Reddam Early Learning School Newsletter Vol 22 Issue 15 by Reddam House Sydney

REDDAM EARLY LEARNING SCHOOL WOOLLAHRA NEWSLETTER

Dee’s Message

27 May 2022

Dear Parents and Caregivers, Undoubtedly some of the most memorable moments at school are those where relationships draw the best out of a child, where friendships bring meaning and joy, and where affirmation and contentment are defining features each day. As we watch the children playing contentedly in a corner of the classroom or outdoors, we see them come alive. Their actions become animated, and their creativity knows no bounds. The Early Years Framework reminds us that “Having a positive sense of identity and experiencing respectful, responsive relationships strengthens children’s interest and skills in being and becoming active contributors to their world. As children move into early childhood settings, they broaden their experiences as participants in different relationships and communities.” However, as we also know, relationships are not always “respectful” and “responsive”.

Sometimes they can be messy and difficult, especially for little people, who are still trying to make their way through an oftenconfusing world. As one educator mentions, “Since children are intrinsically motivated, they will only do things that interest them or for which they receive something in return, such as friendship or a chance to do something they want.” This makes for some tricky situations, especially where a number of children are together, such as at school or even at home, and there are a limited number of toys or play areas. In these situations, relationships sometimes need to be managed and guided by adults, with appropriate responses discussed with the children. Doing so in a nurturing, positive manner, however, allows the children to learn that others also have feelings – and that being a friend sometimes means waiting, sharing and being patient.

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Although the children in the ELS are still very young, they are remarkably intuitive when it comes to the feelings of others and appropriate behaviour. However, their verbal and emotional skills are often not yet sufficiently advanced to process a response to situations. Little by little, with gentle guidance, “they develop understandings that their actions or responses affect how others feel or experience belonging.” (EYLF) We hope that the children arrive at school each day eager to engage with each other and with their teachers. We hope too that they feel safe, affirmed and able to express themselves. And as they do so, we trust that they will grow in an understanding that each of their friends enjoys the same freedoms and affirmations that they do. In this spirit of mutual respect, we know that the children will develop even more meaningful and long-lasting relationships with each other. Have a happy weekend! Dee Pitcairn Principal

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The Nest (1R)

Kiri Winders, Helena Zhang, Fiona Liddell and Min Pattarasiritanarat

Experimenting with the nature of wind and light through our senses has continued throughout this week. This combined with the children’s interest in the song ‘Five Little Ducks’, we decided to investigate and play with feathers. Teacher Kiri made some feathers on the end of a string for the children to blow and play with. Each of the children were fascinated as they watched the feather move and swirl with the air as they attempted to blow it themselves. Some of them loved the feeling of the feather on their skin, whilst others were a bit unsure of this new sensation. Five little ducks artwork

tapped the feathers with their hands in a quick succession. As they went to gather more, they realised some of the feathers had become stuck to their fingers and they began to shake their hands frantically to remove them whilst others then tried to pick them off with their fingers, however they then became stuck on those ones. We then supported them by wiping their hands, before they added further feathers to their design. Through this experience the children were given the autonomy to design and create their own duck, they selected the materials and placed them where they decided. In addition, the children were developing their turn taking skills, as they waited patiently for their turn. (EYLF Outcome 4.1 and 4.2)

Their enjoyment of this was extended by being invited to create their own duck picture using yellow paint mixed with glue and bright yellow feathers. Before they could start their duck, they were given a smock to wear to protect their clothing from the various materials. Each child was provided with a plain sheet of paper and some yellow feathers which we spent time supporting them in creating their picture. The first step was to spread the yellow glue around the paper, as they held the paint brush, they were developing their hold and control of an implement. Once satisfied with the amount and placement of the glue, they grasped a handful of feathers from a box. They spent time exploring the feathers as they had two variations which included fluffy and fine one. After they had felt them for a short period of time, they then transferred them onto the paper. To ensure they remained in the chosen position, they REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER

