REDDAM EARLY LEARNING SCHOOL ST LEONARDS NEWSLETTER Principal’s Message
3rd June 2022
By Mrs Simone Cooke
“Nature is a tool to get children to experience not just the wider world, but themselves” - Stephen Moss Dear Parents, A lovely element of the Reggio Emilia Approach which we adopt here at Reddam is incorporating natural materials into the chidren’s play. Engaging with natural elements such as leaves, bark, water, clay etc offers lovely open ended play experiences which encourages them to sort, design, experiment and manipulate .With our younger children this may commence with stacking, sorting and lining up materials, which allows exploration and discovery and develop natural awareness and a foundation for being environmentally aware. Combining both loose parts play and natural materials allows children to experiment with different textures, smells, colours, sizes and sounds and natural elements are ideal for this type of sensory play. Offering children materials other than toys that allow them to use their imagination and experiment offers a world of opportunity. It might be exploring the different width and size of twigs, looking at the various shades of green that leaves and grass come in. Smelling flowers or looking at the varying sizes, textures, shapes and sizes of shells. Learning to balance rocks of different colours, shapes or sizes and feel the difference between a smooth pebble and a rough stone or to view the different shades of sand grains provides our children with a greater understanding of the world around them. Even though our children live in an urban environment it does not mean that they cannot enjoy the delights of nature, even in city environments there are puddles, pigeons and rainbows to explore. Our young toddlers absolutely love to add natural materials such as twigs, straw, pebbles and moss into their small world play and love to use their imagination to create small environments for dinosaurs, farm animals or wild animals. In our construction area we often add in a wide range of natural building resources such as large stones, shells, small branches so they can use these to expand their block constructions. REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER
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Principal’s Message Continued… If you wish to incorporate natural elements into your children’s lives, then nature walks with a treasure basket is a great way to start. Walking down the street and picking up treasured items such as a fallen autumn leaf, a bird’s feather, a glossy stone or fallen pine cone provides great joy and discovery for young children and surprisingly can become one of their most precious items. Using natural elements both in the classroom and at home stimulates a child’s tactile senses, with different textures and weights helping to build fine motor control and coordination as they start using their pincer grip and experiment with sorting and classifying. Open ended materials promotes discovery and inquiry and allows beautiful connections to the natural world.
REDDAM EARLY LEARNING SCHOOL 1st April 2022 LEONARDS NEWSLETTER So why ST not rug up this weekend and go exploring in your own neighbourhoods, you will
be surprised what a treasure trove of natural items your child manages to find along the way!
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Stage 4R
By Ms Lauren Doughton
3,2,1 Blast Off Children will have experienced many examples of chemical change without actually realising it. They are familiar with burning, cooking, rusting and chemical processes that appear to involve dissolving. However at this level children don't see new materials being produced as a result of chemical change, rather they see that existing materials have merely been modified in some way. For example, mixing the mentos and the diet Coke together. Because students rarely understand the concept of ‘a substance’ they don't see substances being changed. Yet an understanding of chemical change is fundamental to appreciating the role of chemistry in their lives and at this level children can begin to appreciate this. Children frequently believe that to get something new, things just need to be mixed together. When a chemical reaction does take place, they believe that one or other of the reactants is simply modified; it hasn't really changed. As we keep this in mind about the children’s scientific development we were able to extend on these current ideas this week and create chemical reactions that worked and some that did not work. We started off with the coke and mentos experiment only to find out that when we put the mentos into the coke it did not explode… This led to us doing some research to see what we need to change in the experiment to make it work. As a class we decided we should use diet coke instead of original coke. So with this idea we all sat down and put the mentos into the diet coke and the children were right it went up and exploded. The reactions of the children’s faces were priceless. Once done the experiment led to discussions with the children that provided problems to be explored and challenging existing ideas that were encouraging for the children to seek new explanations for things they observe. The children investigated a number of changes and asked questions like; how can we make it work? Do we add more of this? Do we need to let it sit for a bit longer and so on. We asked the children to draw what they saw as a result on a piece of paper. The second experiment that we did was called elephant toothpaste. This experiment is done with warm water, detergent, yeast and hydrogen peroxide. By mixing all of these things together we were able to see that the first time we did this experiment it did not work. We are yet to do this again and see what we need to change to make it work. Stay tuned to see the results.
