Reddam Early Learning School Newsletter Vol 23 Issue 4 Woollahra

REDDAM EARLY LEARNING SCHOOL WOOLLAHRA NEWSLETTER

Back in the 1970s, influential educator and writer, James Britton, coined what became a key concept in education, namely that “Reading and writing float on a sea of talk.” His statement perfectly encapsulates the critical nature of what we refer to as oracy, and it highlights why a rich oral experience in an early learning environment is so important.

The early years are a time of laying the foundations for later more complex experiences with reading, writing and speaking. As such, if we are to take the advice in the quote mentioned above seriously, we need to foster an environment rich in speaking. This is certainly the case in the ELS. One only has to observe a typical class in action to see how much talking is taking place, whether between the teachers and the children, or among the children themselves.

The term ‘oracy’ was also created several decades ago, as experts in the field sought to come up with a word which built on the terms

‘numeracy’ (mathematics). It was a useful way to focus on the importance of oral skills and of being able to articulate what one wanted to say, in a way which made sense and which conveyed a particular meaning.

It is a fascinating experience to watch the children interacting, not only in their physical movements but especially in their first tentative explorations of spoken language. As we all know from experience, they really are like sponges in the early years, absorbing words, phrases and nuances of language from those around them.

The spoken language not only provides opportunities for social interactions but it also opens the door to exploration of knowledge and skills. As such, in the ELS, opportunities for expanding the spoken language skills of the children are explicitly sought. While much talking in the ELS is casual and socially interactive, there are also those moments in which the children are deliberately introduced to new words,

in order to expand their vocabularies, through which the meaning of words and phrases can be spoken about.

There are many ways in which we can encourage children to use language in an exploratory and rich way. Because we know that children learn most effectively through those around them, it helps tremendously for us to be good models of how language is used. We have probably all experienced those moments where our children have mimicked something verbatim –and we have known exactly who said it originally! So we should realise that our own use of spoken language has a powerful impact on how our children will learn to use the spoken word.

Hopefully the coming weekend – and the weeks to come – will provide special opportunities to engage with your child through conversations and by exploring interesting words and phrases. It really is a wonderful avenue to discuss fascinating topics and to broaden the horizons of knowledge and wonder.

Enjoy your weekend!

Dee Pitcairn Principal

The Nest (1R)

Corrigan,

Water play and the outdoors

We believe the environment is one of the best teachers and what better way to learn than by having fun with water.

The Nest children were invited to engage in water play this week. As a sensory experience, it stimulates your child’s senses and encourages them to play, investigate, create and explore through lifting, pouring, carrying and splashing.

Water play can be a wonderfully calming, therapeutic activity. Many children enjoy the soothing touch of water and the sensory stimulation that it offers Focusing on one gentle and repetitive activity such as scooping, sieving, or running their hands through the water can really help a child to relax and unwind.

Some lively splashing is also a great outlet for pent-up energy, allowing kids to let off steam, have fun, laugh, play, and be happy all while forming social connections with their peers.

We took the water trough outside to help the children cool down during the warm weather. No matter the season, outdoor environments afford unique and abundant opportunities for children to engage in play based learning and sensory activities, which is critical for their developing brains. 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.

Time spent outdoors is an important part of the daily program for all children.

Hannah

Min Pattharasiritanarat, Chloe Grimes and Helena Zhang

Fledglings (1E)

By Tatiana Botrel, Jane Teh, Vivianne Zeaiter and Joyce Matsui

Celebrating our favourite animals

“Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the present, as well as the past in children’s lives. It is about children knowing themselves, developing their identity, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about children being in the here and now.” (EYLF, V2.0 2022)

Taking into consideration this extract from the Early Years Learning Framework, it is important to consider the children’s interests when planning the weekly experiences in the Fledglings. When the children are heard, the educational planning is more meaningful and effective.

Over the past few weeks we noticed the children in the Fledglings increasing their interest in animals. Anytime we promoted experiences with animals, the children engaged beautifully, actively participating. Through these interactions we can notice what the children know about the animals – shapes, colours, noises, etc – and plan how to extend their knowledge.

This week, we started to study this subject a bit further, setting up a beautiful animal display in the Mini Atelier table. The children explored safari and Australian animals with playdough, observing the texture of their skin and printing their shape onto the dough. At group time, we read the book, “If you’re happy and you know it” by P. Crumble and Chris Kennelt. In this book the authors adapted the famous nursery rhyme by using Australian animals as characters and singing their actions, getting them to actively participate at group time in the morning.

