Principal’s Message
By Mrs Kath Boyd
Dear Families, “The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences.” (Loris Malaguzzi) Remember ‘The Little Engine That Could’? . . . a classic tale about a train’s perseverance, and ultimate success. Perseverance can be nurtured from a young age. Parents and early childhood educators are in a key position to encourage a child’s ability to persist and overcome challenges. The ability to persevere (finishing what one starts) despite challenges and frustration is an important life skill, and an ability that contributes to success in life. Interestingly, some children perform better on a challenging task if they pretend to be someone else who would be good at the task. “Taking on the perspective of another person provides a separation from children’s own experience, allowing them to disengage from immediate temptations or negative emotions and focus on their goals” (Rachel White, 2022). Children acting as superheroes may persevere more because they are able to strongly identify with the characters’ competence and strengths, particularly with the help of props, or because pretending to be a heroic character is actually fun. During Miss Xanthe’s weekly Drama Lessons, our children have the opportunity to role play as well as use their imagination, bodies and facial expressions to embody popular fictional superheroes (e.g. Batman, Superman & Dora the Explorer) and real life heroes (e.g. Police Officers, Firefighters & Vets). Drama provides the children with an opportunity to imagine that they have the strength and skills of a real superhero and, in turn, can give them the confidence to apply these concepts in the classroom. Picture above: Lilian and Charles (1E) delighting in the experiences on offer. Children as young as 15 months can learn the value of hard work by perseverance if their families and teachers model the behaviour. A child watching adults struggle to achieve goals before they succeed may try harder at their own difficult task. Our teachers demonstrate persistence and perseverance through their own practices. Problem-solving skills are all too easily left undeveloped when adults step in too quickly to offer their own solution to a problem. At Reddam, we aim to be there to support the children and if necessary, step in with open-ended questions that might support their thought process.
Principal’s Message Continued...
By Mrs Kath Boyd
Our teachers provide many different types of challenging activities, like games or puzzles that have more than one way to solve a problem. They ensure the challenge is relevant to the children’s age and abilities. We encourage children to learn from any mistakes they may make and view them not as a failure but an opportunity to learn. Importantly, we offer children encouragement for completing goals, for not giving up, and for being determined. Remind children about experiences where they may have previously overcome their frustrations and succeeded. Many storybooks can start to a group discussion on perseverance with children. Here are some suggestions: The most magnificent thing by Ashley Spires, The little engine that could and How to catch a star by Oliver Jeffers. The movie Finding Nemo also introduces the concept of perseverance and how our differences make us special. Stay dry over this wet weekend OR put on some gumboots and enjoy the puddles!
Picture below: 4E Patterned Gum Leaves
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Stage 1R
By Heather Gaskell
“You can have anything in life if you dress for it.” (Edith Head) …and dress we did this week, what a wonderful week of colour and clothes we have had! This week our provocation was What I like to wear. What better fun was there than some dress-ups when the weather is being doubtful with this wet summer we are experiencing. The children joined in with great gusto and enjoyed the many beautiful accessories and outfits we provided for them to dress in. There were plenty of fashion parades happening in the Stage 1R room this week. With the assistance of the teachers, our gorgeous little ones have worn many beautiful characters, from tutus and fairies to pirates and hula boys and girls. It offered an opportunity for the children to embrace and enjoy experiencing life from the different perspectives that the outfits have given them. We have also discovered just who does not like hats . . . who adores hats . . . who is into jewellery of many layers . . . and who is happy with one piece as per Coco Chanel. We have seen which children love a colourful outfit and which are happy with just a handbag. But in reality it does not matter as long as you are enjoying the fun and fantasy of it. Also, the children demonstrated their curiosity with the handbags and enjoyed putting things in them and taking them out again. This activity helps the children to develop imaginative skills and pretend play. Also, modelling adults with actions such as putting things in our handbags or putting on our jewellery are all important for building cognitive and social skills. Next week we will be exploring the provocation What I like to eat. Heather, Doris and Resie
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Stage 1R: What I like to Wear (Part 1)
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Stage 1R: What I Like to Wear (Part 2)
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Stage 1E
By Charity Acera
