It is no wonder then that young children will often ask for the same story to be read many times over. Because each time they are able to experience the same thrill, the same anticipation of what is to come and the same delight in sharing a story with a significant adult in their lives.
There is no doubt that childhood is a magical time when it comes to books. We can probably all think back to precious moments of being lost in a story it truly is a gift which keeps on giving. We in the ELS know this only too well. Although the children might be very young, and most are still unable to read the words on the page, they are never too young to be introduced to the magic of storytelling. If there is one almost universal attribute which all humans seem to share, it is the love of stories.
Dear Parents and Caregivers, As we celebrate Book Week in the ELS next week, it is worth remembering just how powerful reading is, not only because it allows us to slip away to wonderful worlds and meet interesting characters, but because it has the power to shape brains and develop our thoughts. One insightful person reminds us that “There are many little ways to enlarge your child’s world. Love of books is the best of all.”
It is also true that “children are made readers on the laps of their parents” and of their teachers, I should probably add. Because it is in the intonations of language, in our animated involvement in the story, and in our facial expressions that we introduce children to stories. There is something particularly special about watching the rapt focus on their faces when they become completely immersed in a story.
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The Early Years Learning Framework reminds us that engaging with various texts allows children to “listen and respond to sounds and patterns in speech, stories and rhymes in context” and it goes on to say that children should be able to “actively use, engage with and share the enjoyment of language and texts in a range of ways”. For both of these reasons, the more opportunities we can give the children to read, the better.
REDDAM EARLY LEARNING SCHOOLREDDAM EARLY LEARNING SCHOOL WOOLLAHRA NEWSLETTERWOOLLAHRA NEWSLETTER
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I deliberately phrase the sentence in this way, even though we know that in most cases it is an adult reading ‘to’ a child. However, this would be to miss the point. By encouraging children to make the choice of what book they want to read, and by involving them in making predictions of what is going to happen in the story, what they know about the characters, and so on, we really do make them active participants in the reading process. And hopefully this is all part of the lifelong adventure of reading, which so many of us have been privileged to Haveenjoy.a happy weekend!
Dee PrincipalPitcairn
The Nest (1R)
This week we continued our provocation of stories and songs, which the children have been thoroughly enjoying either individually or in a group setting. The story we began to explore was ‘The Very Hungry Caterpillar’ by Eric Carle. The children were invited to join Fiona, as she read the story aloud. Capri was captivated by the story and listened intently. As she helped turn the pages, they labelled and counted the various fruits or foods the caterpillar had eaten on its journey for one week. Leo repeated the word ‘moon’ and quickly and with an assured tone, pointed and stated, “Sun, sun.” We extended on these experiences during the week, which included investigating strawberry scented playdough and creating a colourful butterfly image using various colours of paint. The children were fascinated with ‘The Very Hungry Caterpillar’ and the book is readily available to them as there is a copy on their bookshelf, which the children will locate and find a place to sit and read the story. They were invited to partake in a healthy smoothie making class, which they happily accepted as they were intrigued by the set up on the wooden table. With support from their teachers, they positioned themselves in the highchair which had been relocated to around the table, as the ingredients were placed around them. Before the experience began, Krishna, Leo and Olivia were able to identify a selection of the fruits on the tray. Min then offered them an opportunity to taste a blueberry, which most children were keen to try. Leo tried it, but he wasn’t too keen as he took it out of his mouth and made a facial expression which indicated his dislike for it. Theodore spent a few moments examining the blueberry in his hands and rolled it about before placing it on his tongue. The children requested to try more and munched on at least two. Next, we described each fruit and using the illustrations from the book, matched the real fruit to the picture. For the smoothie, we did include a few fruits that the caterpillar had not eaten, as we knew they would provide various flavours for the smoothie. The next stage of the process was to cut the fruits and add them into the magic bullet, which was conducted by Min. The children were then able to feel the banana skin with their hands and we described the texture as smooth. Once all the ingredients had been added, the final ingredient was oat milk. It was then time to blend them in the bullet. When Teacher Fiona went to turn on the magic bullet, she warned the children that it would be a loud noise. The children were a little unsure at first but after a few whizzes, they started to get excited! Leo started laughing, Teddy threw his hands in the air, Robbie was making sounds of excitement also. All stared at the bullet with wide eyes as they watched the ingredients whizz around the bullet. They watched with anticipation and eyes wide opened as they observed the blending and as it became a red coloured liquid.