The Nest (1R) Little Scientists Later in the week we continued their fascination with the feathers by inviting them to undertake the role of scientist, by conducting an experiment using feathers, milk, food colouring and dish washing liquid. Before starting the investigation, the children were each given a feather to hold and explore. We described the feeling on their hands, for some of the children they liked the sensation of the feather whereas others were more apprehensive or declined to hold it initially. Theodore and Joshua giggled and smiled as the teacher placed the feather under their chin and moved it side to side. Their reaction indicated they found it tickly and never wanted the motion to end. Next, each child was given a bowl with a small amount of milk, then Fiona placed two drops of food colouring into the milk. As the drops landed, they looked in amazement as the colour of

the milk began to change. Then a small amount of dish washing liquid was placed on the tip of the feather followed by the children placing the feather in the milk. As the liquid contacted the milk and food colouring the colours began to disperse and mix creating additional colours. Furthermore, as they moved the feather around the bowl it created patterns and they were fascinated by what they were observing. They spent a vast amount of time, watching what was happening and the continued to transport the feather around. (EYLF Outcome 4.2)

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The Nest (1R) Playing with Bubbles Bubbles are another way we can investigate light and wind and air. The children adore bubbles and really enjoy trying to catch and pop them using their hands and feet. As they partake in an experience of this nature, they are developing an understanding of spatial awareness and developing their hand and eye co-ordination as they attempt to burst the bubbles before they touch the ground. As the children smiled and chased the bubbles, Atlas located a pot and attempted to catch them using this technique. In one of our sports sessions, they had been given nets to catch the bubbles and Atlas recalled this and decided to use a different item to catch them. (EYLF Outcome 3.2)

Alfie and Theodore decided they would like to spend time in the cubby house with the cuddly crocodile and cushions. Knowing the children relish singing, Fiona then used the crocodile as a prop and sang, ‘Five Little Monkeys swinging in a tree’, which caused an eruption of giggles from them. Then Fiona decided to change the animals and the action to ‘Five Little duck swimming in the lake’ and located ducks for the song. They both waited until they had been indicated to take one of the ducks away. Actively participating in songs supports their vocabulary and turn taking skills. (EYLF Outcome 4.1)

Enjoyment of the Cubby House. The Nest has set up a little cubby house for the children to go into and rest from time to time. It is an area that many of the children love to play in and for those who are transitioning to dropping the morning sleep it provides a comfortable area for them to rest when needed.

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Fledglings (1E)

By Tatiana Botrel, Jane Teh, Marina Moliboga and Nadia Breus

“Hurry, Hurry, drive the fire tuck” A few weeks ago, some of the children arrived at school very excited to share their experience visiting a fire station. The fire station open day could not have happened in a better time as we were starting to explore transport in our group.

What started with the children driving different colours of car toys, quickly turned into children becoming more interested in the big construction vehicles.

At the atelier this week, the children were making a collaborative project. – The fire truck, and the bus. Collaborative art projects build community, foster cooperation, eliminate competition and most importantly they are social and fun! Children were using big brushes, rollers and stamps to paint the cardboard red and yellow then assembled them into the fire truck and bus. The children enjoyed riding with their newly created fire truck and bus! Combining the children’s interest and dramatic play, the teachers set up a construction site in our classroom, encouraging them to extend their knowledge and giving them time and resources to discover new things regarding transport. For example, understanding what the different vehicles can be used in a construction site or the different sounds each vehicle makes. At group times, the children have enjoyed making a seating row with the chairs, pretending they are sitting on the bus, while singing one of their favourite nursery rhymes “The wheels on the bus”. Outcome 4: Children Are Confident And Involved Learners.

This week, we created opportunities for the children to explore more of this new interest, as teacher Nadia was also able to find a new wooden fire truck for the children to play in the Fledglings.

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. EYLF, 2009.