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Stage 4R
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Stage 4R
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Stage 4E
By Ms Sarah Ross
“A little brown acorn fell down to the ground, one windy and wet autumn day. The dry crinkly leaves quickly covered him up and right there, he decided to stay” This week Stage Four explored the life cycle of plants. We began our learning journey by reading a beautiful story called ‘Little Acorns’ that followed the journey of an acorn as it fell from its tree and found its way underground where it began to germinate. After many seasons, the acorn gradually grew into a huge oak tree and grew its own acorns that fell to the ground in autumn beginning the whole life cycle again. This story inspired many discussions on how to care for plants and their needs and led to some creative nature play experiences where the children made leaf rubbings and created transient art pieces using flowers and other natural items. Transient Art During creative play the children learnt about transient art and discovered that it is an art type that is only there for a short time compared to being permanently imprinted on paper. Offering children, the opportunity to engage in transient art allows young children the ability to create and explore while also being able to go back and make changes to original ideas. Additionally, this was a great opportunity for the children to experiment and manipulate different natural pieces. It was lovely to see all the different beautiful creations each child made. At the end the children happily put the pieces away ready for their peers to enjoy after them. What do silk worms like to eat? Our silkworms are continuing to grow in their larva stage and are getting bigger and bigger with each passing week. The children are very proud of their class pets and regularly check on them throughout the day in class. This week our friend Augusten very kindly brought in some mulberry leaves to show the class. The children were so excited to learn where the leaves came from and discover that mulberry leaves are the only source of food silk worms like to eat! Throughout the week the child spent time holding the leaves and smelling their distinct smell that attracts the worms. A big thank you to Augusten for sharing these leaves with the class!
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Stage 4E
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Stage 4E
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Stage 4D
By Ms Emily Chacon
This week has been filled with exploding, fizzing, bubbling and erupting experiments! We first explained that chemical reactions are the process in which one or more substances are converted to one or more different substances. In the reaction, the atoms of the starting substances are rearranged, forming new substances that have different properties. To assist the children in their understanding we engaged in two experiments. Mentos and Diet Coke: Before we started, we wrote up our ingredients list, hypothesis and method. We then went into the yard and the children sat in their seats, filled with wonder and anticipation. Miss Emily opened the bottle and then poured in 7 mentos. Before anyone could react, the bottle erupted with coke foam! As the Mentos candy sinks in the bottle, the candy causes the production of more and more carbon dioxide bubbles, and the rising bubbles react with carbon dioxide that is still dissolved in the soda to cause more carbon dioxide to be freed and create even more bubbles, resulting in the eruption! The children LOVED this experiment! Horse Toothpaste: To introduce this experiment the children watched a media called ‘Emily’s Wonder Lab’. While outside, Emily and her scientists make colourful explosions with chemical reactions, in particular Rainbow Horse Toothpaste. The children loved watching the reaction take off into the sky. Using a few different ingredients, we created our own! The children watched as Miss Lauren added yeast, warm water, hydrogen peroxide, detergent and food colouring. As it all mixed together it created a chemical reaction, causing the mixture to expand and overflow out of the bottle. To further explore different types of reactions we engaged the children in various table activities. On our first table the children were guided in creating chain reactions with dominos.This activity promotes development and learning by encouraging children to investigate laws of motion. The children learnt about force and movement as they lined up the dominos to knock over. On our second table the children explored the reaction between ice and salt. The children had to pinch some salt, sprinkle it over the ice block and observe the reaction. Salt is great at melting ice because it causes “freezing point depression.” This means that salt helps in lowering the freezing point and, consequently, begins to melt the ice. Next week we are further exploring our STEM program by diving into the engineering world! Watch this space!
