Reddam Early Learning School Newsletter Vol 22 Issue 17

REDDAM EARLY LEARNING SCHOOL ST LEONARDS NEWSLETTER Principal’s Message

10th June 2022

By Mrs Simone Cooke

“The child is made of one hundred. The child has a hundred languages a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking” - Loris Malaguzzi Dear Families, Underpinning our Reggio inspired approach to learning is the concept of “A Hundred Languages”. Rather than just viewing communication as verbal expression alone, a hundred languages represents the infinite capabilities of our children and the multitude of ways in which they can express themselves. By tapping into the unlimited learning potential of our children we recognise that children are artists, dancers, mathematicians, sculptors or scientists. This allows our children to draw upon many different methods of thinking, negotiating, hypothesising, problem solving and constructing ideas.

Loris Malaguzzi, the founder of the Reggio Emilia Approach to learning, acknowledged that children should be at the heart of the curriculum and are capable of constructing their own learning. Offering an emergent and co-constructed educational programme based on the interests of our children offers endless possibility for each of them to communicate with the world around them. This is referred to as “The 100 Languages of Children” , it is a metaphor for the unlimited potential of children and promotes selfdiscovery and the exploration of creative expression.

By setting up interesting, open-ended provocations selected by our children we are encouraging each of them to communicate through a wide array of mediums through writing, drawing, performance, singing and free play .. it is limited only by their own imaginations.

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Principal’s Message Continued…

We want to expose our curious young learners with one hundred different ways of sharing their ideas, thoughts, and interests of the world around them.

A hundred always a hundred ways of listening of marvelling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream.

REDDAM EARLY LEARNING SCHOOL ST LEONARDS NEWSLETTER

1st April 2022

We want our children to experiment with their own ways of communicating and expressing themselves. We know how curious, interested, capable and resilient our children are. By offering a stimulating programme that revolves around their ever changing Interests and deep sense of wonder, we can provide our children with a lifelong love of learning and interest in the complex and ever changing world in which we live.

Wishing you all a wonderful long weekend and a reminder that Reddam will be closed next Monday 13th June for the Queen's Birthday holiday.

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Stage 4R

By Ms Lauren Doughton

This week the children continued on with their discussions and learning about STEM. So far, they have used their cognitive skills to learn about technology and science, showing great initiative to ask questions in order to discover answers. This week we began our engineering component of STEM! Engineering Engineering draws on all of the STEM fields and applies them to solve problems and to create innovative devices, structures, and software applications. This week the children engaged in a variety of experiences that allowed them to problem-solve, explore, discover, design, work as a team and develop many more skills. By playing with these activities on offer, children are given plenty of opportunities to build, using their instincts and learning from what does and does not work. Above all, activities that encourage children to test their engineering abilities can teach pre-schoolers that tools help people to do things - an incredibly important lesson to grasp at this developmental stage.

Learning how to collaborate and share ideas productively is an ongoing life skill and one that should start as young as possible. Furthermore, young children can develop empathy and compassion for others during class engineering projects that involve discussions being part of a team.

Inventing, drawing and labelling This week children were invited to use imagination to invent and create their own drawing piece using a lead pencil and their thinking skills. The class sat in a circle to discuss what an invention was. Together we decided that an invention was “the action of creating something”. The children were then asked to think of their own invention before using their concentration, fine-motor and creative skills to draw their invention.

Once their artwork was created the children were asked to label the various parts of their invention whilst discussing with Miss Emily what they have created such as the engine and door. This activity allowed the children to not only practise their tripod grip but develop a greater understanding of letter and sound recognition and as well letter formation and word structure.

Working as a team Over the past week the children have had the opportunity to work as a team in order to construct buildings, mazes and other structures. When building a structure out of blocks pre-schoolers must work together to make sure their tower is the tallest, encouraging spatial awareness and clear communication. Teachers were able to facilitate appropriate language and communication skills as the children collaborated together to construct what they wanted. This week the children participated in a balloon building challenge as a group. Teachers asked the children to first imagine before planning and designing then onto to the creation process. They discussed as a group what their structure first needed- a solid foundation, before setting to work. They worked collaboratively as team to build the tower up and up using the balloons and sticky tape.

We then finished off with reflection on where we can improve and if it did/did not work.

This process allows children to use their thinking skills before showing creativity and imagination. Great job Stage 4!