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Fledglings (1E)

By Tatiana Botrel, Jane Teh, Marina Moliboga and Nadia Breus

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Fledglings (1E)

By Tatiana Botrel, Jane Teh, Marina Moliboga and Nadia Breus

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Stage 2

By Daniella Gosty, Sarah Noone, Roberta Sokame and Joyce Matsui

How do we get there?

This term the children have been introduced to a chart of yoga poses all about transport of a train, motorbike, surfboard, sailboat and a boat. The benefits of yoga include teaching children to be calm, while gaining awareness of their bodies, self-control and discipline. When children practice yoga it increases their confidence, builds concentration, and strengthens growing bodies. The yoga poses are put together to create a story about the different ways we can travel and the places you can go.

Developing Literacy Skills Travelling and excursions form a vital part of a child’s early education. They expose a child to a range of different experiences and enable them to gain a sense of the world in which they find themselves. Excursions encourage a child to embrace the unfamiliar and often every sense is employed in observing and understanding what they’re experiencing. This term many of our friends in the Kookaburra class have been excited to share their travelling experiences. Sophie shared with the class some of her holiday pictures from South Africa. She told everyone about seeing her family, and the wild animals at the Safari Park and that she went horse riding. Teddy told us about Hamilton Island, Riyaan told us “I went on a big aeroplane to Bali” and Milo also went to Bali and he went on the travelator at the airport. Cosmo told everyone he also went on an aeroplane “I go to a city” he said. Annie and Maeve told us they went to Fiji and Martin went to the Zoo. All of these stories inspired our new art display of transport pictures with the children using their imaginations and reallife experiences to create a story of where they are going and how they will get there. Encouraging a story whether real or makebelieve helps children to develop their communication skills. Exchanging stories about daily events will help to broaden their imagination with fantastical stories and let their creativity grow as you make up stories about anything and everything around them.

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Stage 2 Positional language In our morning group we were all given a transport picture which we identified and then placed on a scenery picture. Where does the train go? Where do you drive the bus? Where do you sail the boat? Where does the airplane fly? Where does the submarine dive? Where do you ride the bike? The activity was about positioning and spatial awareness and developing the use of positional language - up, down, in, on, above, below as the children were encouraged to talk about where they were putting their transport picture. Learning Outcome 5: Children Are Effective Communicators

5.1 Children interact verbally and nonverbally with others for a range of purposes. This is evident when children: •

engage in enjoyable interactions using verbal and non-verbal language.

•

convey and construct messages with purpose and confidence, building on home/family and community literacies.

•

respond verbally and non-verbally to what they see, hear, touch, feel and taste.

•

use language and representations from play, music and art to share and project meaning.

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Stage 2

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Stage 3

By Susan Casey, Hannah Corrigan, Emily Hunt and Echo Jia

Recently the children have been showing lots of interest in the natural environment. They spend time exploring the outdoor environment and have started collecting leaves and twigs, gathering them together to show us. Because of this we now bring a basket to the garden for children to put their favourite finds in so we can look at and discuss them more closely later.

One day in the garden the children noticed a snail making its way across the grass. They were fascinated by it and spent some time just watching it slowly moving along. The children spoke about the snail at group time and had lots of questions. Because of this in Stage 3E we introduced a set of mini beasts into our environment.

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Stage 3

By Susan Casey, Hannah Corrigan, Emily Hunt and Echo Jia

As the children’s interest in insects has continued, we asked Jane in Stage 4 if we could go to see her stick bugs. We got a lovely surprise when we came into our room and found the stick bugs waiting for us. The children were fascinated by them all week. We watched them slowly walking around the side of the enclosure. The children had lots of questions about what they eat, and how they walk upside down without falling, and we are learning the answers to these questions together.

These consist of real-life specimens of a butterfly, scorpion, wasp, bee and a variety of spiders and beetles. This resource allows children the opportunity to get a close look at the Mini Beasts which they otherwise wouldn’t be able to get. The children have been examining the insects with magnifying glasses and have made lots of observations about the different colours, patterns and number of legs they have.

