18th March 2022
Principal’s Message
By Mrs Simone Cooke
Dear Parents, This week our children have been exploring “Caring for our bodies”. This has involved learning how to make healthy food choices, the importance of hand washing procedures and teeth cleaning. It is never too early to introduce children to good personal hygiene practices, particularly for our little ones who are commencing toilet training and who are living within a pandemic, which necessitates regular hand washing. In addition to the short term benefits, when children are introduced to good routines these practices will stay with them for life. As parents we know only too well the struggles of guiding children to make healthy food choices, but explaining in simple terms that there are foods that our bodies need each day and foods that are “sometimes” foods helps them to establish a healthy relationship with food. We are very fortunate at Reddam to have the wonderful skills of Chef Caleb who makes regular visits to the classroom to discuss healthy eating and provides the children with a varied, well-balanced nutritional meal.
For those with ‘picky eaters’, the NSW Department of Health’s “Munch and Move “ programme, which we follow here at Reddam ,has the following practical suggestions for overcoming the challenge of meal times. Setting the scene • • •
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A predictable routine for meal and snack times helps your child to know when to expect food. This can help children develop good eating habits. Eat together as a family wherever possible. Try to keep meal times relaxed and calm. Remove distractions such as toys, games and television during meal and snack times so your child can focus on the task of eating. REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER
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Offer all children the same family foods and try to avoid preparing separate meals for different family members. Set a good example by eating and enjoying a range of healthy foods yourself. Children learn to be good eaters by watching how other people eat and the foods they choose. Sparking your child’s interest in trying new foods Offer your child a new food regularly. Children may need to try a new food many times before liking or accepting it. Don’t give up or say “they don’t like it” after just a few tries. Encourage your child to explore new foods. Looking, touching and smelling a new food helps children learn about it and be more prepared to taste it. Talk about the food with your child. • Involve your child in choosing new foods when you are shopping. Children love to help with food preparation tasks such as pouring, stirring, spread- 25th Oc ing, dipping and shaking. Children who are actively involved in preparing food are more likely to try that food.
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Meal times shouldn’t feel like a battleground. Your child will associate eating with feeling stressed and upset if mealtimes are always a battle. This only makes the situation worse and can have lasting effects. It’s best not to push your child to eat if s/he is not hungry or say they’ve had enough. Don’t insist that your child eats everything on their plate. Children need to learn to respond to their body’s natural signals of fullness and hunger, in order to develop healthy eating habits and be able to control their food intake. It is preferable to serve a smaller amount and allow your child to ask for more if they are still hungry. Try not to use food as a bribe. For example, don’t say ‘No ice-cream unless you eat your broccoli.’ This just makes the ice-cream more desirable and the broccoli even less desirable! Try not to reward good behaviour with food treats.
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Keep calm and don’t make a fuss if your child is refusing foods. Unless ill, children won’t voluntarily starve themselves. If your child is healthy and energetic, s/he is eating enough. Set some ground rules and make sure your child knows what will happen if s/he doesn’t eat the meal or snack provided. Children feel more secure when they know what to expect. One approach is to allow a certain time for snacks (10 – 20 minutes) and meal times (20 – 30 minutes). If the food is not eaten within this time period, allow your child to leave the table. Safely store the uneaten food covered and in the refrigerator. If they come back soon after and declare they are still hungry, offer it one more time. If it’s not wanted, then it will not hurt them to wait until the next meal or snack time. Don’t be tempted to think that “something is better than nothing”. If the meal is refused or you don’t think they’ve eaten enough, don’t offer extra milk, toast or ‘sometimes’ foods such as lollies, fruit juice, packet snacks or biscuits. Your child will REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER
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quickly learn to refuse the healthy meals and snacks knowing s/he will be rewarded later, on with foods s/he prefers. You will be left feeling upset that another meal or snack has gone untouched. Your child can wait until the next meal or snack time and then offer healthy food again. Remind yourself that you are teaching them how to be a better eater by doing this. Think about your child’s food intake over the week rather than worrying about whether they’ve eaten enough at this meal or on this day. If you feel that overall, s/ he is eating food from all of the food groups, then it is likely they are getting the nutrients needed. When the majority of foods offered to a child are healthy everyday foods, then their diet will be well balanced. If you are still concerned that your child is not eating enough, check how they are growing using the growth charts in your baby’s Blue Book. Your doctor, Child and Family Health Nurse or Accredited Practicing Dietitian can help you interpret the 25th Oc charts to see how your child is progressing.
Please do not hesitate to speak to your child’s teacher if you are concerned about your child’s eating habits as they will support you in any way they can.