We also spent time creating an ocean painting on bubble wrap so we can turn one of our shelves into a blue ocean discovery area. The Fledglings sat around the table and had a great time exploring this sensory experience. They had fun listening to the bubbles popping while they slid their hands on top of the paints.

This is just the beginning of us celebrating our favourite animals, and we are looking forward to seeing where this adventure will take us.

Early Years Learning Framework references (EYLF, V2.0 2022)

Outcome 2: children are connected with and contribute to their world. Children become socially responsible and show respect for the environment.

Outcome 4: children are confident and involved learners. Children transfer and adapt what they have learned from one context to another.

Outcome 5: children are effective communicators. Children engage with a range of texts and gain meaning from these texts.

Fledglings (1E)

Stage 2

We were fortunate enough to host a cocktail evening, to which we invited our Stage Two families to join us for an evening of conversation with some nibbles and drinks. It was a wonderful event, which allowed us to begin the year with an opportunity to talk to each other in our school environment. It is a great way to form a respectful relationship between families as we strengthen bonds, and it provided an opportunity for families to meet the Stage Two team and learn about policies and procedures.

During our chat with parents, Beata, Levi’s mum asked about how we report and work with our principal, Dee Pitcairn. Both Romy and Sarah explained that we are in constant open forum with Dee with regards to children, the learning environment, and the programmes we put in place. Dee also made it clear to parents that she is always available for discussion regarding any queries and that Jason, our PA for the ELS, is a great point of contact as we work together to support the needs of the children and families throughout their time at Reddam.

More conversations throughout the evening included some policies and procedures, where Sarah got to share with Ashleigh, Hunter’s mum, and Simone, Remy’s mum, regarding our ratios. It was significant to let par-

ents know we have a ratio support member of staff to allow for extra supervision in Stage 2, supporting both groups throughout the day at various intervals.

Throughout the evening there were opportunities for many of the parents to mingle. Where possible, the Stage 2 teams made sure that parents of children from the same attendance patterns were introduced. This will help as friendships build throughout the year, and parents will be able to support their children in making connections to support their sense of belonging and being during their time at Reddam, along with supporting some out-ofschool relationships.

As parents are the primary caregivers of their children, we gain a unique understanding of their child’s individual needs, strengths, and interests of their children in their home and out -of-school environments. This helps us to plan our activities and learning around their needs throughout the year. We learn about the children’s routines, preferences, and developmental milestones at any opportunities where our team get to hear from the parents – via informal moments of chatting or via emails/ pictures from home.

1.1 Children feel safe, secure, and supported.

3.1 Children become strong in their social and emotional wellbeing.

Stage 3

By Susan Casey, Daniella Gosty, Emily Hunt and Fiona Liddell

In Stage 3 this week children engaged nicely in group times, during which where we shared stories and songs together. One of our favourite songs at the moment is ‘Kookaburra sits in the old gum tree’. One morning, we looked at the accompanying book as we sang this song. Later, when we were in the big playground, there was great excitement when we heard a kookaburra calling. One of the children spotted it in the big tree and we sat and watched it for a while until it flew away. The children were intrigued by the kookaburra and spoke about it all afternoon.

We spent the week learning more about kookaburras, starting with examining what they look like. We looked closely at a photograph of a kookaburra and the children noticed its features, including its beak and the beautiful colours of its feathers. The children made some kookaburra-inspired art using a variety of materials. Each day, when we go to the playground, the children look in the trees to see if they can spot the kookaburra again. We did see the kookaburra again a few days later, and this time it was joined by a friend. The children laughed as we watched the two kookaburras playing together on the tree.

Encouraging young children’s interest in and love for animals and nature is a nice starting point for learning about Aboriginal cultures, peoples, histories and traditions. We will slowly link this with the things children see and find in the garden to deepen their understanding. Each morning we do an Acknowledgement of Country at group time. This past week we enjoyed saying our Acknowledgment outside.

Touch our hearts in love of the land, We’re on Gadigal Land”

The children said the words and did the accompanying actions. We admired nature as we sat outside, and the children listened to the sounds they could hear, while looking around and pointing out the things they found interesting.

“Reach for the sky that covers the land, Touch the ground in care of the land,

Stage 4

By Jane Pledger, Sandra Carberry, Nina Bergel,Yuliya Ginis,

The provocation for Term 1 in Stage 4M is ‘My Favourite Things’. This links to the EYLF of ‘Being’, as it is all about knowing who you are in the present moment. “Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life.”