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Stage 3

By Susan Casey, Hannah Corrigan, Emily Hunt and Echo Jia

This term we are encouraging the development of scientific thinking skills including observing, comparing, ordering and questioning. Having the stick bugs in our room has led to lots of questions and has allowed children the opportunity to practice these scientific skills.

The children in Stage 3 have been enjoying their music classes with Nick. This term they have started working on learning the value of a note. They have been practicing writing out crotchets and minims, and then with Nicks guidance they clap and play along to the beat using maracas or the floor piano. Each week they are practicing singing together and busy learning all the lyrics to their songs.

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Stage 3

By Susan Casey, Hannah Corrigan, Emily Hunt and Echo Jia

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Stage 4

By Jane Pledger, Sandra Carberry, Nina Bergel,Yuliya Ginis and Christina Mandalidis

Celebrating Families National Families Week aims to celebrate the vital role that families play in Australian society. The children were invited to read books, have discussions, paint on rocks and draw their families. Learning about a peer’s family is a great opportunity for children to broaden their understanding of the history and traditions of other cultures.

In our mini atelier, the children were invited to draw and paint their family portraits. To inspire the children, I displayed their family photographs. It was interesting to watch the children observe and reflect joyfully. It was also very touching to see how the children represent themselves and their loved ones in their masterpieces. We have displayed children’s artworks on our wall display for everyone to admire.

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Stage 4

During our group time, the children were encouraged to sit with a partner and have a dialogue. The questions that the children asked each other about their families were: Who is in your family? What do you like to do together with your family? What language do you speak at home? What is your family’s favourite food?

Monty: “Raff is my brother. He is in year 3. Eliza is my sister. She is 3. Mama Lucy, Daddy Willie and Me. Together we play angry birds on my Ipad. We speak Australian. We like chicken nuggets for dinner. I give mum lots of hugs. I play holiday with my sister Eliza every day. She is two. I play with my brother every day. He is eight and a half. I make my dad happy. I do chores to get money.”

Oscar H: “Grandpa, grandma, my sister Olivia, my mum Kristy and my daddy. Olivia is The children lovingly talked about their families: quite naughty. She is 12. Together we like to play everything. We speak Chinese. We eat Luca: "I have four people in my family. My famipizza and sausage fries. I love my mummy ly likes road trips. We like to eat pizza. My family and my big family in Australia and China. I kind of speak Australian" give my family a love heart with my hands. I make my mummy very happy.”

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Stage 4 Finley: “There are four people in my family. Mama, Dada and my sister, Asher McDonald. Together we like to play games and go to Mega Creatures. We speak the New Zealand language. We eat fish and chips out for dinner. I love playing Domino Rex Escape with my family and I love them because they let me play with my toys.”

Vasia: “I love my mummy because mummy hugs me. I make pictures for my family to make them happy. In my family, are sister El, Mummy, Daddy and Lattie, my grandma. We like to go to Taronga Zoo with my family. Yiayia and mummy let me eat ice cream at the end of the day. We speak Greek. We like rice balls and chicken nuggets with BBQ souse” Presley: “My Mamma Fey, my Dada Yannie, my sister Aphelia, Papou, Alex and Orlando. together we like to go to the shops. We speak Greek. We like fish and chips.”

Yanni: “I have a really big family. My daddy, my mum, Georgina, my baby, Aunty Catherine, Katherine, Cone, George and me, together we like to play a game called Keppieyappy. We speak English. We like to eat chicken schnitzel. I love my family because they always take me to places, like beaches.” Alexander: “I just love my family every day. I love giving them presents. In my family are Monty, Daddy, Mama, Yiayia, nana. It’s too many members in my family. I play games with my brother Monty. We speak English. We like chips at MacDonald's.”