Delay Moving to New System Xplor We have incurred some unexpected delays with moving to the new system Xplor as the Centrelink estimates for the new sibling childcare subsidy discount are only just becoming available in our current system, along with some reporting amendments. We will notify our families with the new Go Live date soon.
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Stage 4R
Ms Lauren Doughton
'Spread kindness not germs’ Teaching children about germs and basic hygiene is essential to ensure their safety. It is a major part of maintaining hygiene and preventing them from falling sick. However, the concept of germs is not easily understandable for children, so it has to be taught consciously. From how often to when they should wash and sanitise their hands, they need to be told everything to help them develop hygienic habits. Children often think germs are bugs or something dirty. Washing hands is a life skill that prevents sickness and disease. Currently, the Coronavirus has everyone in a panic for wanting to stay as clean as possible. Fortunately, there’s something we can do to drastically reduce our chances of contracting it: washing our hands. Something so simple has been proven to keep you safe. No fancy equipment, no special medicine, just good old soap and water. This week I read a story to the children called “What are germs?” This book is a fun interactive fact book that helps children to learn and gain an understanding of what germs are in a healthy and unhealthy way. Once we had read the book, I asked the children to find a partner and then come and get some glitter from me. The children were given glitter on one of their hands. When the children returned back to their seats they were then asked to give their partner a hi-five and see what happens. The idea of this mini experiment is to show children how germs can transfer from person to person and person to things. After giving each other a high five they could see that the glitter had transferred over to their friends hands and everything that they touched glitter got onto it. When we had finished we asked the children to go and wash their hands with soap. We were able to tell which children didn’t wash their hands properly as they still had glitter on their hands. It is important that we do not over explain or scare children about washing their hands or looking out for germs. The point of these exercises is to promote a good hygiene routine that will benefit your child in the long run. If they miss a hand wash or forget about a teeth-cleaning every now and again, that’s okay as long as we teach them about the world around them in a fun, inclusive and loving way. Be sure to tell your child how strong their bodies are and why it’s important that we keep our bodies healthy and ready to fight off those germs. The germs might be the bad guys, but they aren’t something to be feared, because our bodies are the real superheroes. Reminders: Arriving on time: This week we have noticed a lot of children are coming into class after 9am. Stage 4 starts their literacy classes at 9am and some specialist classes start at 8:30am. We ask that you try and aim to get your child here by 9am. We do understand things happen and the mornings may not run as smoothly as you would like. If you are going to be late please let us know. We also mark the school rolls at 9am and if your child is not present at the time they will be marked absent.
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Stage 4R
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Ms Lauren Doughton
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Stage 4R: What does passing germs look like?
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Stage 4R: Developing healthy hygiene practices
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Stage 4E
By Ms Sarah Ross
Bush Fires “One small spark brought fire awake, winding like a small black snake, Fire flickered, fire crept, flames snickered, bushfire leapt…” This week Stage Four turned into firefighters as we learnt all about the devastating impacts of bushfires and fire safety. We began our learning journey by reading the book ‘Fire’ by Jackie French. The book uses beautifully impactful imagery that captured the feelings and seriousness of bush fires and those affected. After the story the children shared their deep concern for animals who live in the bush and questioned how they stay safe in a bush fire. This prompted an additional literacy group where the class explored a book called the ‘The Fire Wombat’ also written by Jackie French. Stage Four discovered that many of the animals escape to tunnels dug deep under the ground by wombats where the fire cannot reach them. Additionally, we learnt that humans have a big part to play in looking after animals when their homes have been burnt away by providing food, shelter and care. Art Throughout the week the children spent time observing photos taken by a fire fighter during the 2020 bush fires that spread across eastern Australia. The children discussed the colours they saw and the dark grey and black smoke that filled the sky. Afterwards, the children created their very own bush fire scenes. The children used paints to create a fiery background and a black smoky sky. To complete their art piece Stage Four drew houses and added flames with colourful crepe paper. The children were so proud of the end results and have been looking forward to showing their families. Number Search In numeracy groups this week Stage Four engaged in a fire number search. The children read numbers and then searched through sensory trays filled with pretend flames to find the corresponding numbers. This was a great activity for the children to develop their numeracy skills further. Many of the children spent time recognising and reading numbers 1-20, counting aloud, and even using the pretend flames to write and form numbers! Safety Fire safety is an extremely important part of our program and is consistently embedded into our learning here at Reddam. Throughout the year the children participate in routine fire evacuation drills and class discussion about what to do in the event of a fire. In discussion groups the Stage Four children shared their in-depth knowledge on what to do if there is a fire at school and home. “We go down to the playground (evacuation meeting point), said Ethan A. “Tell the teachers,” said Thomas. “Run away,” said Yuno. “Evacuate! Run!” said Azure. “Fire fighters save people,” said Ria. “My apartment building has a fire alarm and it tells us to get out,” said Flynn.