“Emotional learning is not a quick or easy lesson. Many adults never master it. But practice makes it better. The more practice young children get, the better they will be able to express their emotions and control their behaviour.” (Heather Shumaker) The greatest gift we can give to our children is a healthy self-esteem. Children who feel valuable and who have a positive outlook are more likely to achieve successes throughout their lifetime. Helping young children develop skills to identify and manage their feelings leads to an increase in confidence, self-esteem, and an optimistic state of mind - creating a healthy emotional foundation. This belief led us to the provocation for this week, a fostering of this practice amongst our children as they identify and learn how to work through different emotions. Using relatable books on emotions and feelings, we continued giving importance to promoting children’s sense of belonging by building their positive self-esteem. After learning about all the five senses last week, we reflected upon different feelings and emotions. Talking about these feelings teaches children that it is normal to feel sad, angry or scared at times and reminds the children that there are a lot of things to be happy about. Together, we all demonstrated how to foster kindness and love in the room. Our children were invited for cuddles by their teachers and encouraged to do the same with their peers. We have beautiful snaps of moments where 1E children demonstrated their ability to extend themselves to others through gentle hands, warm cuddles and beautiful friendships. Additionally, we displayed an ‘Emotions Chart’ for the children to reflect on. With this visual reminder they were able to recognise facial expressions and body language, develop basic emotive vocabulary words which can later be used for more complex emotive words and, most importantly, use the device as an easy way to express themselves in a non-verbal manner. Our sensory table offered a variety of fine-motor, eye-hand coordination and social interaction opportunities for our children. On top of those natural and man-made materials, Miss Charity left colourful surprising eggs with different emotion icons inside. The children tried to crack the eggs as well as mixing them with freshly harvested herbs from our garden beds. It is lovely to see how they make sense of the world by observing home activities and bringing them to another context. Moreover, a sensory pretend-play activity invited 1E to create their own Mood Board. Provoked with “Today, I feel like..” by using natural loose parts and mouths with distinctive expressions, the group were encouraged to make their own facial expressions demonstrating the varying emotions. To enhance the children’s creativity and stay in context with our theme, we invited them to make splashy monster artwork that involved watercolours and pipettes. The experience sparked joy as the children squirted the colours on their paper and made their friendly colourful monster. This not only improved the children's freedom of expression through art but also revisited their ongoing learning about their five senses as they feel the varying shapes, colours and patterns of the pasta used for the activity. Gentle reminder: The children learn about feelings and how to express them appropriately by watching others. Let us all continue to show our young learners how we are feeling about different situations and how we deal with those feelings. Hoping you all have a lovely weekend! Charity, Fatima, May and Resie
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Stage 1E: Exploring Our Feelings
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Stage 1E: Friendly Monster Artwork
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Stage 2R
By Sara Haddadi
"Our emotions need to be as educated as our intellect. It is important to know how to feel, how to respond and how to let life in so that it can touch you." (Anonymous) Learning to identify and express feelings in a positive way helps children develop the skills they need to manage them appropriately and effectively. Talking about feelings and understanding how to name them are also important steps towards developing empathy. As part of our ‘I Belong’ provocation we decided to focus on My Emotions this week. Children were encouraged to identify emotions in random photos of themselves and their peers. They then tried to copy and name the facial expression. The role of the 2R teachers was to encourage and support their young minds in their attempts. This experience helped the children to recognise, think and talk about emotions which is an important first step in the process of learning to manage emotions in socially acceptable ways. Young children, in particular, may not have the words to describe how they’re feeling. To assist and enable the chidren to find ways and words to help them express what’s going on inside, we decided to connect colours and emotions together. We took them on a journey of learning how to express their emotions and how different feelings may be shown or what they may feel like. We chose a different colour for each day of the week and encouraged children to understand the feelings of sadness (blue), anger (red), happiness (yellow), calm (green), mixed up or confused (rainbow), and that sweet-pink-feeling of love. These colourful learning experiences throughout the week helped them begin to develop an emotionally expressive language as they played. In addition to helping label and identify their feelings, these experiences each day helped them see that emotions are fluid, and although we may feel sad or angry one day, that feeling is temporary. Our aim is to support children expressing the wide range of emotions they feel throughout their day. Finding alternative ways to express these feelings can help children recognise, identify and eventually label them, which in turn supports their own social emotional health and well-being. Happy weekend to you all. May your rest days be cosy and calm. Sara, Vivian, Lizzie and Indi
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Stage 2R: Today I’m Feeling Like… (Part 1)
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Stage 2R: Today I’m Feeling Like… (Part 2)
