bottom of the cup with a sharp pencil 3. Tie several knots at the end of a 50cm length of string. Thread string through the hole in the cup from the inside so that the knots are held in place at the bottom, outside the cup. 4. Punch a small hole in the ping pong ball with the sharp pencil/small screwdriv er. 5. Tie several knots at the other end of the 50cm length of string. Using the pencil, gently push the knotted end of the string through the hole in the ping pong ball. 6. Hold the cup in one hand. Throw the ball up in the air and try to catch it in the cup as it falls back down
Learning
pong ball Punch hole in ping
This toy is steeped in history and was a favourite past time toy for children in the old days, who sometimes replaced the ball for a bead. Playing the ‘cup and ball’ game requires skills in hand and eye coordination, the ability to follow instructions and lots of perseverance.
You can extend by: The longer the string and the smaller the cup, the more skill needed to get the ball into the cup, so make it more challenging for older children. The Cup and Ball game is fun for all age groups, so make one for everyone in the family and play together. Throw ball and catch it in cup
Baking fun for ANZAC Day with your children and Baking is a great activity to share e is no better time to with the arrival of ANZAC day ther biscuit recipe! my be in the kitchen with this yum Anzac Recipe Ingredients: • 125gm butter • 1 cup plain flour • 3/4 cup coconut • 1/2 tsp baking soda
2 Tbs golden syrup 1/2 cup sugar 1 cup rolled oats 1 Tbs boiling water
Directions: 1. Pre-heat oven to 150C. a saucepan over low 2. Melt butter and golden syrup in heat. rolled oats. Mix well 3. Sift flour, add sugar, coconut and hole in the middle of in a large bowl and then make a the dry ingredients. . Dissolve the baking 4. Pour in melted butter and mix mix. Combine well. to add and r soda in boiling wate ie mixture, roll into a 5. Take a tablespoon of the cook prepared baking tray, onto e ball and slightly flatten. Plac ad. allowing room to spre er if you like your 6. Bake for 20 minutes (slightly long d a few minutes stan Anzacs crunchy not chewy). Let e in an airtight Stor s. rack ing and then transfer to cool container once cooled.
r children: Five reasons to bake with you oration as children 1. Baking encourages sensory expl and explore te crea to es sens use their hands and with a range of ng baki of lls sme , ures text the tastes, ingredients. language skills by 2. You can strengthen reading and the recipes with you, encouraging your children to read and talk about what is happening. l concepts by measuring 3. You can explore mathematica e of full, half, quarter, the ingredients using the languag Using scales, third, using grams and kilograms. cups enables children ng suri measuring spoons, and mea . onse resp r thei to plan and action lop a concept of 4. You may support children to deve the cooking time. king time by setting a timer and chec virtue of the n lear to ren 5. We can support child ess to be proc ng baki the for wait they patience as ! completed before the taste test planning of a meal When children are included in the nts, the preparation, or treat, the shopping for ingredie a true sense of self feel they cooking and finally eating, e sure you praise mak ys Alwa ent. worth and achievem understand a sense of your child for helping so they may pride in their achievements!
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Inspiring children with healthy praise “Score a goal and I will give you five dollars” - I recently heard these words shouted out by a parent on the sideline of a five year-olds soccer game. It got me thinking, to inspire our children to do well do they need a reward or incentive? Is this healthy for their emotional development? What are the consequences of bringing up our children to expect rewards for everything they do? For the child in this soccer game it was no surprise that he didn’t want to pass the ball to any of his team mates. His eye was on the prize and all thoughts of playing for enjoyment or self pride went out the window. Later in the season the same child countered, “How about ten dollars?”, when the familiar bribe was offered . This also sparked a few other children to ask if they could have McDonalds if they too scored a goal. What happened to the satisfaction of achieving something and having a sense of pride? Isn’t it enough to have a big smile and a compliment from Mum and Dad? Right from those early years children look for approval, rewards and praise to inspire and encourage them to do well. An infant taking its first steps looks to its family to make sure they are watching and then grins as they clap and cheer. Young toddlers eagerly bring their first drawings for you to see and preschoolers call out “look at me” as they ride a bike for the first time. They are proud of themselves and want to share this with you. It’s natural and healthy to want approval and recognition, but how do we get the balance right? Too far, and children can want rewards and constant praise to even try the simplest thing. Not enough, and a child can lack the self esteem to try new things. Children thrive on encouragement rather than bribes. Children need to hear, “keep going”, and, “ I know you can do it”. They also need to hear “thank you for helping me” and “I love you”, every day. But save the really special praise and rewards for their inspiring achievements. Also be genuine - if you clap and jump up and down for them picking up three toys off the floor, what is left when they first swim or write their name? The level of praise should suit the achievement. If they have picked up a few toys you can say “you are a great helper, thank you”. However, if they tie their shoe laces after weeks of trying, or draw their first picture of themselves then this is the time to be their biggest cheerleader. This inspires children to do their best and feel proud when they do. By over-praising we may develop children who won’t try new things or complete a goal without expecting us running behind cheering and offering prizes.
