Dear RespondingParents,to
children’s interests and setting up interesting and engaging activities that offer invitations to play is central to the Reggio Emilia environment which we adopt here at Reddam. One element which is used with the children focuses upon “Small World Play”. This consists of providing the children with miniature items which they can use to extend their imagination, re-enact stories and act out scenarios that allow them to make sense of the real world. For instance, if our children are learning about frog life cycles and we do not have access to real frogs, this may mean our teachers will set up sensory tables that contains foliage, moss, rocks and add in some bubble wrap that can be made into frogspawn, along with tiny artificial frogs. This allows our children to create their own scenes, sing along to “Five green and Speckled frogs” and research how a frog evolves from egg (frogspawn) to larva (tadpole) to adult (frog) this allows our children to learn about the process of metamorphosis in a tangible way with hands on learning, and helps them to gain greater understanding of the world in which we live.
19th August 2022 REDDAM EARLY LEARNING SCHOOL ST LEONARDS NEWSLETTER 1
Small World play is particularly beneficial for building children’s language skills as the children build their expressive skills and narrate what they are creating during their play. This often involves explaining the choices that they are making, re telling well known stories and inventing new ones. This builds their vocabulary and allows them to practise using new words in context. This enables them to start rich conversations with peers, as they compare the scenes and stories which they are creating and will often recite phrases from stories as they relay dialogue between animals and characters and draw upon past stories they have heard. Mrs Simone Cooke
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER Principal’s Message By
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We would like to invite all our wonderful dads to an action-packed Father’s Day Breakfast on Friday 2nd September. Join us for a sausage sizzle and test your skills on our obstacle courses. This will take place from 8am – 9am as we recognise that whilst you would love to stay and play all day some of you may need to head into work afterwards.
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER Principal’s Message Continued… 1st April 2022 REDDAM EARLY LEARNING SCHOOL ST LEONARDS NEWSLETTER
FATHERS DAY MORNING TEA
Offering the children small world environments allows them to process and act out daily events and recall past experiences such as feeding an animal, driving a car or putting a baby to sleep, it also encourages them to be creative and experiment with different roles. We often hear the children incorporate their own experiences into these play scenarios such as “I’m the mother and I’m patting the baby to sleep because she had a bad dream” or “My dog has been naughty so he has to stay on his dog bed”. This type of role play allows children to take control over their play and allows them to experiment with different outcomes and practice cause and effect in a safe way. Engaging in Small World play with others also encourages children to share and imagine together, this is very important as it assists them in sharing knowledge and skills and is a wonderful opportunity for them to learn from one another. Socialising with others in this way boosts confidence and self-esteem and helps to build conflict resolution in even young toddlers who begin to learn the concept of sharing and turn taking as they rotate materials. It is also encourages children to use positional language such as under, over, next to, left, right, above, below, as they create their miniature world and describe the processes they are adopting. In the process of creating small world environments the children are often learning many practical skills that prepare them for life such as “don’t leave the hot pot on the stove” or “ you have to drive the car on the right side of the road or you will have an accident”. This helps children to practice rules and routines that occur in the real world and allow them to practice these skills before they will ever be required to do so in real life.
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 3
Discovering the ocean zone creatures
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 4
Group learning experience- the ocean zones
Luna- “The squid lives in the midnight zone” Betty- “The bottom zone is the Abyss” Felix R- “The shore is the top zone” Xavier- “The sunlit zone is the second level” Ruaan- “The whale swims in the twilight zone” Brazel
Here is some facts we remember!
This week the children are continuing to explore to discover the ocean zones. It is important that children revisit what they have learnt from the previous week to remember and retain information in the long term. Revisiting material deepens understanding while reinforcing knowledge. It allows students to achieve the basic skills of remembering while progressing up the learning hierarchy. It also means that the objective of learning is ever-increasing depth rather than retention of factual knowledge. As a class we have been learning about the different layers and creatures of the ocean. The children have been able to express their findings using their language and communication skills. During a group time experience the children were given the opportunity to practise their fine-motor, tripod grip and writing skills. Miss Emily gave each child a piece of paper in order to create the various animals that belong in each ocean zone. This creative experience allowed the children to build on their knowledge of the deep blue and as well encourages them to feel confident in their writing skills and handeye coordination.