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Stage 2E
By Mia Doan
“A journey of a thousand miles begins with a single step.” (Lao Tzu) Childhood is a time to be, to seek and make meaning of the world. Children’s identities, knowledge, understandings, capacities, skills and relationships are shaped by environmental settings, holistic educational programs and play-based learning experiences that may stimulate all areas of children’s learning, development, and well-being. Over the past week, our 2E children were invited to travel around different habitats to find Our Favourite Animals. Through scientific pioneering around a variety of biomes, we gradually built connections with living things in faraway lands and their habitats. During the shared-reading experience, we continued to engage in two main literary genres: narrative and informational texts. Reading and listening to different literary genres affords their comprehension skills and builds critical content knowledge and vocabulary. One of 2E children’s favourite books of the week was, Super Chimp by Giles Paley-Phillips. In the story, Superchimp saves lots of friends in the jungle from sticky situations. The children listened as Superchimp helped his friends which reinforced how we should help each other in our class. Walking along with him in the colourful journey, the children developed their understanding about the animals living in different layers of rainforest and the habitat of the rainforest. Through reading and imaginative walking to the Arctic and Antarctic lands, our lovely children wondered and posed questions related to the natural adaptations of polar animals. We examined how in this severe cold place, penguins, seals, and polar bears can survive through a simple hands-on experiment with a zip-lock bag and cotton balls. Our 2E scientists confirmed that the icy cold water seemed not really cold anymore. Thanks to the thick skin layer of fur, polar bears can adapt to this severe cold habitat. On the provocation table, children engaged with a variety of biome small worlds such as farms, Asian jungle, African savannah, Arctic and Dinosaur world. In the miniature wildlife, our friends enjoyed feeding the animals, bathing the hippo in the mud, and comparing the sizes of different animals. Through their play, our little scientist identified the unique physical characteristics of each animal by playing a physical pattern matching game and answering open-ended questions from a nearby teacher. At the art table, we created patterns by printing different animal footprints. This creative art activity offered children opportunities to compare and contrast the sizes of animal footprints as well as observe the pattern they made on their pieces of art. 2E children enjoyed dipping plastic animals in paint and watching what colourful tracks they leave behind as they jump the animals across the paper. Have a fabulous weekend! Mia, Xanthe, Tracey, Chloe, May and Jan
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Stage 2E: Our Favourite Animals
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Stage 2E: Roaming Wild: Amazing Animal Encounters
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Stage 3R
By Grace Nolan
“Feeling close to the natural world has been found to correlate positively with pro-environmental attitudes…In fact, nature connectedness is a stronger predictor of ecological behaviours in children, than environmental knowledge.” (Barrable & Booth, 2020) As we look further outside the microsystem of the child into the mesosystem (Bronfrenbrenner, 1979) to explore how the natural environment around us plays a role in learning to respect nature, the children developed empathy and understanding, gained a sense of agency, and used nature as another teacher. Our art this week asked children to show their appreciation of the natural world by picking and choosing different flowers and leaves to create a small mural by using contact paper. Sitting with an educator, the children were able to choose from an array of carnations, gerbera, baby's breath and cornflowers with a range of different foliage. The children then arranged the flowers on their contact paper and how they saw the beauty of their natural materials. Another creative art experience saw children practising how to use scissors through intentional modelling and explicit teaching, the children were then able to arrange the collage materials to create a flower, using paddle pop sticks as stems. Through their arrangement the children were also able to learn the different parts of a flower and their names i.e. stem, leaf, flower and petal. Looking outside for inspiration, the children were invited to create bird feeders for the native birds around the school. The children were able to measure out birdseed, honey, flour and water before they combined it and placed it in a mould to dry. The children acknowledged that birds eat seeds and that during the rain they might need some extra “breakfast”. By creating this bird feeder, the children were able to measure and count out the ingredients, incorporating numeracy and measuring concepts. Another small group saw children making seed bombs to plant later on. Firstly the children collected shredded paper and broke it down using their hands and water, making it a sensory experience. Then the children squeezed the excess water from a handful of paper and added the clay and seeds to it, creating a ball. Once dried, the children will be able to plant them in soil and watch the paper decompose and flowers begin to sprout. The seed experience allowed children to explore the different types of seeds using their senses. Trusting the children and modelling how to correctly use a butter knife, the children cut open fruits and vegetables to expose the seeds, they were asked to describe the seeds, the smells and colours. Next week we will continue to explore the natural world and sustainable gardening practices. Grace, Carina, Margaret, Shandie, Chloe and Intisar