When we do praise it should be meaningful. Look your child in the eye, give them your full attention and tell them how and why you are so proud of them. To inspire children specific praise is needed and it needs to be genuine. Specific praise describes what it is that you are proud of. It is “you are so good at solving puzzles” or “I like how you always say thank you, you have lovely manners”. This compares to the “good boy or good girl” or “well done”. Well done at what? Remember to praise behaviours and personality traits. Recognition for kindness, empathy or sharing is just as important as praising abilities and achievements. You are giving your child positive attention for behaviours you want to see continue and also giving them a strong message of what you value. Another tip is to share their success with others. Most children love to hear you sing their praises to Nana or their teacher. Let them hear you tell their Dad about an amazing achievement that made you so proud. It is also important to encourage and praise the effort not just the outcome. If you can see your child spending a long time to complete a new but challenging puzzle you can praise the effort even if they are not able to complete it yet. “That is a hard puzzle, good on you for working so hard”. “I bet you will learn to do it soon!”. When things are difficult step back and let your child try. If we jump in and do things for them all the time how will they learn to do it themselves? Imagine their pride when they know they have done it all by themselves. For this to be positive though you need to chose challenging yet achievable activities for your child. Too hard and they will become frustrated and give up, too easy and they don’t learn to persist with difficulty. If you see they might need help, offer and wait to see if they want your help. Finally, for children to be inspired and have healthy emotional development let them follow their own interests and passions. This is a source of self-motivation as they are learning through what they love to do. If your child loves to draw, look at getting them an easel and art set. If your child loves nature, make time for bush walks and take along a magnifying glass. Let them see what inspires you and what you are passionate about as children learn more from what we do and how we behave than what we say. Jacqueline Taylor (footsteps Teacher/kaiako, Auckland)
Refer a friend and receive $50 It’s our way of saying thank you when you refer a friend to footsteps. We are offering you a $50 shopping voucher when you refer a child/tamariki to our quality learning service Spread the word to family or friends about footsteps and if they enrol a child/tamariki, we will reward you with your voucher after three months- it’s as simple as that!
© footsteps education ltd.
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Ask Our Experts for My daughter is 6 months old. What can I do on is ent lopm deve stimulation and to ensure her track? such a Thank you for your question, 6 months old is starting really is nality perso s wonderful time. A child’ ng so growi and ing chang are they and gh to shine throu There learn. en rapidly. Play is one of the main ways childr do. are so many things you can Give your A great start is lots of tummy and floor time. on her both floor the daughter lots of time to play on rolling, with iment exper can she so back and her tummy just and reach within toys Have g. movin and reaching can You . ment out of reach as well to encourage move rage encou and talk to her with even lay down on the floor often are s babie age this At play. cal physi this important a box with sitting with varying reliability. You can set up in with her her sit to t baske ry pillows or an oval low laund favourite toys. She will Dance with, sway and rock your baby gently. es the nutur it and you to close being feel safe and loved bond. child t paren important ter will A babies hands are their best tools. Your daugh and hands her in res textu ent differ of lots love to feel lating ways sensory development is one of the most stimu as she feels to learn for young infants. Watch her closely flowers, s, pillow fluffy e includ could This natural items. stays baby your e ensur Just s. stone beach and shells ts so objec h mout to like s supervised at all times as babie close a ng keepi not are you if ng there is a risk of choki from toys eye. Your daughter will love getting a reaction own your make or that she plays with so look for toys or in ets blank under toys Hide . that shake, jingle or rattle
boxes for her to discover. The beginnings of langauge are being formed so you can’t sing or talk enough. Read books, sings songs and talk out loud as you carry out routines such as changing nappies or bathing baby. YOU are your baby’s best ‘toy’. She will be fascinated by you! Sit her on your play lap and face her to you and pull funny faces and to the up her Hold boo. a peek like s game tried and true She her! is r mirror, she is learning that baby in the mirro you. from gs feelin and will learn all about emotions ters Different experiences are important for your daugh y, librar the , beach the confidence and social skills. Visit see. you what about talk and et the park, the supermark other Take time to stop, look, listen and touch. Go where and le wrigg y babies are such as play groups or librar rhyme sessions. what she You know your baby best so watch her cues for fun have and giggle and enjoys, what makes her laugh think to ideas few a you gives this together. We hope e feel free about. Thank you for your question and pleas to ask again. is closely Just remember, you need to make sure all play or ng choki any supervised with a particular focus on smothering hazards. er/ Answered by Jacqueline Taylor (footsteps teach to your ers answ t exper more kaiako, Auckland). Discover at ers teach ood childh early ed qualifi our questions from ts exper o.nz/ eps.c footst www.