We started off our group discussion this week by showing the children a short clip of what creatures can be discovered in the midnight zone. It was interesting to see each child's reaction as a lot of these sea creatures were animals that they had never seen before. Once the clip was over the children set to work. Miss Emily broke the children up into groups of two and three in order to work with their peers to create either a large sea creature or a number of sea creatures that belongs in the midnight zone. This experience encouraged them to communicate effectively wth their peers whilst developing their language skills. This is a good opportunity for children to use their cognitive skills to reflect back on what they have learnt this past two weeks about the zones of the ocean and as well practise their tripod grip and hand-eye coordination. How many animals in the ocean?
It is important that children build upon their muscle strength I nearly childhood. Muscle tone supports appropriate ability and confidence with skills requiring balance and coordination. Good muscle tone ensures a child can feel safe in their body as they navigate new skills, new heights and new terrains, increasing their brain development and skill level. Today the used their cognitive skills for this fine-motor experience, developing on their number recognition. The children were asked to first inform their teacher of the number in front of them before using the tongs to collect that number of sea creatures.
Stage 4R By Ms Emily
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 5
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 6 Stage 4R
REDDAM EARLY LEARNING SCHOOL 7 Stage 4R
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To further explore how original telephones worked the children worked with a partner to build a telephone using paper cups, string and sticky tape. First, the children decorated their cups using textas. Next, with teacher support we made holes in the base of each cup and one long piece of string acting as the wire to connect the cups or ‘telephones’ Afterwards,together.
Four were invited to create a painting with Sphero. The children dabbed different coloured paints on to their paper and then placed Sphero on top. Next, the children used the Sphero app in joystick mode to move Sphero through the paint to create their very own artwork. This proved challenging for many of the children as Sphero moves fast which resulted in the children having to adjust their methods and really slow down and pay attention to which way Sphero moved when they made certain movements on the app. Combining robotics with the arts supported the children in understanding of the abstract concepts involved with beginner coding, robotics and directionality. Furthermore, the use of the arts with a learning goal in place assisted the children with remembering instructions and prioritising the task at hand.
Stage Four began their technology exploration with an introduction to a robot shaped like a ball called Sphero. As Sphero has a transparent case the children were able to observe the inner parts that made Sphero work and move. The children were then introduced to an app that connects to Sphero so it can be programmed to be moved in certain Afterwards,ways.Stage
The Stage Four children are drawn to modern day telephones in their play and daily lives and have many questions about and how they are made and work. To explore this inquiry the children engaged in a discussion about the first telephones created and how they have evolved over time for example original telephones relied on wires to transmit voices only over long distances and today telephones transmit voice and video calls through radio waves or satellites making them cordless. Many of the children were surprised to learn that older telephones had to be connected to wires, could only make voice calls, and did not have screens.
How are telephones made?
the children practiced talking and listening through their telephones and were surprised to discover that their voices travelled across their wires and into their peer’s telephone! Writing emails Many of the children noted that a popular form of communication is writing emails or sending text messages through phones. To explore this interest further the children were invited to explore their typing skills on our computers and with teacher support even wrote their own message to a person of their choice. Ms Sarah Ross
Stage 4E By
Technology
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 10 Stage 4E
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 11 Stage 4E
Deep Blue
The purpose of educating the children on our oceans is to hope that they gain a full understanding of how important the ocean is for us and for all animals. From people needing the ocean for a source of food and absorption of carbon dioxide, to animals needing it for their homes as well a source of food. This week our aim was for the children to explore lifecycles and the importance of keeping our beaches Weclean.researched
The eggs will hatch in between 7-12 weeks
Stage 4D
To assist with the children’s exploration, we engaged in various activities. This morning the children sat down with their board and watched as Miss Emily drew a turtle on the whiteboard. Once Miss Emily finished, she handed out pieces of paper that had an image of a turtle with empty circles, pointing to various parts of the turtle body. As she began to write out each word, she asked the children to point to their word on their paper. When finished the children were then given scissors and encouraged to begin cutting out each word and paste them into the correct Thelabel.children loved this type of activity as they were able to sit, relax and calmly complete their task. This activity further develops the children's fine motor development, as well as literacy and comprehension. Following on from the cutting experience, the children this time had to copy the image of the turtle and then label the body parts. This experience was simple for the children as they were able to transfer their knowledge from the morning lesson to this one. The children really enjoyed this experience and began talking amongst themselves on the body parts and lifecycle of a turtle.