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The Nest (1R) After it was completed, the smoothie was poured into cups. Then everyone was given a small amount to try. It was the first time a lot of our children had used a regular cup to drink out of. It was amazing how quickly they picked up this new skill. Olivia worked out pretty quickly that she had to sip on the inner side of the cup, so she lifted it up and drank the delicious smoothie quickly, “More!” she said after she had finished. Capri experimented and laughed in delight when she finally got it. Teddy was unsure at first, but after eventually trying it he said, “Ahh” and “More”, indicating his liking for it. Robbie also said “More” and “Ah” with enthusiasm. Krishna was able to name all the fruits. “Banana, Blueberry, Grapes”, and “ta”. Furthermore, they engaged in a range of nursery rhymes including, ‘Teddy bear, teddy bear’ , ‘Row row row your boat’ and ‘Miss Polly had a dolly”, in which dolls and wooden objects were used as props. Teacher Rama provided the children with a fun, stimulating and engaging playball session, which consisted of balls, nets and cones. One of the activities she encouraged the children to participate in involved her singing their name and rolling their ball to them. As they undertook the task of catching the ball, they were eye tracking, as they watched the ball leave her hands and make its way across the floor to them. Ball games support the development of children’s physical skills, including hand and eye co ordination. In the Nest we created an extension of her initial idea, and the children were invited to find a space on the carpet as they waited for the teacher to sing, ‘I have got the ball’ and state their name. Once their name had been sung, they watched as the ball was rolled to them. Then they were encouraged to roll it back to the teacher. Capri, Theodore and Leo immediately made their way to participate in this game. Whilst partaking in this experience, they were developing their turn taking skills as they waited patiently for their name to be sung as well as following a one step instruction. During the weekend, Arjun celebrated his first birthday, and we acknowledged this momentous occasion by celebrating with his peers with playdough cupcakes and singing ‘Happy Birthday’ to him. Even though he didn’t attend on his birthday, it was important that we marked this occasion when he returned to school, as birthdays are significant to everyone as it is their special day, where we celebrate their arrival into the world.
The sky was blue and the sun shining, and the children were wearing their jackets and hats, so it was time to explore outdoors with a variety of options readily accessible to them, including a soccer ball, wheelbarrow, plastic balls of different sizes, scoops and the permanent equipment. The children waited at the door with anticipation for their name to be called before taking Kiri’s hand and walking down the ramp. Once they had reached the bottom, their eyes scanned the area and off they went to their desired location or item.
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Outdoor experiences can provide an opportunity to explore, discover and appreciate the natural world, as well as be active, strengthen fine and gross motor movement skills, test physical limits and get messy.
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The Nest (1R) Krishna was keen to climb up to the wheel on the second level of the equipment and began to spin around the wheels as if he were driving a car. He spent a vast amount of time there and turned away from the wheel to inform the teachers what he was doing by demonstrating with his hands. He held both hands out in a fist shape which indicated he was holding a steering wheel and made an up and down motion as if he were driving. Leo and Theodore can confidently walk across the wobbly bridge using the ropes as a support mechanism. As Leo reached the middle, he stopped, then climbed onto the rope and placed his hands on the bar. Using the strength of his arms and legs he pulled himself up, with his head looking over the bar. He then made his way back onto the bridge and recommenced traveling across to the other side. As he neared the end of the route, he then climbed up again, and with Theodore watching on, he imitated Leo’s actions. Both had successfully made themselves taller using the ropes and bars. Children can inspire others to attempt situations they may not feel comfortable with attempting or provide ideas that they had previously never Joshuaconsidered.was fascinated by the holes on the various platforms, so he spent time carefully positioning a leaf above them and lowering it down so the thin end would fit into the small space. He repeated this sequence numerous times. As he partook in this experience, he was developing his hand and eye co ordination, as well as his persistence/determination skills, as on some occasions he was unable to place the leaf in the chosen space. This didn’t deter him as he kept on trying until he did it. Robbie transported items around the playground using the wheelbarrow, which captured his attention for most of the time whilst outdoors. No matter the season, outdoor environments afford unique and abundant opportunities for babies to engage in play based learning and sensory activities, which is critical for their developing brains.
www.acecqa.gov.au
· Children can safely master a scary and extinct Dinosaursmonsterhave all sorts of foreboding qualities like sharp teeth, big claws, scaly bodies, and powerful limbs. They learn about earth, life, and the natural world These incredible and fascinating creatures teach children more about how species come to be, disappear, adapt, and survive.