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Stage 4D
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Stage 4D
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Stage 3/4
By Ms Riina Andrew
Fairy Tales Children love the world of make believe, fairy tale stories and exploring fantasy and what better way to foster this interest than to create a provocation to foster this learning. This provocation came to light as some of the children have been bringing fairy tale books to school for Show and Tell time and with the making of fairy bread last week, fairy tales has been fresh on our minds. This week we explored the fairy tale ‘The Gingerbread Man’. We started off reading the book at group time and discussed the different characters and their roles in the story. Most of the class were already familiar with the story line and we able to role play this story using masks and props to enrich the learning. The best part of the role play was when some of the children decided to pretend to be the gingerbread man and run in a circle singing ‘run, run as fast as you can, you can’t catch me, I’m the gingerbread man’, while a peer chased them and then they swapped character and the catcher was the catchee! At the art and craft table, we tried our hand at creating a gingerbread collage. Some children made single gingerbread men, while other children decided to make a girl and a boy gingerbread person. Each collage was as individualised as the creator, with the use of coloured buttons, a face and some even had decorations from the story. To strengthen our fine motor development, we sat at the writing table and practised writing words from the story, such as, women, man, gingerbread (of course) and horse, just to name a few. At this activity, the children had the opportunity to look at word cards, copy the letters and sound out the letters as they were writing them, will hold them in good stead, for learning to read in the future. We also participated in a number matching card game of gingerbread men and baking trays and pretended to bake our own gingerbread men using the playdough! To finish off the week, the children revisited the story in sequence card form. Working in small groups, each group was asked the order of the story and given the cards to place in the correct order. Using small groups allowed each child the opportunity to express their ideas and comments in a non-threatening way (as the group size was small) and to discuss and hypothesise with each other the order that they recall the story playing out! Well done 3/4, I wonder which story we will be exploring next week ……..
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Stage 3/4
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Stage 3E
By Ms Bianca Lazar
“In London, everyone is different, and that means anyone can fit in” - Paddington Bear United Kingdom This week we travelled to England! Stage 3 children learnt lots of interesting facts about England, such as: - England is in Europe. - England has a Queen, and she lives in Buckingham Palace. - England is part of the United Kingdom - Wales, Scotland, and Northern Ireland are the other countries that make up the UK. - There are lots of iconic landscapes in London, including Big Ben, London Eye and Windsor Castle. Throughout the week, we located England on our world map and engaged in a variety of learning experiences, including painting the England and United Kingdom flag using water colours, having a royal tea party with our peers, constructing the Big Ben using match sticks and clay, and counting passengers in our big red bus. Goodbye and Goodluck Sofia! We sadly say goodbye to our lovely Sofia today! She is starting her new chapter all the way in Canada. Even though you are moving, you’ll always be our friend. We are all very excited for the new adventures and friends you will make. They will be lucky to have you. We will miss you dearly! Lia: “I love her” Claire: “I’m going to miss you”
Alexandra: “I miss you”. MyLan: “I love her mums make up!”
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Stage 3E
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Stage 3E
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Stage 2/3 & 3R
By Ms Gabriela Guimaraes
Ambulances and Paramedics Ambulances can be scary to young children. We focused on the positive aspects of emergency services when teaching our children about ambulances. We started by explaining that emergency helpers in the community drive ambulances. Ambulances come to rescue injured or sick people and quickly transport them to a medical facility for care. We introduced the topic of ambulances by showing pictures and using words like "emergency vehicle," "000" and "rescue." We talked about the meaning of an emergency. An emergency is a serious, unexpected situation, usually requiring professional help. An emergency vehicle may be a fire truck or ambulance that comes to the scene of the emergency to rescue (or save) someone in need. While talking about emergencies we invited the children to talk about what they already knew about ambulances. We encouraged the children to describe what an ambulance looks like, what it sounds like or where they've seen one. Some children knew someone who has been in an ambulance and some have been in an ambulance themselves. They loved sharing their experiences. We also had the opportunity to talk about safe and not safe. Using flash cards the children were asked to help the teachers to classify things that are safe to do and things that are not safe. I was very impressed by their knowledge and how well they knew right from wrong. In one of our learning stations we set up a doctor’s corner. Hospital play is a great tool to help children pretend play. They learn more through this play of what to expect which can also take away the negative stigma of it by pretending to be a doctor. It is very helpful for children to learn about the Community Helpers Ambulance and Emergency Medical Service workers. Knowing who these workers are and what they do will help our children feel less frightened in the event of an emergency.