The female lays 50-130 eggs
The hatchlings wait for a cool night before emerging from their nests and crawling into the sea.
A sea turtle’s gender is determined by the temperature of its nest. Warmer nests Sea turtles can live up to 80 years! Sea turtles ‘hear’ vibrations rather than sounds.
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 12
the turtle life cycle and discovered some interesting facts: Turtles migrate to the same place where they were born to breed.
By Ms Emily Chacon
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| ST LEONARDS NEWSLETTER 14 Stage 4D
REDDAM EARLY LEARNING SCHOOL 15 Stage 4D
This week the children were offered the opportunity to participate in an experience consisting of a visual representation of a volcano. The children were very interested in the way the lava sprays out onto the Earth's surface. We also discovered that volcanoes are a big part of the Earth's rock cycle, as they are where new igneous rocks are born. Another fact that we learnt was that volcanoes come in lots of different shapes and sizes and can behave in different ways. James liked watching the lava spray out from the top. Valentina was interested in the temperature of the lava. Leo G told us that volcanoes destroyed the dinosaurs and Matthias said that when there is volcanoes, there are no people! This interest then led into the question of ‘can we make a volcano?’. We explored this concept and sourced the items required and added the special ingredients to make the volcano amazing. The children were very excited and smiled and shouted when the volcano exploded. I then put a question to the class of ‘What is a volcano?’
Stage 3/4
Volcanoes
James: a fire with lava coming down Marcus: one by one Matthias: smoke and lava Leo G: lava under the ground Wesley: they are very dangerous when you are inside it
Junso: lava comes out the top Zac: lava comes out Annabelle B: volcanos have fire Jane: volcanoes are lava Valentina: you need to be very careful of them
By Ms Riina Andrew
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 16
Megan: volcanoes come down
Rohan: lavas comes up and then goes down Miles: the lava burns I then went on to explain that a volcano is a vent in the surface of the Earth through which magma and associated gases and ash erupt. We then followed this interest with why volcanos erupt? How volcanos erupt? And the hazards and benefits of volcanoes.
To finish off this interest, we created a collage of a volcano and practised writing our favourite volcano words. It was a great topic that we really enjoyed.
| ST LEONARDS NEWSLETTER 18 Stage 3/4
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 19 Stage 3/4
Toys from home
Table activities offered various concepts about earth, such as who lives on earth. Different animals and textures allowed children to gain rich understandings of the different surfaces on earth and the animals found there. Dialogues about the animals and landscapes were fundamental to this activity, to broaden vocabulary and concept. The children were also offered a selection of small, coloured rocks and indigenous earth patterned mats, to follow the patterns. This activity was closely related to building relationships with peers as they were encouraged choose a friend, cooperate with them to create wonderful indigenous earth patterns. Craft this week was not only about the final product. The “Process Art” activity involved marbles and the “colours of the earth”. This child-directed art celebrated the experience of discovery.
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Please try to limit toys brought to school. As we don’t want anything to be lost, children will be asked to leave them in their lockers. Reddam is a learning environment we do encourage only soft sleep toys.
REDDAMHousekeepingisaSUNSAFE
Children…...-learnt about the physical possibilities of the rolling marbles as they rolled through the paint. - gained confidence as they manipulated the tray to create an interesting pattern. - were motivated to ask questions and experiment. The principal activity this week was a simple planting activity, which the children will revisit next week.