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Stage 4 Aiya: “I like my family because they take me to get treats and take me to the Dreamworld to go on the rides. In my family, are my mummy, daddy, brother, also grandparents, granny, Grandpa Par, Grandpa Saba, and another grandma, Lottie. She always feeds me. I like jumping on my bed with my brother. We like taking pillows from mummy’s and daddy’s room and wrestling. We speak Hebrew. We like pasta with cheese, matzo ball soup, lovely fruit and vegetables.” Our class Family Photo Project, like all sentimental treasures, inspires the children to engage in emotional communication. They enjoy gathering as a group to add their images to the project, as well as to admire the contributions of others. Whether continuing to work on or simply reviewing the Family Photobook, it has become an extraordinarily special time that we share as a group. Every item reminds the contributor of a special moment that they have actively chosen to remember and celebrate. Their smiles and laughter, as well as the love and pride that the children demonstrate for their families, are also a wonderful experience.

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Early Learning School Drama Last week in drama in Stage 3 and 4 we found a key in the Giant’s house. We needed this key for the last part of the treasure map. This key led us into the forest where we saw a door in a tree, we tried the key and it worked. We zoomed down the slide and we found ourselves inside a secret garden that looked very magical. Up on the shelf were some sparkly glass jars, we stood on our tiptoes to reach one and decided to open it and sprinkle it over ourselves.

This was fairy dust, everyone described what colour they had and what the dust had turned them into. We had fairies, unicorns, butterflies, and birds. We decided to walk a bit further into the garden when we heard a few noises and I suggested we play magical statue’s, dancing to our imaginary music and every time we heard a noise we would freeze (e.g., snake slithering, owl hooting etc.) We also played a game of red light/ green light but the children were magical creatures, and the other children are trying to sneak past. We followed the twisty path through the magic garden that led us to another door. Everyone decided to open it.

We looked at the map and saw it was the cave. Who did the Cave belong too? We had lots of ideas, Cohan from Stage 3 suggested a bat cave, Oscar from Stage 4 said a bear. We moved closer towards it and heard someone breathing and saw fire, Hector, Violet, and Ashleigh said it’s a Dragon’s Cave! Next, I began a discussion about the time that dragons were. It was a long time ago and people lived in villages. They didn’t have cars and machines to do all the chores. They generally rode horses, so the jobs people did were different to ours today. The children choose a job to do in the village. Some suggestions included, grooming horses, preparing bread and chopping wood. 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 in a sculpture. The dragon goes up to the villagers and breathes 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. Next, the room was transformed into the Dragon’s Lair. The children helped build a dragon cave with a few chairs and some material. They had to remember what the Dragon’s Lair looked like for next week.

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Early Learning School Drama In the Nest through to Stage 2 the children used their senses to go on an interactive adventure led by the teacher. They began by looking at pictures of dragons, copying their facial expressions and body posture. Also, in Stage 2 they discussed what they sound, feel and smell like. Next, I went into role as a knight and told the children that a dragon had stolen her treasure and she needed help to find it. Then, I led the children on an interactive adventure that incorporated several obstacles and sensory activities including, walking over the pebbled bridge (bubble wrap), swimming up the stream (putting their hands in water) going through the slimy tunnel (feeling the slime) and finally smelling the dragons cave (mud). At the end of the adventure, they saw that the dragon was sleeping (puppet) and had to work together to get the knight’s treasure. They decided to tiptoe in the cave and make a line, passing the treasure and the knights’ keys down the line one at a time quietly. They managed to do this successfully without waking the dragon. What a great adventure. everyone!

Well

done

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Early Learning School Sport This week the sports lessons had a slightly

They were excellent at figuring out what

different focus. We have done quite a bit of

letter they looked like and some children

catching, throwing and other locomotion

even happily told us some things that

techniques this year and this week the

started with L- apparently there are quite a

children spent most of their time trying to

few children who have family members with

control and stabilize their bodies.

names that start with L. Next, they had to again roll back, but this time try to maintain

Our session revolved around yoga and

balance

poses,

with

some

calisthenics

movements thrown in. The children have

the L shape. They did an excellent job at engaging their abdominal muscles and found this quite a fun activity.

been exposed to various yoga techniques throughout the year via Cosmic Kids during

We cycled through a variety of yoga poses

their normal timetable. Both yoga and

including tree pose, tabletop pose, bridge

calisthenics help children to improve muscle

pose and triangle pose. For some of these

tone, posture and flexibility which can help

poses we attempted them with our eyes

them not only during active play, but in their

closed

everyday life at daycare.

challenging. The children were excellent at

make

them

bit

making small adjustments to the poses to improve their stability. The main calisthenics movements we did were egg rolls. The children sat on their bottom with their knees bent in front of them and

held

onto

their

shins.