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Stage 4E
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By Ms Sarah Ross
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Stage 4E: Creating bushfire artwork
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Stage 4E: Fire number search
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Stage 4D
By Ms Emily Chacon
I am HEALTHY This week we have begun exploring aspects of being healthy, both inside and out. We gathered to create a mind map of the children's understanding of keeping healthy, some ideas were: Nicholas - "chew slowly" Emily - "go to the dentist" Everly - "eat vegetables" Darcy - "brush your teeth" Lucy - "eat healthy foods" Grace - "do exercises" Radha - "say your self affirmations" Following on from our group discussions the children broke into small groups with Miss Emily, and were each given either a Coles or Woolworths catalogue. The children were guided to cut out all the healthy foods and paste them into their trolley. This experience further engages the children in developing important pre-writing fine-motor skills and hand-eye coordination through cutting and pasting activities. Cutting activities builds hand strength – Opening and closing scissors helps children build up the small muscles in their hands. These muscles are important for everyday activities such as drawing, using cutlery, brushing your teeth and getting dressed. For our literacy lesson this week we explored acrostic poems, this was a new experience for the children. An acrostic poem is a poem where the first letter of each line spells out a specific word. We created one together as a class; Ham, egg, apple, lollipop, tomato, hamburger & yogurt. The children then broke down into small group and went through each letter, trying to find foods that match. Literacy development is a vital part of your child's overall development. It's the foundation for doing well at school, socialising with others, problem-solving, making decisions, developing independence, managing money and working. It was wonderful to see the children working so hard and even working together with the children who had the same words as them. We further explored ways to keep our bodies healthy by looking for things we can do on the daily, like brushing teeth and washing hands. On our tough tray the children were provided an image of a tooth and with a whiteboard marker the teacher had created holes and marks on them. With a toothbrush and shaving foam the children needed to brush out the dirt. This experience symbolises the importance of brushing teeth daily. As a class session we explored germs! To introduce the area we read a book on germs called ‘What are germs?’. This book took a closer look at those mischievous, microscopic bacteria and viruses, and opened up for questions and answers from the children. How do germs spread? How can we stop the spread? Following on from this, the children were asked to pair up and one partner to put their hand into the glitter bowl. The glitter was to represent the germs that are on our hands, after giving their partner a high five they were asked to look at their hands to see what happens. “The germs have spread” everyone answered. After everyone washed their hands with soap to stop the spread of their germs! Next week we will be further exploring keeping HEALTHY in the foods we eat and keeping a balance of foods and exercise.
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Stage 4D
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By Ms Emily Chacon
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Stage 4D: Cutting catalogues
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Stage 4D: Brushing teeth & playing with rice
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Stage 3/4
By Ms Riina Andrew
Around the world — Hawaii This week we explored Hawaii. We looked at the location of Hawaii on the world globe and discovered it was made up of eight major islands and numerous smaller islets in the North Pacific Ocean. We had some fun trying on the traditional dress of the Hawaiian people, consisting of grass skirts and lei’s. The children all took turns of watching a show of their peers, while they danced to Hawaiian music that was played on a ukulele. We followed up this experience by watching a visual representation of a fire dance or Luau, as it is more commonly known by the locals. Some of the class watched with great interest at the performers, while others decided that they would like to join in on the show! Coconut bowling was a way of integrating numeracy into this weeks’ program. Using bottles/pins, the children had the opportunity to bowl the coconut towards the target and count how many they could knock down. The children cheered each other on as they took turns to show their hand-eye coordination and bowling skills. After everyone had finished their turn of the coconut bowling game, we smashed the coconut open and explored inside. We were very interested in the milk that came out of the coconut and all wanted a taste. We then took a closer look at the flesh inside the coconut and were surprised how hard it was and that it needed to be scraped out to eat. Practising our letter skills, the children dug for sea shells in the sand trays. We all searched for the letters of our own names and tried to assist our peers to find the letters that they needed as well to complete the activity. All in all, a great Hawaiian week. We cannot wait to explore Hawaii’s volcanic land next week!