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Stage 3R: Rainbow Lorikeet Art
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Stage 3R: Exploring STEM through Play
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Stage 3E
By Deb Walsh
“We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams.” (Jimmy Carter) A rainbow is often a sign of hope, the beauty after the storm, a pot of gold and good fortune at the rainbow’s end. A rainbow can also carry a personal symbolic meaningrepresenting inclusivity and diversity, an all-embracing image of love and friendship. Over the past week, the children have been exploring the full colour spectrum as we delve into the world of colour. As we have recently been touching on our favourite things and celebrating individuality, we began by asking what everyone’s favourite colour is. This led to discussions and discoveries about colour mixing and different shades of colour. The children were invited to engage in a variety of colour mixing activities, in which they used scientific thinking to observe, predict and compare as they experimented with cause and effect. They used problem solving skills and came up with ideas for what to do when the colour they were mixing didn't quite work out the way they had hoped. While creating butterfly mirror paintings, the children were encouraged to use mathematical concepts such as more or less, and to devise ways to measure how much of each colour they were adding. Throughout a selection of experiments with colour such as the fizzy paint, walking water and the milk/oil colour experiments, the children were provided with opportunities for hands-on learning with primary, secondary and tertiary colours as well as tints and shades. They also used a multitude of fine motor skills like squeezing, pouring and mixing, and working on controlling those skills as they add and mix varying quantities of colour. Next week, we plan to carry this through to the colours of nature as we switch our focus to the environment, where we will investigate the natural wonders of our planet and look at ways in which we can help to reduce the damage caused by humans through sustainable practices and mindful actions. We hope you all have a wonderful weekend! Deb, Nat, Kai & Connie
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Stage 3E: All About Colours
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Stage 3E: Sensory and Creative Experiences
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Stage 4R
By Veronika Roth
“Creative people are curious, flexible, persistent and independent with a tremendous spirit of adventure and a love of play.” (Henri Matisse) Bonjour les femilles! With this week’s experiences, our journey of learning all about France began. We took off by identifying the location of France on the globe and read the book A Visit to France by Rob Alcraft. The book introduced general knowledge of the country, such as its location in Europe, landscapes of mountains, lakes and rivers. We understand that Northern France has green fields and meadows where farmers grow wheat and keep cows, whereas in Southern France there are high mountains and are connected to the Mediterranean Sea. Famous landmarks include the Eiffel Tower located in the capital city of Paris, a bridge called Pont du Gard, which was built 2000 years ago with the purpose to carry water to an ancient city. Our beautiful Giselle speaks French and taught her peers some words and greetings in French: Hello - Bonjour
Bye - Au revoir
Thank you - Merci
My name is - Je m’apelle
A French lesson was facilitated by Miss Natalie, our Stage 3E teacher and fluent French speaker. She introduced herself in French and encouraged the children to do the same, taking turns. She then introduced body parts and asked the children to point to their bodies. She introduced the 'Head, shoulders, knees and toes' song using the French words for each body part. We continued our French exploration by becoming familiar with some of the delicious treats found in a boulangerie or patisserie, such as baguette, croissant and escargot. A hands-on experience of making French crepes was one of the highlights of our week. By sitting around the table, the children took part in measuring and mixing the ingredients and watched Miss Veronika cook the pancakes. The small thin circles of crepes were then carefully dusted with cocoa powder and enjoyed by all. The Eiffel tower food pyramid experience combined the use of everyday skills and creative vision as children recreated the tower with rice cakes and fruit. Throughout the week, the inspirational use of colour and application of direct line seen in many of the portrait artwork of Henri Matisse captured the creativity of the children and formed a foundation for their artwork this week. The children worked one on one with Miss Veronika closely observing his artworks defining colour and line. They then represented their own vision on paper drawing the lines with black marker and applying colour using watercolour paint. Each piece is an individual interpretation of the inspirational artwork of Matisse. Playing petanque at the beginning of the week enhanced the children’s eye-hand coordination and our week concluded with a fun game of tennis. Historians believe that tennis was invented in Northern France in the 12th century. Brought forward to the 21st century in Lindfield, the class of 4R enjoyed a hit despite the rainy weather! See you next week in Vietnam! Veronika, Rebecca, Monica and Rowel
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Stage 4R: Henri Matisse’s Lydia Delectorskaya Inspired Art