This week we move onto the element EARTH. Each table activity revolved around our earth. The children were read a variety of books about Earth. Here We Are (Notes for living on Planet Earth) by Oliver Jeffers who introduces children to the planet Earth and “CHANGE starts with us” by Sophie Beer who talks about the little things we can do to take care of the Earth. So don’t be surprised if your child reminds you about saving water.
School and will reinforce a “NO HAT, NO PLAY” rule during the summer months. Please encourage your child to wear a hat during the day. By Ms Brooke Fox
Stage 3E
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REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 22 Stage 3E
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 23 Stage 3E
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This week we learned more about arctic animals and its habitat. A little fine motor work, a little of mater science and arctic animals made our first learning station a very exciting place to start our arctic animals exploration. The instruction was to save the arctic animals from the icebergs. Using pipettes the children used warm water to help us free the animals from the iceberg. Soon the children noticed that their icebergs were melting, making interesting nooks and crannies in the ice releasing the animals. The purpose of this arctic animal rescue activity for our preschoolers was not only to teach them about arctic animals but also to work on other skills, like fine motor skills. This activity had a lot of science in it, too, and just the right kind of science to be developmentally appropriate for our children. In another learning station the children were invited to paint igloos. During our group discussions we looked at photos of igloos, animals that live in the snow and based on this interest the children were invited to paint on ice. To prep this activity we froze water inside empty fruit cups then the children used watercolours to paint their igloos. To further explore the arctic provocation the children this week were involved in a science experiment. We started by asking the children how do arctic animals stay warm in icy water? They were all wondering how arctic animals stay warm. We discussed how many layers of clothing we wear in the winter and the animals just have fur. We learned how the animals live in the cold and how they survive the freezing cold temperatures. The children know what cold is as we don’t shy away from going out in the cold but arctic cold is something completely different. We started by putting a large bowl of water into the freezer to let it get extra cold and then added the ice cubes. We put our bare hands into the icy water first, just to get an idea of how cold the water really was. Then we put our hands inside a Ziploc sandwich bag. A bar of shortening was wrapped around our hands and then another sandwich bag on covering the shortening, to keep it from falling off in the Thebowl.children
Arctic Habitat
realized that their hands weren’t getting wet or cold because they had fat around their hands. This was a fun activity for our children. We did it in the middle of the winter, so it’s fresh in our minds just how cold it can be in the winter cold. Ms Gabriela Guimaraes
Stage 2/3 & 3R By
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 25
REDDAM EARLY LEARNING SCHOOL Stage 2/3 & 3R
REDDAM EARLY LEARNING SCHOOL Stage 2/3 & 3R
By Ms Madeleine Grant
The Rainbow Serpent
“Rains on the plants, grow strong” - Luke “When you got water, you got food” - Travis “Rainbow snake has all the colours” - Reyansh “When it rains I say ‘rain, rain go away’” - Mimi “When it rains we need to go in the umbrella” - Gabriel “Snake is purple and yellow and green and purple” - Mia Our table activity was a small world play based on the story. We made a billabong in the centre of the table, and each child had their own dry riverbed with sand, rocks and small plants. They played with the toy snakes, and were given cups of water to end the drought and fill the watering holes. In the art atelier the children worked together to create a huge painting of the Rainbow Serpent. Collaborative art is an integral aspect of Indigenous art practices, and also a great way to teach children about being respectful to others and the work they create. We cut a long snake shape out of bubble wrap, and mounted it onto black paper. The snake stretched across three tables, which the children stood around with their paintbrushes to work together to colour the serpent.
Stage 2R
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As part of our topic of folklore and fairytales we want to introduce the class to the rich heritage behind these beloved stories, and appreciate the wide range of cultures from which they originate. This week we looked at the Dreamtime Story of the Rainbow Serpent and its importance in Indigenous cultures. During each group time we retold the story of the Rainbow Serpent. We talked about how the snake was an interpretation of the rainbows we see in the sky, that it was believed to travel across the land and wherever it went it brought rain and water. We asked the children if we liked when it rained; of course they didn’t, as it meant they couldn’t go outside to play! But rain isn’t always bad, and we used this as an opportunity to teach the children about how important rain is for the environment. They learnt about how plants need water to grow, and that so much of the foods we eat ultimately come from plants. We told them that this was even more important for the Aboriginal people who created these stories, as they lived off the land and in the hot, dry Australian deserts, any rain was always welcome. We talked about how even though we might not like it when it rains, we should still appreciate the different weather and the role they play in making our beautiful world. Over the week we began each discussion by asking the class what they remembered about the subject. It is wonderful to see them recalling information from previous discussions and having the confidence to share their thoughts with the class.