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Stage 2/3 & 3R
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Stage 2/3 & 3R
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Stage 2R
By Ms Madeleine Grant
Our next step on our journey through the natural world found us deep in the jungles and rainforests. This week was spent exploring the rich ecosystems and natural phenomena that create these beautiful hidden corners of the globe. Our table activity was all about the huge world of some of the smallest creatures on Earth - bugs! Sensory bins were filled with uncooked spiral pasta in various shades of green to replicate the look of the rainforest, and hiding among this were beetles, centipedes, mantises, and grasshoppers, as well as tiny frogs, snakes, and scorpions! Sensory bins are a fantastic way of getting children to engage in hands-on learning and utilises so many areas of development that are so important in these early years. Our creepy crawly sensory bins were an open ended activity that allowed the children to approach the task in whichever way they chose, and extend on their learning in ways that were natural and followed their own interests and desires. The most apparent way they engaged in the activity was by picking out the bugs of their choosing and placing them on the table in orders and grouping of their choice. Some arranged them by size, colour, or type of bug, while others made patterns as they lined their finds in a sequence. All these are examples of early numeracy skill development, which begins to emerge in the first few years of children lives. Counting, sorting, grouping and sequencing are the foundations on which they will build their mathematical knowledge, and also huge stepping stones in their holistic development. These actions may seem simple, but they allowed us to gain an insight into how their minds were working, and the ways in which they organised the world around them. Our art project was inspired by the majestic waterfalls of rainforests. We looked at images of waterfalls and talked about how they were caused when the ground beneath rivers and streams drops off, and how gravity causes the water to falls downwards. In the art atelier we recreated this effect by propping our easels upright to create a steep angle. We filled squeeze bottles with blue paint and water, and the children were shown how to squirt the paint across the top of the page. The squeeze bottles were an extension of our previous artworks with the droppers, and challenged them to work out their hand muscles and refine their coordination, all very important skills for writing and drawing! Once they had the hang of the technique they were delighted to see the paint streaming down the paper. We pointed out the different speeds that the drops slid down the page, and how this was because come paints contained more water than others. While concepts such as gravity and viscosity are well beyond the understanding of two year olds, giving them a first hand experience in these processes is a wonderful way to introduce them to science-based thinking and the joys of discovering for themselves how the world around them works.
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Stage 2R
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Stage 2R
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Stage 1E
By Ms Justine Heydra
“Science is simply the word we use to describe a method of organising our curiosity” - Tim Minchin This week in stage 1E, it was all about experiments and water absorption. The children enjoyed getting their hands wet with our water absorption sensory table. We filled a tub with bright water and added some cotton balls. The children had fun playing and manipulating the cotton balls. After the children enjoyed some free play with the cotton balls and water, I showed them how the cotton balls absorbed the water and how by squeezing the cotton ball the water was released. This activity was great for fine-motor skills as the children used their fingertips to play with the cotton balls and water. The children also worked on their hand-eye coordination and language development. Water absorption is one of the classic science experiments that paved the way for future interest in science and maths. Our second sensory activity was our oil experiment. Through this experiment we wanted to introduce the children to liquids that do not mix due to their density. Oil is less dense than water and floats on top of the water. We mixed food colouring with our water to give the children a better visual concept of our experiment. The children were very excited to do this experiment and they enjoyed using the droppers again. (As they all now know how to use them.) They were amazed at seeing the coloured bubbles in our clear oil liquid and had a great time doing this experiment. We revised naming our colours and further developed our language by repeating or listening to specific scientific terms as we conducted our experiment. This week for our creative art process the children enjoyed our marble art activity. This was a highly interactive art experience that the children loved doing. We took a clear container and placed their circle in it. The children then chose their paint colours and we added marbles to our tray. The children then used the marbles as their paintbrush and swirled them from side to side covering their circle shape. This paint technique was exciting and the children loved following the marbles around with their eyes. This activity was excellent for hand-eye coordination and concentration. Wishing you all a great weekend with your family and loved ones.
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Stage 1E
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Stage 1E
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Stage 1R
By Ms Amanda Felton
Dear Parents It was very appropriate that we explored the colour blue this week as it has been such cold windy weather. Despite the cooler weather we kept nice and warm together and had lots of fun investigating paint and using wooden pegs to dab and dot. We have incorporated lots of sensory play experiences this week using natural elements to extend curiosity and interest. The children loved their little sensory bag experiences as they love to touch, squeeze, push and mould everything. We had another busy week of specialist classes with Yoga, Drama, Music and My Gym . We are so pleased to see that our babies are becoming more comfortable with their new teachers and are really building their confidence. Have a lovely weekend with your beautiful children!