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Stage 4R: Making Edible Eiffel Tower & French Crepes
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Stage 4E
By Lauren Hall
“Here in Australia, we’re fortunate enough to have one of the richest and oldest continuing cultures in the world. This is something we should all be proud of and celebrate.” (Dr. Tom Calma) Our weekly provocation invited the children to explore a variety of symbols the Aboriginal people use to communicate. Symbols are used to express and preserve important stories that have been a part of Aboriginal culture throughout history and is a practice which continues today. Symbols vary across regions, and can be quite elaborate and multi-layered in their meanings. Our indigenous perspectives table featured trays of black sand and sticks to draw each symbol, enhancing the children's fine-motor skills and tripod grip. The pre-literacy table also allowed the children to engage with the symbols and spell them with wooden letters, promoting letter identification and pre-reading skills. The class played a circle game to see how many symbols we could remember. The children each drew an Aboriginal symbol on the whiteboard while the rest of the class guessed which one it was. The children recalled each symbol including, kangaroo tracks, rain, river, meeting place and rainbow. Another circle game the children enjoyed was ‘Memory’ where they took turns to match Aboriginal symbol cards. The children used their visual discrimination skills to tell whether the two symbols were the same or different, and demonstrated great concentration. The symbols we came across included possum tracks, running water, yam (vegetable), ant field, resting place, and human tracks. Our story of the week was called Sharing by Aunty Fay Muir and Sue Lawson. We read how the Aboriginal people believe that we should share everything we have and take only what we need from the land. In each illustration, we saw hands sharing fruits and vegetables, indigenous people sharing their living space and working together. We also spotted some symbols including stars, waterholes and people sitting around their campsite. Another story we read was called Hello and Welcome by Gregg Dreise, which shared the author’s Aboriginal culture and language.“Yarma gurra dahn gooramay” means “Hello and welcome to our corroboree” in the Gamilaraay language of the Kamilaroi people in south-west Queensland. On our learning tables, the children engaged with sensory water trays, featuring saltwater crocodiles amongst the mangroves. Crocodile River by Diana Lawrenson, told the story of "Cranky the crocodile," who had to learn to survive her dangerous environment. The children responded with lots of interest about this story, and together we learnt about the life-cycle of a saltwater crocodile in Far North Queensland. Our exploration trays were filled with yellow lentils, seed pods, quartz rocks, yellow butterflies and echidnas, to role-play with and recreate one of the illustrations from You and Me Murawee by Kerri Hashmi, a book we enjoyed reading last week. At our art table, the children were invited to practise drawing the Aboriginal symbols in crayons and then washed over them with earth-toned watercolours to emphasise the lines they made. Throughout the week, the children also painted leaves that they found in our playground. They used fine paintbrushes to dip into coloured paints and created stripes and dot designs, and then we hung them from our tree branch in the middle of our classroom. Our campsite also continued to be popular where the children role-played and cooked their "bush tucker” over the open fire. Next week the children will use their knowledge and understanding of Aboriginal symbols and learn how they are incorporated into Indigenous artworks. Thank you for a fabulous week of learning! Lauren, Priya, Luan and Doris
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Stage 4E: Exploring the Rivers and The Bush
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Stage 4E: Exploring Symbols and Patterns
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Playball
By Coach Lauren Guttman
This week in Playball, we began with a game called The Shark and the Stingray. The sharks and the stingrays cross over the ocean without “boofing” into each other. We then went faster and faster until we were running around in circles! After our bodies were warmed up, we each found a hoop and I instructed the children what to do e.g. jump into the hoop, jump out of the hoop, jump over the hoop, walk around the hoop, etc. We all had a turn to spin the hoop, wait for the hoop to fall onto the ground and jump in. Wait, wait, wait and jump! I brought a parachute to play with today and we got to play many games like Keep the ball up and Popcorn. Next, I placed some hurdles on the court and we did some throwing OVER the hurdles in front of us. Then, we did some ROLLING UNDER the hurdles. Lastly, I held up a hoop and the children threw their balls THROUGH the hoop. Following this, I set up an obstacle course for us with hurdles, beanbags, a tunnel and hoops and we tried to cross the circuit from one piece of equipment to another, always remembering to cheer for our little friends. That’s how good sports behave! The children ran around the court and I rolled “hot balls” towards their feet. The children really needed to use footwork skills and try their best to dodge the balls. Our final activity for the day was a relay. I divided the children into two relay teams, and we used a beanbag as a baton. I set up hurdles for both teams and we had races jumping over the hurdles like real big kids! I always tell the children “it’s not important who wins, it’s just awesome to have some fun and be a true sport.” See you next week champs!