To introduce colour theory we placed paint in the order of the rainbow, and encouraged the children to observe how each colour blended into those beside it and created transition shades. We will be continuing this activity until all sections are painted and the children are happy with its result, and will eventually display it in our classroom.
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 30 Stage 2R
Stage 2R
Stage 1E
The benefits of dramatic play are endless as it encourages children to learn conflict resolution, problem solving and sharing. Role play also helps the children explore self-empowerment, allowing the children the opportunity to make choices, act out their feelings and find a new connection to themselves and the world around them.
During provocation group time we enjoyed singing a variety of songs about healthy food. The children participated in action songs, dancing and learning about different foods through interactive music and rhymes. Our first sensory activity was “rainbow spaghetti”. The children enjoyed playing and exploring the coloured spaghetti with different kitchen utensils and their hands. This activity was great for fine-motor skill development, hand-eye coordination and imaginative play. We extended on our vocabulary as we named different foods we could eat with spaghetti. Our second sensory activity was “colour matching fruit”. During our morning group time the children were asked to select a coloured fruit and match it with the same coloured bowl. All the children did really well during this activity and they all showed high levels of concentration and attention span. Following the group time activity, the children then had a second opportunity to complete this activity in an individual setting. They enjoyed identifying different fruit by pointing or naming them and were extremely proud of their achievements when they correctly matched the colours. Sorting colours or matching objects helps build visual perception and thinking skills. This activity also allows for self-correction , as the children would realise when they have placed the wrong colour in a bowl and correct their error on their own. We look forward to next week where the children will have the opportunity to make and eat their own pizza.
By Ms Justine Heydra
Wishing you all a safe and enjoyable weekend.
“Children have always learned and created places for themselves through play.”
Donna R. Barnes
This week in Stage 1E the children had the opportunity to explore and learn about the role of a chef. Our classroom was transformed into a restaurant and kitchen facility where the children could enjoy endless dramatic play with their peers and educators. The children loved preparing food for one another and dinning at our classroom café.
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Stage 1E
35 Stage 1E
Z for Zebra!
We are adventuring around Africa looking for Zebra….we use our imagination and pretending to feed grass to the Zebras, who roam the pastured plains of Africa.
Stage 1R
Lots of making Zebra sounds “neigh, neigh..” was fun for the Babies as they gave lots of smiles and made different movements with the zebras. This is a wonderful way to introduce drama play and use of the imagination.
By Ms Amanda Felton
The Babies had loads of fun with their specialist classes and their use of gross and fine motor skills was put to a lot of practice as they explored the different aspects of the Wellclasses.done to everyone, keep up the great work!
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We then transferred our understanding of the zebras over to been very creative with our hands and lots of black paint. Yes, the Babies were been creative and making zebra stripes as an art feature. There was wonderful effort by everyone as some Babies had to be very brave about putting their hands in the black paint and we did get very messy. That’s the best part about paint!