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Stage 3/4
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By Ms Riina Andrew
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Stage 3/4: Hawaiian role play & writing Hawaiian words
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Stage 3/4: Searching for shells & coconut bowling
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Stage 3E
By Ms Bianca Lazar
Exploring Capacity, Volume and Area “One accurate measurement is worth a thousand expert opinions” - Grace Murray Hopper Following on from our measurement topic last week, Stage 3 children explored other fundamental measurement components such as capacity, volume, and area. To create an invitation to explore these elements, on one of the learning tables we set up large and shallow containers filled with coloured sand and dried lentils and added measuring cups and spoons of various sizes, as well as printed word cards relating to volume and capacity. This is a great way for young children to be able to observe the volume of the containers all at once. They can easily compare and contrast the results and discuss what they see in regard to the volume of each container. On another table, children filled laminated shapes using buttons and counters. Once they filled their shape, they had to count each individual counter and button to determine how many in total filled their entire shape. It was fantastic to observe all children using direct and indirect comparisons to decide which container holds more and explain reasoning in everyday language. It was evident that children were able to connect names, numerals and quantities, compare objects, problem solve and explain comparisons of quantities.
In addition to our learning tables, I read aloud to the whole group several storybooks throughout the week relating to our measurement topic of volume and capacity. After reading, I used multiple resources to recreate what had occurred within the storybook. Within these group times, I introduced capacity language such as full, half full and empty, whilst exhibiting objects relating to those specific words. This learning experience provides the language to build in the developmental aspects of the learning of mathematics.
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Stage 3E
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By Ms Bianca Lazar
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Stage 3E: Capacity measuring
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Stage 3E: Exploring volume
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Stage 2/3 & 3R
By Ms Gabriela Guimaraes
Healthy or Sometimes Food Teaching preschoolers healthy eating can be challenging. Their little taste buds are drawn to sweet treats and salty crispy foods, so it’s not always easy to influence them to choose healthy eating choices. One way to help our children to make good choices when it comes to eating habits is to allow them to play with food. We started the week by sorting our food. The children were invited to work on their fine motor and sorting skills. We asked them to identify the food and if it is a healthy food choice or a sometimes food choice, then using a pair of tongs place the food on the correspondent container. Exploring foods with our children this week was a lot of fun. We dig into fruits and vegetables to observe the seeds. We had the opportunity to explore seeds in various ways, from comparing size and quantity of seeds in different foods, to identifying the color and texture of the seeds. Opportunities to handle foods - washing, peeling and chopping - enrich children understanding of real-life situations. As well, hands-on learning in activities like this one with seeds promotes interest in future exploration and discovery. These invitation supports STEM learning. Why is exploring seeds a STEM activity? Making observations and comparisons, using various utensils, identifying colors and textures, these are all skills that incorporate STEM principles. STEM = Science + Technology + Engineering + Mathematics Here is how STEAM principles are realized in this invitation: • • • •
Science: exploring how foods grow from seeds Technology: using tools to slice and dig Engineering: planning the activity, assembling appropriate tools Math: counting seeds, comparing sizes of seeds
We also took the opportunity to talk to the children about the importance of cleaning our teeth. We made a giant set of teeth to clean and used shaving cream as the toothpaste. These teeth brushing invitation gave us the opportunity to show our children how to brush their teeth in a fun playful manner.
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Stage 2/3 & 3R
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By Ms Gabriela Guimaraes
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Stage 2/3: Making good food choices
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Stage 2/3: Learning how to brush teeth
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Stage 2R
By Ms Madeleine Grant
Letters of the alphabet This week we returned to mathematics through our exploration of the letters S and T. During the early years it is important that children have exposure to mathematical concepts to lay the foundation for more advanced form of logic, reasoning, and critical thinking. S is for Shapes Identifying basic shapes is a big milestone in early learning, and one that brings great satisfaction to children as they secure this knowledge and begin to apply it to the world around them. This week we looked at the shapes we already had in the classroom; the circle mat, the rectangle windows, the square cushions, as well as the many toys we have that teach shapes while they play. Some children already knew some basic shapes, like triangle, circle, square, star or heart. Many were confused by similar ones like circle and oval, or square, rectangle and rhombus, which still shows us that they had the knowledge to recognise the basic form or these such as number of sides or corners. All of this falls under mathematical thinking, as they refine their counting, classifying, sorting skills. T is for Treasure The children loved treasure hunting! We set up two separate activities, the first was a sensory experience where the children were given tubs of birdseed with buried treasures. They were so fascinated with the feel of the seeds that some focused their attention on this instead of the gold coins and gems! They used their fingers to sift through the tubs and pick out what took their fancy, whether it be the gold coins, gemstones, or a certain type of seed, and observed their stash under a magnifying glass. We asked them to describe what they had found, using mathematical concepts such as size and shape, and count out how many they had collected. The second activity was a dramatic play area where they worked together to explore treasure chests. Here they found more coins and gems, as well as sparkly beads, shiny trinkets, and treasure maps. They worked together to share the space and ensured everyone had a turn pulling treasures out. They loved adorning themselves with beaded necklaces and examining their finds, as well as each other, through the magnifying glasses! U is for Umbrella After all that rain in the past few weeks, of course it decides to clear up right as we plan on incorporating it into our programme with some wet weather play! Thank you to everyone who brought in gumboots, raincoats and umbrellas during the week. We encourage you to bring it again next week if rain is forecast so we can push this provocation to next week. We will also be making rainy day paintings in case the rain holds off another week. We will also move on to the next letters, and we have some exciting activities in store! V is for Volcano will introduce STEM to the curriculum as we use chemistry to create eruptions. W is for Worms will involve sensory activities, and encourage the children to use their words to describe what they feel and see, as well as reading Super Worm by Julia Donaldson.