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Stage 4R

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Stage 4R

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Stage 4E

By Ms Sarah Ross

The Life Cycle of a Sea Turtle This week Stage Four learnt all about the life cycle of a sea turtle! Turtles migrate to the same place where they were born to breed. They usually mate on beaches and dig shallow nests in the sand. The females will then leave their nests behind and return to their feeding grounds. The eggs then hatch up to three months later and will race to the sea. Once old enough, the juvenile turtle will join other adult turtles for breeding.

Throughout the week the children have been exploring different medias to discover the steps and processes sea turtle go through in their lives. Below the children have shared some of the knowledge they have learnt; “They need to get to the water quickly when they are a baby” – Augusten “Turtles lay their eggs at the beach” – Lydia “Kame is turtle in Japanese” - Yuno “Turtles live in the sea” – Aiden “Turtles lay eggs” – Azure “They have a really hard shell” - Charlotte A Place for Plastic As an extension on Stage Four’s interest and our exploration of turtles the children listened to a story called ‘A Place for Plastic’ the story explored the concept of pollution and follows the journey of a plastic bag through water ways and into the ocean in search of a place to belong. At the end the children discussed the impact littering has on sea turtles and other creatures that live in the ocean. All of Stage Four agreed that the place for rubbish is in the bin or recycling.

Following on from this discussion Stage Four did their own recycling and re-using of old plastic lids. The children used the lids to practice their counting and one-to-one correspondence and even made creative pictures and patterns using the lids. A big thank you to Flynn and his family for donating this resource! We look forward to using them in our learning in future activities.

Turtle Art Stage Four practiced their brilliant artistic and creative skills in an art piece where they used multiple mediums to create a picture of a turtle. The children observed the process of how to draw a turtle then created their own drawing using black markers. Next, the children discussed what colours they thought a turtle is and used crayons to colour their turtle. To represent the sea the children used bright blue water colour to fill in the back ground of their art piece. The children were so proud of their art and can’t wait to show their families when they come to school next!

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Stage 4E

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Stage 4E

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Stage 4D

By Ms Emily Chacon

This week we introduced the children to the world of engineering. To begin our exploration, we first brainstormed what engineering is? We discovered that engineering is the process of creating and building structures, products, and systems by using math and science. An engineer is a person who does the engineering. An engineer is a person who designs and builds complex products, machines, systems, or structures. Engineers want to know how and why things work and solve problems with their inventions.

Following on from this discussion I encouraged the children to draw and create their own invention. Firstly they needed to think of a problem that they face or a way to make life easier. Then using a pencil the children were invited to draw. It was amazing to see the different ideas that the children had: “Mine is a robot to make sushi” – Chloe “My robot plays the violin and makes music” – Lucy. F “My machine helps you wash yourself” – Nicholas As a class we looked further into structures and what engineers and builders must take into consideration when building. When creating a structure they have to ensure they have a sturdy foundation before they can build upwards. To encourage further understanding we created our own balloon tower. Each child was given a balloon and sticky tape then asked to sit in a circle. We first discussed what we need to do together, how do we want our tower to look? The children were encouraged to discuss with their partner sitting next to them. One by one the children came up to place their balloon down, ensuring that it was secure and keeping the tower sturdy. It was wonderful to see the communication and team work between the children. The ability to communicate effectively is crucial for developing positive relationships and the children's capacity to learn.

By working as a team, the children further develop important life skills like problem solving, listening, leadership, and creative thinking. Nurturing teamwork skills also develops higher levels of self-confidence, self-esteem, empathy, and compassion.

For group time we created rockets! The children broke down into smaller groups and needed to draw out their ideas first. Using sticky tape and other various materials the children put together their rockets. Miss Emily then placed a string from the top of the white board to a chair and each rocket was connected to it with a straw. Each rocket was balloon powered and the children watched as they flew overhead. At the end of the session we discussed what worked and what could make the rocket better. The children were very excited for this experience!

Next week we are further exploring engineering. Could I ask families, if they have any recycling material at home, to please bring in for the children to use. Thank you in advance!

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Stage 4D

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Stage 4D

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Stage 3/4

By Ms Riina Andrew

This week the children enjoyed a familiar story of ‘Jack and the Beanstalk’. Most of the class were very familiar with this story and loved hearing it over and over again.

It is a story of a boy who trades his cow for some magic beans. When his mother throws the beans out the window, they grow into a gigantic beanstalk which Jack climbs to the top. At the top he meets a giant with treasures. Jack steels a treasure, climbs back down the beanstalk, Jack’s mother cuts down the beanstalk so the giant cannot retrieve the treasure. Jack and his mother are then able to live happily ever after with lots of gold!