Learningreferences:Outcome 1.3 Children learn to interact in relation to others with care, empathy and respect Learning Outcome 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
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By Tatiana Botrel, Jane Teh, Marina Moliboga and Nadia Breus Nature Exploration and Dinosaurs Encounter Nature play is fundamental to a full and healthy childhood it grows children’s health and happiness. Nature play is proven to significantly improve all aspects of child development physical, mental, social and emotional, including growth of resilience, self confidence, learning ability, concentration, creativity and more. This week, extending the children’s interest in nature, children were encouraged to collect nature from home, the garden and the playground to bring in something natural for the classroom to use in our activity. They were excited to create their painting brushes with the nature they brought from home and nature scavenger hunt. Teacher Jane tied up the leaves with the sticks and made differently textured brushes for our children to do their painting. The children were so excited to do painting using nature paint brushes at the Thegarden.children were so excited to see the new transformation of our light table into the dinosaur world. Tyrannosaurus Rex, Stegosaurus, Triceratops, Velociraptor and many other more dinosaurs were gathered and grazed together in a Jurassic jungle. Children used their imagination and little hands to gently guide the dinosaurs to interact with each other and explore their Youhabitat.may
wonder why kids like dinosaurs so much when most adults take little interest. Psychological research suggests that an early obsession with dinosaurs indicates the phenomenon of intense interests. Learning about dinosaurs gives children the knowledge that few adults have and allows children to fulfil a desire to answer their own questions. According to Babyology, there are a number of reasons why children like playing with dinosaurs, and in return there are many ways it helps them develop and learn:
Early Years Learning Framework (2009)
Fledglings (1E)
· There’s an opportunity for increased Withknowledgedinosaurs, there are so many exciting things to learn like all the different types of dinosaurs, their complex names, varied habits and habitats, interesting timelines, and different features.
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER 7 Fledglings (1E) By Tatiana Botrel, Jane Teh, Marina Moliboga and Nadia Breus
Gross Motor Development
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Stage 2 By Daniella Gosty, Sarah Noone, Romy Kaiser , Roberta Sokame and Viviane Zieatter Newsletter
Gross motor development is encouraged throughout Reddam ELS, across all age groups. In stage 2 we have been focusing on using our brilliant new outdoor equipment to help encourage children to be physically active, build their coordination as well as their confidence in themselves while they see what they are capable of. Children use their core stabilising muscles and balance as they crawl, jump, twist, pull and climb. We are encouraging children to take calculated risks as they decide whether to walk or crawl over the equipment, how to jump, how to balance and navigate the equipment in other ways too. By doing so, we can encourage children to develop confidence as they learn to try again. The Early Years Learning Framework notes that outdoor environments such as ours, which allow for risk taking, exploration and open ended play, “promote opportunities for sustained shared thinking and collaborative learning” (2009, p.18). Children engaging in this play will not only learn to move through the space as an individual, but they will also gain skills in spatial awareness, being patient and considerate of others, and how to support their peers. These skills can be used throughout children’s lives and in various areas of their development. While observing children’s interactions we have heard many voices including Sophie’s changing from “I can’t do it” towards “I did it!” showing a development of skills, and feelings of confidence and accomplishment which can positively influence children’s self Learningesteem.
Outcome 1.2 Children develop their emerging autonomy, inter dependence, resilience and sense of Learningagency Outcome 2.3 Children become aware of fairness Learning Outcome 3.1 Children become strong in their social and emotional Learningwellbeingoutcome 4.3 Children transfer and adapt what they have learned from one
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER 9 Stage 2 By Daniella Gosty, Sarah Noone, Romy Kaiser and Viviane Zieatter
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER 10 Stage 3
As young children grow, they are constantly learning about the world around them and where they fit into it. Children begin to develop an understanding of where their home is, in Sydney and in Australia. This term we are learning all about Australia and the things that are important to us. The children’s families are really special to them, so we have started our learning about the world with each child sharing who is in their family and what they like to do together.