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Stage 2R
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By Ms Madeleine Grant
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Stage 2R: T is for treasure
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Stage 2R: T is for treasure
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Stage 1E
By Ms Justine Heydra & Alessia Angilletta
Farm Animal Exploration This week in Stage 1E we enjoyed our second week on the farm. The children had a great time using their milking skills from last week's sensory activity in their art activity this week. Each child was given the opportunity to fo a cow udder painting. We used gloves filled with shaving cream and paint. The children were asked to squeeze the glove to create their own udder paint art. It was great to see them remember the activity from last week and implement it to create their art work this week. This art activity promoted fine-motor skill development, coordination and concentration. They were all very proud of the art they created. For our sensory activities this week the children enjoyed two great hands-on activities. The first was an activity where we asked the children to feed various farm animals lentils and wheel pasta. They had to pick up the food and place it into the animals mouth. The children all enjoyed this activity and we worked on our vocabulary by naming the animals, the sounds they make and we also worked on opposites by feeding the animals small and big amounts. Our second sensory activity was based on what we can grow on a farm. The children were given green play-dough and an assortment of fruits. They could then create their own mini-farms. This activity helped the children identify different fruits and colours and they enjoyed squishing them into the green play-dough. The children also enjoyed our sensory trays outside that were filled with sand and different colour water. We placed different farm animals in the trays for the little ones to play and explore with. During provocation group times we focused on the different sounds farm animals make. We would play the sounds and ask the children to identify the animal. We also continued singing "Old MacDonald" and "Five little ducks" Wishing you all a great weekend.
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Stage 1E
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By Ms Justine Heydra & Alessia Angilletta
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Stage 1E: Cow udder art & Mini-farms
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Stage 1E: Feeding the animal & duck sensory play
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Stage 1R
By Ms Amanda Felton
“Hey Diddle Diddle, the cat and the fiddle the cow jumped over the moon.” Our animated figures of the dish and the spoon played their part so well. This kept the children so entertained as they enjoyed the animated show of Hey Diddle Diddle. With great enthusiasm the children tried to catch the figures as they swayed in the air. It is wonderful to see our little ones so engaged and starting to join in the songs and rhymes. The children were eager to pick up their crayons and chalk and draw their own interpretations of the cow jumping over the moon. What clever artists we have ! We are all learning to take turns and share with our friends and use our gentle hands when we are playing. We are enjoying coming outside onto the big playground when all the older children are asleep as we get this lovely big play space all to ourselves. Have a great weekend everyone.
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Stage 1R: Hey diddle, diddle sensory play
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Piano
By Mr Alan Tang
Another wonderful musical week has passed. This week the advanced stage 4 kept working on "Fur Elise" and "Happy Birthday" which were complex songs. The rest of stage 4 looked at "Brother John". Children were also taught how to count the 4/4 time signature with musical timing. Stage 3 was taught "The Potato Song" which required concentration of counting as well, which was a brilliant practice for numerical and musical development for this age group. Stage 2 was taught a simple practice song of "C and D" with their little thumb and index fingers. It helped them to recognise the key "C" and "D" effectively. All the children between 6 months to 2 years were entertained with upbeat songs such as "Chicken dance" and "If you are happy and you know it" and they were encouraged to sing along. They were also asked to pronounce Black and White when asked about the colour of the keys. The children were showing discipline across all stages after a few weeks of formal schooling and their concentration ability have improved since week 1. It was a wonderful productive week at Reddam ELS.
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Piano
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By Mr Alan Tang
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My Gym
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My Gym
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Mandarin
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