The children were questioned about what they would like to grow with magic beans and we had some wonderfully thoughtful answers, such as: Valentina: ‘a flower plant’ Jane: ‘big rainbow flowers’ Tianze: ‘a cookie tree’ Victor: ‘a flower to come out’ Rohan: ‘a lollypop tree’ Cyon: ‘a big pizza cloud tree’ Zac: ‘strawberries’ Marcus: ‘a book tree’ Alexa: ‘strawberries’ Mabel: ‘a chocolate tree’ Brielle: ‘a red flower tree’ Wesley: ‘a beanstalk’ Annabelle B: ‘tomatoes’ Alizay: ‘a banana bread tree’ Tyler: ‘monster truck tree’ Leo G: ‘cars’ Elizabeth: ‘tomatoes’ Milo: ‘a flower’ Megan: ‘beans’ Ashton T: ‘flowers’ James: ‘a pepper tree’ The children also enjoyed role play experiences. Using masks as props, each child had the opportunity to act out different characters of the story. We had a few different versions of the story as each child put their own spin on it.

We also enjoyed planting some seeds of our own. We planted cress seeds in wet cotton ball pots and kept checking them every day to watch them grow. We were all so excited when some started to sprout!

Next week, we will explore a different fairy tale and participate in another week of magical fun!

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Stage 3/4

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Stage 3/4

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Stage 3E

By Ms Bianca Lazar

Buongiorno everyone and Benvenuto in Italia!

The country of Italy is a boot-shaped peninsula surrounded by the beautiful blue waters of the Mediterranean Sea. It is a country full of history and flourishing culture, as the Italian people, past and present, have contributed valuable influences to the rest of the world. Rome is the capital and considered one of the oldest cities in the world. The city of Pisa has the most unusual tower in the world. It leans almost 14-feet to one side and is named The Leaning Tower of Pisa.

We began our week by locating Italy on our world map and explored the different colours on the Italian flag! We also learnt different phrases that are used daily in Italy, such as Buon Giorno (hello), Arrivederci (good-bye) and Grazie (thank you). We have embedded these Italian phrases into our morning meeting each day.

Throughout the week, Stage 3 children have thoroughly enjoyed learning how to pronounce different colours in Italian during our group times. It has been fantastic to listen to children making references to Spanish colours they all learnt during our visit to Spain and their similarities. On the learning tables this week, children explored their creativity skills throughout a variety of sensory learning experiences.

The Italians love their diet of pasta. There are many varieties of pasta made in Italy. In our supermarkets, you can obtain different shapes and colours of pasta. On the playdough table, children discovered all the different patterns and prints they created using different shaped pasta stamped into the playdough.

On the socio-dramatic table, children used their imagination to create their very own pizza using felt pieces cut out into different pizza toppings such as salami, cheese, and ham.

What is on your pizza?

Lia: “Ham, some cheese, and chocolate” Alexandra: “Cheese and chippies and chocolate and crackers” Sofia. A: “Some salami, and the leaves” Claire: “Cheese, chocolate, the green trees” Aaron: “Chocolate” Ethan. C: “I put cheese” James: “Blueberries, chocolate”

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Stage 3E

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Stage 3E

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Stage 2/3 & 3R

By Ms Gabriela Guimaraes

Little Community Helpers The importance of educating and protecting children from the dangers and trauma that can be caused by fire, especially fires in and around the home, is widely recognised. This week we have been exploring fire-fighters roles and what we do in case of a fire.

It was amazing to have a special week where we focused on and highlighted the importance of fire safety. We learned about this community helpers and their transportation vehicle.

We started by putting our firefighters costumes on and used the fire extinguisher to put the fire out. Using a squirting bottle the children had a blast shooting out the flames. They loved getting to use the squirt bottles so much; they never even noticed all of the skills work we were getting in!

On our sensory table the children were invited to find all of the pieces of fire safety cards in the sensory bin. It was a great opportunity to talk about fire safety and to add some new vocabulary.

During group time we had the opportunity to discuss what firefighters do when there is a fire. We asked the children if they have ever seen a firefighter. When talking about what it would be like to be in a real fire, I tried to explain that although fire seems bright, it makes lot of smoke and the room would be very dark. We talked about crawling low to get below the smoke.

I am really proud of our little community helpers. We know your children will not stop talking about their fire education session.

OUTCOME 1: Children have a strong sense of identity – they engage in and contribute to individual and collaborative learning.