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 37 Stage 1R
This week in drama Stage 3 and 4 we continued our Pirate lesson. We went over what noise a pirate makes and everyone remembered and said "Arghhh". Today we made our very own story and adventure. I brought in a piece of paper. In the 1st column we wrote down words to do with treasure. Some words included- Coins, Dogs, Slime, Minnie Mouse, and even some of our friends' names! In the second column we put things we could find on a deserted island. They suggested Snails, Snakes, and Whales. Linda suggested palm trees. In our third column Miss Kat drew a house and we came up with words that could work with the house e.g. Inside the house, Outside the house, underneath, or on top. Once we had all our words we created our story. All the children helped pick words in each column to tell the story. If the words didn't work together the children would laugh or say No! I would try a different way of telling the story! E.g. The cow wanted to sit on Mavis's head. Noooo! Oh, the cow was friends with Mavis. All the children laughed and had a lot of fun with this and each class had a different story.Next, we brought these characters to life! The children walked around the room like the characters. I then asked the children to add a sound to these characters. What noise do they make? How did they talk? Stage 3 also explored becoming these characters in slow and fast motion. Franco showed us how to move as a snail and Summer showed us her Stagesnake.4also played a drama game called "This is for you". Each child had a gift and would pass it to the person next to them and say "This is for you", the next child would take the gift and reply "Thanks, I've always wanted a......" I encouraged the children to use their imaginations and think about how big or small the object is! Is it fluffy? Small? Heavy? Patrick had always wanted a cookie and Grace always wanted a necklace. In Stage 2/3 we continued to explore under the sea and Pirates. We began the lesson by sitting in a circle and I led a guided meditation story. All the children were encouraged to close their eyes and imagine they were Pirates on a ship. What do you hear? What do you see? What sea creatures are in the sea? How many people are on the boat? What colour is the ship? We then discovered some of these characters. We became these animals/ characters and walked around the room as them. Claudia showed us how a crocodile Chomps and Alex showed us his one-legged pirate walk. Next up were tableaux's. I asked the children to use their bodies to make a frozen image as a big group together. We made a pirate ship and created a postcard of under the sea, Hayley was a Crab. We finished the lesson with a little dance and song to "A Sailor went to Sea". Madeline was so brave today that she gave the guinea pig puppet a big hug and Stagepat.
1 and Babies explored different feelings. We sang the popular song "Happy and you know it" and went through different emotions and used different facial expressions and actions. Lincoln showed us his big smile and Sammy showed us how to stamp your feet when you are angry. I then explained it's okay to have different feelings and we all read her book " The Duck and Goose, how are you feeling? The children loved this and enjoyed the explanation of each feeling. We then danced to a happy song, Luca got up and had a little dance and finished with our parachute and Guniea Pig Puppet.
Drama
REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 38
By Ms Laura Hudson
Drama
In our yoga classes this week at Reddam, we challenged ourselves by exploring new and old yoga poses through games and different movement patterns.
We also played ‘Simon Says’, where each student would have a turn to guide their friends through different movements and poses according to the game. This was a great challenge for them to get creative with their ideas of movement and to explore their favourite poses. In learning some new ways to move, we explored balance yoga poses by practicing reverse table tops and boat pose. This led us into the next game where we placed a ball between our feet and practiced balancing on our hands to lift our feet and pass the ball around in a circle that way. It was great fun to see the kids learning new things and
Yoga
By Ms Brooke De Silva
After a quick review of some poses we had already learned, we played games that incorporated our knowledge of the poses. We started with ‘Red Light, Green Light’, where the kids would run on the Green Light and then when one student would call out red light they would stop and do their best yoga pose. This challenged their agility as well as their balance and they did great!
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REDDAM EARLY LEARNING SCHOOL Yoga
Piano
This week is another great week of piano lessons at Reddam. The baby room enjoyed a mini concert of all the favourite children's tunes, with many of them bouncing to the rhythm of different melody lines. Stage 1 had a fun little show as well and the children had a chance to try out different finger exercises on the keys.
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Stage 3/4 and 4 revised on baby shark with many of them managed to play it without my help, some of them revised on "Rocket ship" as well. The children are developing musically across all stages as planned. Thank you for such a great and lovely week :) By Mr Alan Tang
Stage 2 had a slightly different kind of concert, I was playing "Twinkle Twinkle Little Star" (the same melody lines) on all 12 keys in between an octave to see if the children could notice different keys being played with the same song. Stage 2 teacher Sarah was fascinated by the experiment, because it sounded the same each time, but it got higher each time. Stage 3 did "Rocket ship", it helped the kids with revision on that when most kids don't have a piano at home.
REDDAM EARLY LEARNING SCHOOL Piano
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REDDAM EARLY LEARNING SCHOOL My Gym