“My Daddy, my Mummy, Harry, Angus, Yogi bear and me. We like going on a walk with Yogi bear.” Allegra “My Mummy, my Daddy, my Ruby and me. I like to play with them and build the biggest, tallest Lego castle.” Sarah “Mummy, Daddy, Juju, Josh & me & Claudia & Ekin and James. Helen is our family too. We play games.” Sophia “Mummy, Daddy, Lala and Nicholas the baby and Chloe. I like to play.” Chloe
By Susan Casey, Hannah Corrigan, Emily Hunt and Echo Jia
At group time each child took a turn holding our yarning stick and sharing, while their friends listened to them speaking. The children are learning about how everyone’s family is different, but we also have similarities. Later the children drew their families. They made sure to draw everyone, including their pets. Sitting down and drawing together gave children the chance to talk more about their families to their friends. These conversations are important for children as the continue the develop their self identity. As well as sharing about the people who are important in their lives, we have also been learning about places. We worked together to make a map of Australia, and over the next few weeks the children will be taking turns to share a picture of somewhere they have visited or somewhere they love in Australia, which we can add to our map. We have been learning about the animals and plants that are native to Australia and have been reading lots of different books to support this learning. Some of our favourites are ‘Wombat Stew’ by Marcia Vaughan, ‘Are we there yet?’ by Alison Lester and ‘I’m Australian too’ by Mem Fox. We are all looking forward to Book Week which starts next week.
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER 11 Stage 3 By Susan Casey, Hannah Corrigan, Emily Hunt and Echo Jia
Daliya: I like when the little old lady uses the roller and the shape to make him.
Anna: I did the bit where the horse wanted to eat the Gingerbread Man.
Lily: This is when the Gingerbread Man run past the pig.
The Gingerbread Man Two weeks ago, Lily requested that we read the story of ‘The Gingerbread Man’ and it was a hit with all the children! This has been the focus of the learning in Stage 4M over the past few Onceweeks.the children listened to the story, they began using it within their play. They were also invited to the drawing table to draw their favourite part of the story. They spoke about what they drew and why.
Hunter: I like it because the fox is tricking him.
Oscar: It’s the Gingerbread Man, the old lady and the cat making him.
Elizabeth: My mum and dad wanted to eat the Gingerbread Man with a shining rainbow.
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By Jane Pledger, Sandra Carberry, Nina Bergel,Yuliya Ginis and Christina Mandalidis
Annabelle: It’s the Gingerbread Man when he ran away from the grandma and the cat was watching.
Austin: The old lady is trying to catch the Gingerbread Man. There’s a pig too and some flowers.
Xavier: It’s the Gingerbread Man getting made.
Max: The Gingerbread Man running out the window and the old man and the bee and the Lyla:trees.The pig and the old lady and the old man were chasing the Gingerbread Man.
Nina: it’s the Gingerbread Man running out the window.
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and preparing food helps children to develop a positive connection to all different types of foods. Children will also learn basic cooking skills that they can use for the rest of their lives. Children learn by touching, tasting, feeling, smelling, and listening. They love activities in the kitchen because they can use all their senses. Cooking with children provides practical experience with many essential skills such as following directions, and measuring. Getting involved in cooking helps your child to develop fine motor skills, eye hand coordination, and even early concepts of math and science. There are just so many great benefits to cooking with children!
Throughout the week the children, practised their numeracy skills through various experiences. They were invited to the table to do some Gingerbread Man Number Ordering 1 5 or 1 10. They counted the pictures and recognised the number shown on each card. Then they cut out the cards and stuck them onto the boxes in order from 1 5 or 1 10. This is not only great for their number recognition and counting, but also their fine motor development by using the scissors.
Each child got to pour, measure, mix and cut using a knife. Baking benefits the children greatly as it covers many different mediums. After the Gingerbread People came out of the oven the children were grateful to see that they had in fact not leaped up off the pan.
The next day, the children decorated their Gingerbread People with icing and some smarties and ate them for morning tea.
The children also had the opportunity to trace patterns on the Gingerbread Man’s body, which is great for pre writing skills and fine motor control. Oscar and Xavier then had a very detailed discussion about if gingerbread men would really leap up off the pan after they’ve been baked. What better way to test this theory than to actually bake some gingerbread people Baking/cookingourselves?