OUTCOME 2: Children are connected with and contribute to their world – they recognise their role and the role of others within society during an emergency.

OUTCOME 3: Children have a strong sense of wellbeing – they learn about health and safety for them- selves and others and using specialised fire equipment, they will improve their thinking and gross motor skills.

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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

In the Jungle This week we continued our journey deep into the vibrant world of tropical jungles and rainforests. Our focus of the week brought us back to an animal that has become a class favourite - snakes! We looked at images of the snakes found in the these tropical environments, and talked about how they were different from the snakes that we previously learnt about that live in the deserts. The difference that most appealed to the children was the colours of these snakes; instead of being sandy colours to blend in with the desert landscape, these snakes were bright colours like green, red, blue or even multicoloured, and had striking patterns.

In the art atelier we made artworks inspired by these pictures, using a novel technique to replicate the intricate scales. The children were asked to choose a colour for their snake, and then directed to make a palette with a range of complementary tones. This was a way of introducing them to colour theory, as we talked about how the colours exist on a spectrum and can be mixed together to make transition shades. For example, some wanted their snake to be green, so we mixed up some green paint. Then if they wanted some blue, we added different amounts to create a range of turquoise, teal and aquamarine to make a bridge between the two colours. If they wanted colours on opposite ends of the spectrum, say yellow and purple, we talked them through mixing yellow to orange to red, then adding blue to make purple!

The children painted strips of bubble wrap with their colour palettes, and when they were done we helped them stamp it onto a brown sheet of paper. The bubble wrap left the page covered with scale-like imprints, and the blended paints made patterns that resembled the snakes beautiful means of camouflaging themselves against the vibrant rainforest backdrop.

The children tested their fine motor and coordination skills by making threaded ‘snake’ chains using colourful penne pasta and twine. The teachers demonstrated how to thread the twine through the pasta, pull it out the other side, and continue until they had a string of colourful segments that slinked and rattled together like a jungle serpent. This activity was a challenging one, which required them to focus intently on refining their hand-eye coordination and at times tested their patience!

Some persevered until they got the hang of it, while others invented new ways approaching the task. They threaded the pasta onto the toy snakes in the display, attempted to build ‘houses’ for the serpents by stacking the pasta in rows. It is wonderful to see the children reinterpret the tasks and find their own ways

of or so of

demonstrating their ever expanding skills!

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Stage 2R

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Stage 2R

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Stage 1E

By Ms Justine Heydra

“Education is not the learning of facts, but the training of the mind to think.”

- Albert Einstein This week in Stage 1E we explored and learnt about weight, what is heavy and what is light. We also explored building towers and created such a beautiful art piece by using bubbles.

Our first S.T.E.M inspired sensory activity was focused on weight. What is heavier and what is lighter. We introduced the children to a balancing scale and showed them that the lower bucket on the scale meant that the object/s was heavier and the higher bucket had the lighter object/s in it. For this activity we used green sand and orange lentils.

The children each had the opportunity to play with the sand or lentils and fill different sized containers. This helped develop their fine-motor skills and concentration as they scooped the sand and lentils with the containers. Once they had their containers filled they were asked to place the content into one of the balancing scale buckets. The children had a great time participating in this activity. They loved seeing the balancing scale and enjoyed filling the containers and using the scale as we demonstrated what was light and what was heavy.

Our second sensory activity was focused on construction and building towers with a twist. We used jumbo coloured ice blocks. The children had the opportunity to revise their colours and explore different textures. They were asked to explore using the jumbo ice blocks and stack an ice tower with our blue, yellow, red and green ice blocks.

Sensory play gives children the chance to experiment with language by hearing, using and copying descriptive words, which assists in language development. Ice play is also an amazing sensory play and science material. The children loved exploring using our jumbo ice blocks.

For our creative art process the children had a fantastic time with our bubble art activity.

This type of painting was not just fun but it also encouraged experimentation and creativity. The children loved creating bubbles and placing their watercolour paper over the bubbles to create their bubble masterpiece. All the children absolutely love bubbles and enjoy bubble play with their educators outdoors. This art activity saw the children’s eyes light up and many of them said bubble bubble pop.

We look forward to learning and exploring with your little one next week.

Wishing you all a great long weekend.

Housekeeping Just a reminder to label all clothing that your child brings to school, especially jackets, scarfs and beanies.

Due to a number of children with allergies we ask that your little one not bring food into the classroom.