Active Movement new play opportunities that may not be As the days get colder, it is a great time to create is no such thing as the wrong weather, just possible in summer. I like to think that there to enjoy all that Autumn offers. ors the wrong clothes. Wrap up and head outdo Make a Leaf Mountain ty for children of all ages to enjoy. This is a simple and fun outdoor autumn activi ws lbarro Whee ts, You will need: Rakes, Brushes, Bucke Activity: leaves as ts and wheelbarrows to help them gather the Provide the children with rakes, brushes, bucke in the leaves. Throw the play and jump en childr the a pile, and then let a group. Place as many leaves as possible into on your head, on your away in the wind. Catch the leaves as they fall leaves into the air and watch them fall or blow s. finger your ch the leaves in your hands and with hand, on your knee, on your shoulders. Scrun Areas of learning covered: • Knowledge and Understanding of the World • Language, Literacy and Communication skills • Personal and Social development • Physical development are moving, and using all of their senses. Remember, Children learn the most when they 348 4125, www.sportbop.co.nz Kirsty Carling, Early Childhood Advisor, Ph 07
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Should a child be labelled gifted or not? Every parent wants their child to do well at school, so finding out your child is gifted should be a positive and rewarding experience. However, being gifted often brings with it associated challenges for the child. As one child says about her gift, “When I heard gifted I remember thinking primo cos everyone likes gifts. But then I’ve found out it wasn’t really good, like when my friends get jealous”. As an early childhood teacher working with gifted children, I have found that there are often many unexpected challenges for the child, family, and teachers to come to terms with.
classes is another issue which there is little agreement about. In my community I noticed a feeling among parents that money should be targeted at children who were under achieving, rather than those over achieving. Gifted children will achieve what is expected, so why give them more help. I feel that every child has the right to achieve his or her potential, so as a teacher I should plan to meet the needs of gifted kids as I do with all children. Sometimes this does mean having another class or a teacher aid, as gifted children have different learning needs.
What are the characteristics of gifted children? What is giftedness? If you feel your child could be gifted these are some Being gifted means that your child will be exceptional characteristics to look out for: Your child may be a good in one or more areas of interest compared to children thinker, have sound logic, learn new skills and knowledge areas in al exception be of a similar age. Children can quickly, have exceptional memory, and vocabulary such as music, art, languages, with numbers, science, greater than their peers. Often gifted children are also or even dance. Your child’s gift may be in one area or in very sensitive to others people’s feelings. They may be are they but several. Special abilities may be inherited concerned about what is happening to other children in a also developed by opportunities that are offered. All socio war situation, or news stories that show people starving. –economic groups, cultures, and ethnicities have children Gifted children often prefer to socialise with older children s principle of who are gifted. Cultures have a unique set because they are more in tune with what they are that place different value upon special abilities, such as in thinking. A sense of humour and a wide range of interests the story of Billy Elliot. Billy was gifted within the area of and knowledge may also be indicators that your child has his dance but this was not recognised as special because special abilities. community did not place value upon boys being able to dance. What should you do if you feel your child is gifted? Talk to your child’s teacher about what you have noticed. Does it matter that we recognise gifted children? Be prepared to take along some specific things you have be There is often debate about whether a child should noticed and maybe some work your child has done at word the using feel labelled gifted or not. Some people home. It is helpful to talk with parents of gifted children gifted is elitist and sets the child up for feeling superior to to share experiences. You can contact the New Zealand other kids. In my previous experience as a centre-based Association for Gifted Children to see if they have a parents the among ECE teacher I found a general feeling parent representative in your area. Contact President@ that all children should be treated the same; therefore giftedchildren.org.nz. You may also like to contact labelling one child gifted, meant they were treated someone local in your area that has expertise in the I . different differently. As a teacher my view was a little area of interest for your child, such as an artist or music the of abilities the know to me found it was important for teacher. The Ministry of Education have an excellent kids I worked with, in order to plan for their unique needs. website with information on identification, support, and four, as I also saw the consequences for children as young learning and developmental needs for gifted children and one was Sarah friends. not being able to fit in with their their families at www.gifted.tki.org.nz such child. She thought deeply about things like wars and what the world would be like if dinosaurs had not died out. Regardless of whether or not your child is gifted they Sarah had very little in common with her four year old should be given plenty of opportunities to have their peers, so she would take herself to a quiet place outside abilities recognised, valued, and developed to grow into or hide under the table. the person they should be. Should gifted children have special classes? Sue Hunter (footsteps Teacher/kaiako, Palmerston North) Whether or not gifted children should have special
footsteps and facebook Remember to like ‘our’ Facebook page to build a community of caregivers, teachers/ kaiako and parents. Our page encourages members to share learning ideas, experiences and news. You can join our page by pressing the ‘like’ button at www.facebook.com/footstepsnz
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© footsteps education ltd.
Closing Notes We hope you enjoyed reading Poutama and have discovered some new learning ideas to do with your tamariki. If you have any ideas for the next editiion, comments about our service or would like to ask a question to our early learning experts, get in touch at stacey@footsteps.co.nz. Stacey Blumenthal
0800 366 878