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Next, the children followed me on a guided adventure under the sea, using our emotions to express what we saw. James really wanted to go surfing so we put on our wetsuits, sun cream and goggles and rode on the waves to the song “Surfin’ USA”.
3. Core Distal Imagine you are a sail. Keep your core strong and still whole your arms move in the wind. Austin showed us how windy his sail was in the storm.
In Stage 4 we revisited the theme of Pirates. We began by discussing how pirates love treasure, so we did an exercise called "What's in the treasure?". Sitting in a circle, we imagined that a big treasure chest was in the middle. I asked each child to describe what the chest looked like so they could imagine it in their heads. Everyone had a turn of opening the chest and discovering a treasure. Jet found a golden aeroplane and Lily found a crown and her favourite dress. ‘Pirate says’ was our next activity, just like ‘Simon says’ I was the captain and ordered everyone to do what I said. They looked for merpeople, hoisted the sails, rowed the boat, scrubbed the decks etc. Hunter was very clever and stayed still when I didn't say ‘pirate says’. Next was a brain dance. This is a drama technique to warm up different parts of our imagination and bodies.
2. Tactile We got out the sunscreen and massaged it all over our bodies.
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER 16 DRAMA .
1. Breathe I asked the children to take 3 deep breaths in and out and imagine they were sailing in the ocean. What could they smell?
4. Head tail Hold the steering wheel and away side to 5.side.Upper lower Grab the anchors and throw them up and down into the ocean floor. Eugene was so strong his wheel started going in circles, so we all helped straighten it 6.up.Whole body Walk the plank and swim in the ocean. The final activity was Guided Imagery. Guided imagery is great for teaching children about using all of their senses. Everyone spread out throughout the room finding their own space lying on the floor with their eyes closed. Here is the story I told:
This week in Drama we continued from last week. In the Nest through to Stage 2 we explored emotions. After singing our ‘Hello’ song we sang ‘If you’re happy and you know it’, using different emotions. Vanilla remembered that when we were angry, we stamped our feet. But I told them I want to feel happy, and do they know what makes me happy? Dancing and music so we put it all together and used our face to dance to Justin Clarke’s song ‘Dancing Face’. Pip, Lily and Amanda pulled some funny faces and Alfie, Leonie and Frankie in Stage 2 where wonderful at doing a frown!
What other places would be fun to visit in this way? We had some wonderful ideas. Well done, everyone!
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The Boat Get nice and comfy. Fidget a bit if you need to. Wiggle your toes and fingers. Squish up your face and arms then let them go. Now, allow your body to settle. Listen to your breathing. It might be really quiet. You might even notice your tummy fills up with air and then relaxes. Let’s enjoy being taken on a little dreamy adventure. You are at the ocean. Standing on the beach. The sun is warm and there is a little breeze you can feel on your arms and your face. At the water’s edge is a boat. This boat is for you. You hop in and off you go. What a happy day. You are carried by the waves out to sea. What a lovely feeling this is. Freedom. The sun is warm on your face. The ocean waves are gently rocking you. It’s peaceful here. Just the sound of the birds above and splashing sounds of water. In the distance you see another little boat coming your way. It floats up right next to you. This is a boat to put all your troubles in. First take a moment to think of all your worries. You pack them up and put them on the boat. Then it’s time to put your anger on the boat. So, you think of all those things that are really frustrating and you place them on the other boat too. Finally, you collect all your fear. You make a special effort to take all you are afraid of, and you put that on the boat as well. Wow! You feel so light and happy now. You no longer have any worries, anger or fear to carry. You are free. The other boat sails off until you can’t even see it anymore. It’s gone. Out of sight. We feel the warmth of the sun, the rocking of the waves. We are at peace. It’s so nice to let go of all these things. Now our boat glides gently back to the sandy shore. Let’s take a moment to notice our peace and calm. At the end of the class, I posed a few questions. These included: Could you feel the warm sun on your face and arms?
What did your little boat look like? Did you enjoy floating on the water? Were you able to put your feelings in the other boat? Did this adventure make you feel peaceful, happy, anxious, or sad? Why?