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Stage 1R
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Drama
By Ms Laura Hudson
This week was our last week with the treasure map. We began the lesson with a recap, we went over all the different stories, games, and adventures we had done so far. This week's theme was all about the Dragon and the cave. Stage 3 started with the silly game "Dragons Coming". We started last week but needed a little more practice. One child was chosen to go outside to become the Dragon, when this person enters again the villages call “The dragon is coming” and freeze as a village person. The dragon goes up to the villagers and breaths fire on them, if a villager moves, laughs, or smiles they have to join the dragon and go outside. This game was played until there is only one villager left. Franco was our winner. Next Stage 3 played another game from last week called Dragons Lair. Stage 3/4 had fun playing this game too. I picked one child to be the sleeping dragon in his cave, guarding some treasure. The rest of the children had to be the brave Knights and sneak past. If the sleepy dragon points in the direction of the knight, they turn to stone and someone new is chosen to have a turn. If the knight is successful, they get a turn at being the dragon. Giselle in Stage 3 was our first Dragon and she showed us how big and sleepy the dragon was. In Stages 3/4 and 4. We built a cave using the parachute, chairs, and tables. Each child had a turn crawling through the cave and named one thing they saw. Linda in Stage 3/4 found a dragon and Cecilia found Elsa. In Stage 4 the final part of the lesson involved the children working in pairs with the guidance of myself. In pairs, one is the knight the other the dragon. The dragon has stolen something from the villagers. What did he steal? Some tea? Treasure? Chicken? Their mission was to try and get it back, but how? Some children decided to befriend the dragon. Darcy made the dragon some tea and Nicholas fed them a cake. The children had to find an ending that serves both the dragon and knight. If their answer was a good one for the dragon and knight, they are allowed to bring out some treasure as this is where the X is. James decided to share his treasure with the village people and Paige made it into a golden necklace. So now we have some treasure I guess we should go home to show Grandma? But how do we get back home? We had some great suggestions but my favourite was to close our eyes and use our imagination, click our heels together and say there’s no place like home three times. Once we got back home to Grandma’s I asked the children if that was a dream? Maybe we should look in our pockets to see? Most of the children said it was real and had already hidden the treasure back at home.
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Drama In Stage 1 we continued to learn about our senses. I brought in lots of different objects to explore how they felt. One was bubble wrap for our pebbly road. Jeremiah loved popping it with his hands. Jasper and Manue got up and started marching across the road. We got stuck in mud and played with slime and felt how sticky it was. Hughy stuck his fingers in the slime and made a funny unsure face. In Stage 2 and Stage 2/3 the children used their senses to go on an interactive adventure led by the teacher. Next, I went into the role of a knight and told the children that a dragon had stolen her treasure and we needed help to find it. I led the children on an interactive adventure that incorporated a few obstacles and sensory activities including, walking over the pebbled bridge (bubble wrap), swimming up the stream (putting their hands in water), and feeling the sticky mud in the cave (slime). I then became the Dragon (by placing a belt around my neck) and I asked the children how can we could get past the Dragon. Allegra suggested we sing a bedtime song. Josie said "Twinkle Twinkle little star". They decided to sing the song to make the dragon go to sleep so we could then tiptoe and crawl past the cave and quickly get the treasure. They managed to do this successfully without waking the dragon. What a great adventure. Thanks and Well Done everyone!
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Yoga
By Ms Nicole Mulholland
This week we went on an intergalactic trip into space. We put on our astronaut suits in our warm up, took our rocket ship up to space and explored different poses of things we'd find in space including stars, moons, planets, asteroids and more. We also practiced balancing in star pose, by taking a giant leap across the space rocks. We also learnt it was ok to ask for help if we needed whilst balancing. Our affirmations this week we practised "I am a star" and used our star wands to also practise our deep breathing. We finished off the lesson with our asteroids (hoberman spheres) and relaxation to finish. Thanks for another fun week!
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Yoga
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Piano
By Mr Alan Tang
Welcome back to another week of piano lessons. After carefully planning and a few trials, Justine (Teacher in Stage 1) and I had strategically worked out an effective and productive way for children in the early stages to do finger exercises on the keys. These highly structured lessons allowed the children at the early stages to implement music and piano into their development. Stage 2 and 3 revised on the finding keys and played the potato song. Stage 3/4 and 4 looked at "Ode to Joy", the children across these stages were showing great discipline and ability to understand the complex natures of this song. The advanced class was happening smoothly in preparation for the Christmas concert and also other songs to mix things up a little. Thank you and have a great week :)
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Piano
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My Gym
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My Gym
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