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Mandarin
By Chloe Lin
This week in Mandarin we began, as always, by singing Hello, Ni Hao, Olay! to welcome the children to the class. To continue warming up our voices, Stage 2 sang Heads, Shoulders, Knees, and Toes, and Three Bears. Stage 3 and 4 sang Elephant, Elephant, Why is your Trunk so Long? and Twinkle, Twinkle, Little Star. Stage 3 and 4 were encouraged to imitate the features of an elephant while singing their song! Emily the Elephant paid us a visit again this week. She taught us some important words and phrases in Mandarin like hello, goodbye, you’re welcome, I’m sorry, and it’s okay. Emily helped us to sing a song that included all of these phrases! I encouraged the children to copy my actions. Next, I handed the children some finger puppets. The children interacted with their friend’s puppets and tried to use common Mandarin greetings. The finger puppets sit on our “mummy finger”, so we sang the song Finger Family. Following our face activity from last week, I showed the children my face template again. The children did such a good job at repeating the names of our facial features in Mandarin. The children in each group made their own unique faces. I presented the children with some objects and three bowls. Some of the objects included a motorbike, a bus, a helicopter, some scissors, a piano, a ball, some chips and a turtle. As I showed the children each object, I asked them to repeat the name after me in Mandarin. In Mandarin, tones are used to distinguish words in the same way that consonant and vowel combinations are used in English. Everyone loved finding the mini objects hidden under the bowls! It was tricky to find the right object when I mixed the bowls around. The children had a good giggle! To finish our lesson, we sang our goodbye song and I presented each child with a sticker for an excellent effort in Mandarin today. Well done everyone, ni men zhen bang!
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Drama
By Xanthe Wills
This week we continued to explore the question “What is drama?” To help us, again, we had a visit from Icy Pole who very much enjoyed last week and wanted to come back! To start the lesson we always have a shake of the parachute. The children were asked to name the colour they were sitting on. Actors need to be able to copy. Icy Pole wanted to see if the children remembered our Icy Pole Says game from the week before. The kids did well to remember the rules! Well done, Jasper, in Stage 4 for excellent participation. Actors need to use their senses. I asked the children to sit in a circle and discuss with me The 5 Senses and what we may use each for. Icy Pole (and I) had brought a range of things to show the children that engaged their 5 Senses. There was lemon to taste (check out some of their sour faces!), caramel moisturiser to smell, rough twine and soft socks to feel and bubble wrap to pop. The children in Stage 4 described each item to me before having a go. Well done to everyone for engaging all 5 Senses and for waiting patiently for your turn. Icy Pole then wanted to see if we could be different characters. Actors have to be good at pretending. The children remembered that last week we became animals but this week Icy Pole wanted to try something different! The children stood at one end of the room and Icy Pole asked the children to walk to the other side like different characters and on different surfaces. Some of the characters included: a teacher, a grandma, a superhero and a mum with a baby. Icy Pole asked Stage 4 to pretend to walk on sharp weeds, slippery ice, and sticky mud. Drama was concluded, in Stage 2 and 3, by a visit from my cheeky turtle who likes to play hide and seek and sit on children’s heads! As always, the children were rewarded with a stamp for an excellent effort in Drama.
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Happy Birthday! A very happy birthday to Bryan who celebrated his special day this week. We wish you all the best!
04/03 - Bryan (3R)
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