SPORT We began our sport sessions this week with some physical ‘brain teasers’, getting the children to follow some gross and fine motor movements that were a little bit tricky. This task worked on the children's executive functioning skills and included movements like touching their noses with alternating fingers and moving their toes in and out of a space in a particular order. To fully warm their bodies up the children played a game building on the themes of last week's warm up: spaceman tag. When a child was tagged, they needed to freeze and were only able to continue running when one of their friends came and put an imaginary spaceman helmet on their head and said the words ‘spaceman helmet’. The children love being chased around a space and are more and more integrating dodging and other forms of evasion into their game play. We continued our foot eye coordination focus this week and began by introducing a new skill: dribbling a football. The children were told to try and move the ball around the space keeping their ‘pet ball’ as close to them as possible. There was some incredible focus displayed by the groups as they simultaneously tapped the ball between their feet and moved around the space. To keep things fun, we added a crocodile element, so that if the ‘pet ball’ was too far away from its ‘owner’ it could be ‘eaten’ or kicked away at any time. Our next task was to join three skills together: trapping, dribbling and kicking. The children were in two groups and the course was split up into three sections. Section one was dribbling in a straight line, section two was simply trapping their ball and section three was kicking the ball into the goals. The class were reminded that they needed to have as much control of the ball as possible and to kick with the inside of their feet rather than their toes. We added another layer to this activity by turning it into a relay. The children have not done a relay for some months, and it was excellent to see a marked improvement in their understanding of how a relay works. We finished up with a game of ‘cat and mouse’. The children, or ‘mice’, had to run from one end of the space to the other. They had to run without getting tagged by the ‘cat’ which was a ball that had been kicked into the space. If they were tagged, they became a ‘cat’. We have played this game before but with underarm throwing and while it is far more difficult to tag someone by kicking, the children did an excellent job of keeping the kicked ball on the ground and not kicking too high.
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MUSIC “You can never stop discovering music” Rashida Jones I couldn’t agree more! In Stage 3 and 4 we have been exploring pitch, which is the quality of a sound how high or low. Previously we used our bodies to demonstrate pitch, but this week we used a little science, experimenting with jars and water. First, we listened to the sound of an empty jar, before filling one jar with water and comparing the sounds. Each child had to fill one of their jars to ‘almost full’, and then play the lower pitch; the jar with water produced a lower sound because the glass vibrates at a slower rate. Then I asked everyone to evenly make both jars ‘half full’ to try and have each jar match in pitch. In Stage 4, I split the class into groups and gave each group 4 jars with different volumes of water. Working together, they had to order the jars from lowest to highest in sound. In our lesson, we sang through ascending scales on ‘Ma’ before singing our new vowel shape song ‘Apples and Bananas’. Once we were through our warm sign movements for ‘Twinkle Twinkle’ before going into the garden for ‘The Sunflower Song’. Again, we involved some simple maths as we added more farmers into our garden before continuing learning the words to ‘I Am Australian’. In Stage 2 we opened the lesson with Hokey Pokey to get our bodies moving and some of our energy out. Continuing with some movement, we sang through 'Do Re Mi' with our actions before moving into our vocal warm ups. We did our single note, ascending and descending scales on 'MA' before using our maracas to shake along with our sing Welongs.introduced 'Apples and Bananas' to assist with our vowel shapes and pronunciation. Keeping our maracas, we went to the zoo and danced around the room to our various animals and movements. We continued learning 'Twinkle Twinkle' in sign before moving onto some free play with our instruments of the world. The Fledglings opened the lesson with some movement and listening songs 'Teddy Bear Teddy Bear' and 'Wake Up Body' and we continued refining our actions to 'Do Re Mi'. We warmed up our voices with our scales and counting on ‘MA’ before moving into our morning of sing a longs which all help with our coordination, timing, rhythm and motor movement ‘ABCs’; ‘The Sunflower Song’; ‘Going To The Zoo’ and ‘Johnny’s Hammers’ with our counting, adding up to five. Using our castanets, we clicked along to a steady beat getting our fine motor movement active before clicking along with ‘Twinkle Twinkle’. To end the lesson, we also had some free time between instruments of the world and Teacher Nick’s keyboard, which Hunter has been eyeing for weeks.
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER 20 Reddam Early Learning would like to wish a very happy birthday to Vasia Kotsis, Gabriel McQuarrie, Emily Connors, Isabel Green, Lily Shahidi, Arthur Zhou and Aaron You who celebrate their special day this week We hope you have a fabulous day!