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Stage 1E

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Stage 1E

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Stage 1R

By Ms Amanda Felton

This week our little ones continued on their adventures, exploring their environment and engaging in many open-ended explorations.Painting , Collage and Craft continues to be a new experience for our babies and this week we enjoyed playing with our triangular shapes and using them in our paint and play. We love manipulating and experimenting with our shapes and we are becoming much better at sharing with our friends and taking turns . The texture of the paint continues to intrigue us but we are very excited by cause and effect when we make marks on the page or when we enjoy chasing bubbles across the playground.

We are making certain that we are all rugged up for our outdoor play and we are enjoying our climbing equipment and are learning many new balancing skills in our gymnastic class. We are becoming so much more confident in our drama and yoga classes and we absolutely love our Music classes as we are all such good dancers.

Housekeeping: Could all personal items that come to school be labeled and please ensuree that we have warm jumpers and bennies and extra pair of socks in our bags so our little tootsie toes stay warm with this wintery cold snap.

Well done Babies it has been another fabulous week for Term 2!

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Stage 1R

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Drama

By Ms Laura Hudson

This week in drama it was all about discovering make belief and playing pretend. All stages began there lesson with some physical warm ups to get their bodies warm!

In Stage 2, Paddy giggled a lot when we were stretching and laying down like seals.

Sienna loved the dance stretch being a butterfly. We used the popular song "Going on a Bear Hunt" and explored our Imaginations and actions. The children used their bodies to act it out. Anthony showed us how long the Grass was, and Albert screamed and ran very fast from the bear.

In Stage 3 I explained that in drama we can pretend to be different things. The children told me what they wanted to be, and we acted them out. I then asked the children where we are right now. Mark said Australia and Annabelle said Reddam. Next I asked the children to pretend we were in different places. We went to the beach, movies and Gold Coast.

Now our bodies and imaginations were ready Stage 3 and 4 did a mime exercise. Betty remembered what mime was, she told us it's when we are quiet, but we act it out. I called out different actions and the children had to act out the action with no sound e.g., Juggling, brushing teeth, building a sandcastle.

Stage 3/4 explored their voice with the popular song "Bear Hunt", they also learnt the skill "Call and Response". Stage 4 continued working on their imaginations in a little more detail. We sat in a circle and pretended we were going on a picnic. I asked each child what they would bring to the picnic and to show us an action for it. Xavier brought an apple and bit into the Apple. Aiden wanted to bring chocolate and Felix decided to bring some bunk beds and showed us a funny movement for it.

The babies and Stage 1 listened as I told them to pretend their legs were butterflies, we bent our legs and did the dance pose butterfly. I told the children to give the butterfly a kiss (touch our toes). Alisha gave her toes a big kiss. Our legs then turned into windscreen wipers swishing them back and forth. I pretended to use a magic wand and turn our hands into spiders, they went creeping all over our legs to touch our toes. Lucas tickled his toes and Augusten had a big smile on his face.

I explained that in drama we can become different things and also pretend to be in different places. We Listened to the song "Going on a bear Hunt". We then used our bodies to show the grass, bear, the cave, rocks and mud.

We had a busy week filled with voice exercises, stretches and movement. The children enjoyed using their imaginations and had a lot of fun. I wonder where our imaginations will lead us next week.

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Drama

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Yoga

By Ms Nicole Mulholland

This week in CORE Kids yoga session, we read the book "I Breathe" and practised different poses and breathing activities to help calm and energise our bodies. We roared like lions, took bunny breaths and buzzed like bees.

We also practised being very still by resting a teddy on our tummy's and watching them go up and down with each breath we took. We got to be brave like lions and crawl through a tunnel, coming out the other side with a big lions roar!

Thanks for another fun week!

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Yoga

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Piano

By Mr Alan Tang

This week was half way through term 2, 2022, the children at Reddam St Leonard had come a long way since the beginning of the year musically!

The extension class started learning "Yankee doodle" with one student who wrote a song.

Stage 4 and 3/4 demonstrated the amazing ability to follow complex instructions, with many children able to play "Ode to Joy"with my guidance. I believe the perfect balance between structure learning and play time at Reddam is a huge contribution to this.

Stage 3 was revised on "Potato song" from Oxford's piano book to build up their motor skills. Stage 1 and 2 were exercising their fingers gracefully on the keys with piano exercises to build up new neural connections. The children had a wonderful musical week at Reddam St Leonard. Thank you and I'm looking forward to next week :)

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Piano

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My Gym

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My Gym

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