They

then

attempted to roll on to their back and then back to their bottom, trying to keep their hands holding on to their shins the whole time to not ‘break the egg’. It was difficult at first for the children to keep hands on their shins, particularly when rolling back to their bottom. They soon realized that they had to experiment with momentum, and really contract their stomach muscles to get back upright. Next, the children stretched their legs out in front of them, raised their arms into the air to make the shape of the letter L. REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER

Early Learning School Music "Music is something which connects us. It brings people together in so many different ways.

create different sounds and shapes 'meow'; 'tweet' and 'hop' to get our voices and body warm.

In Stage 4 this week we used the second verse and chorus in 'Colours of the Wind' to explore this idea. As the song sings about the world around us, and regardless of skin colour we are all connected.

We sang our 'Good Morning Song' and then the action song 'Open Shut Them' with the reverse / silly one to get our brains thinking.

We began the lesson with Stage 3 and 4 with our expression circle - exploring how we are feeling and why. With Stage 4, I try to encourage independent thinking and not have copycat answers.

Standing around the piano ready to warm up our voices, we started on 'Fah' and then used various animal noises and actions to

Stage 4 began the second verses and final chorus of 'Colours of the Wind', while Stage 3 continued the second verse of 'Here Comes The Sun'.

The last few weeks we have been learning about crotchets, minims and semibreves. This week we revised our three musical notes, their values and used the xylophones to play each one.

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Early Learning School Music

Stage 3 played simple crotchets, and then using our imagination we put 'glue' on our stick to help hold the notes for the minims and Semibreves. We then did some simple colour association and asked the children to find various colours.

Stage 4 we combine the exercise and they had to play each note on specific letters on the xylophones.

In The Fledglings and The Nest we started the lesson with 'If You're Happy and You Know It' - a good warm up to get us moving and check our listening ears are on to follow instructions.

Moving into our scales, Fledglings did our scales on 'MA', while Stage 2 tried to do 5 note ascending scales on 'LA'. Once our voices were ready we started our sing-a-longs: 'twinkle twinkle', and 'Wheels on the Bus' - Stage 2 marched around the room as we performed our actions, 'I'm a Little Scarecrow' and our 'ABCs' with out maracas.

Using our shakers, Stage 2 shook and danced along to 'Bingo. Each time a letter was removed from BINGO, the kids had to try and freeze; each time for longer and longer. After Bingo we had a quick sing and revise through 'Do Re Mi' The Fledglings sang and danced through crowd favourite 'The Sunflower Song' before packing our maracas. The Fledgings had some free play on the xylophones, practicing sharing and taking turns with their friends. Stage 2 also took it in groups to play on the xylophones. We did colour association and they were asked for find different colours while the other group waited patiently for their turn.

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Early Learning School Music In

The Nest we opened the lesson with 'Wake Up Body' before moving into our 'Good Morning Song', and sing-a-longs. Ethan and Teddy absolutely love music, but I was so impressed to see Atlas now confidently joining in.

As we moved through our songs, we had all the children up and marching with 'Ants Go Marching' which I was so proud to see. This is our first week we've had all the little ones up, moving and involved!

To end the lesson we had free play on the xylophones working on our visual motor coordination.

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Reddam Early Learning would like to wish a very happy birthday to Lucia Meagher and Rafael Kaplan who celebrate their special day this week

We hope you have a fabulous day!

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