EYLF Framework. The children have been exploring their spaces and enjoying knowing all their favourite toys and favourite things to do, but what are some of their favourite things that make them unique? What are their favourite things about themselves? What makes me, me?

The children listened to the book ‘Elmer’ by David McKee. Elmer the elephant is brightcoloured patchwork all over. No wonder the other elephants laugh at him! If he were ordinary elephant colour, the others might stop laughing. That would make Elmer feel better, wouldn't it? David McKee's comical fable about everyone’s favourite patchwork elephant teaches the children to be themselves and celebrates the power of laughter. It is a relevant book to our provocation about being who we are.

The next day, the children continued their learning about Elmer at the art table. Pictures of Elmer, the book and the words, ‘Can you create Elmer the Elephant?’ were presented, along with an array of markers, crayons, cardboard mosaic squares and glue. The children used their knowledge of the Elmer story to create their own Elmers. However, considering that the story is all about loving who you are and being an individual, the children were invited to create their own patterns on their

Elmer, representing who they are. Once they had finished, they were also invited to write the name ‘Elmer’ on their page if they wished. They also spoke about what they like about themselves, and what makes them unique.

Benjamin: I like my knees because they help me kick.

Lucy: I like my black hair because I wear headbands and clips. I like my earrings.

Hugo: I like my face because it’s got a pointy nose.

Isla: I love my toes because that’s why I can play soccer and to paint them.

Julieanna: I like my clothes because they sparkle, and I love sparkles.

Harvey: I like my arms because they can throw stuff.

Hugh: I like that I can climb and go high.

Claudia: I like my brown hair because they have curls in it Andrew: I like my new shoes.

Another book the children have enjoyed reading is ‘You Choose’ by Pippa Goodhart, as it is completely interactive. The book is a visual feast, packed with funny details for the children to choose. Imagine you could go anywhere, meet anyone, and do anything. Where would you live? Where would you sleep? Who would be your friends? What games would you play? The children looked at the book in small groups of five and chose from a range of imaginative scenarios.

Giving children choices has so many benefits such as it builds confidence, teaches responsibility, fosters creativity, teaches regulation, feelings of empowerment, and aids problemsolving. Giving children choices helps them to feel like they have some power and control over what they do and is a step in growing up.

Music

In Stages 3 and 4 this week, we began our lesson with our ascending and descending scales on ‘LA’, still working on our tongue placement. Using some animal sounds, we sang various other warm-ups over descending scales and arpeggios to help improve our sense of pitch. With our voices warmed up, we sang the “Good Morning Song”, the action song “Open Shut Them” and “Apples and Bananas”, helping us work on our vowel shapes.

With our maracas we revisited pitch – ‘HIGH’ and ‘LOW’. Stage 3 shook in the air for ‘high’, and to the floor for ‘low’. Stage 4 took steps forward and back to demonstrate they could hear the pitch moving up and down – and testing to see if they could count how many notes were being played.

Using our building blocks, we started to build a variety of rhythms using 'DOG', 'CAT' and 'SPIDER'. The blocks help us see and count how many sounds are in the words to then clap them out. With the castanets, we got our fine motor actions moving with counting and clicking in time. We tried our best to keep in time while singing "Twinkle Twinkle", and then tested to see how high we could count, clicking our castanet for every number.

In Stage 2 and The Fledglings we settled into the lesson with “Open Shut Them”, and then warmed up our voices with our simple counting and scales on ‘MA’ followed by our sing-alongs. We used our scarves with actions in “Wheels on the Bus”; we shook our maracas and our scarves in “ABCs” with our layered stomping and freezing; and danced our way through the garden in “The Sunflower Song”. With our castanets we worked on our clicks and counting in time, before playing along to “Mary Had a Little Lamb”.

I introduced the children to the triangles – enjoying some free time playing our triangles. Stage 2 worked on hitting each side, counting how many sides create a triangle.

In The Nest we opened the lesson with our singa-longs and various instruments and props. It’s great to see the confidence building in our babies each week as they collect their instruments and pack them away. We used our scarves, maracas, castanets; got as many legs moving and marching for “Ants Go Marching”; and introduced our babies to the triangle –getting our visual motor movement working while trying to hit it with our metal beaters.

Dance and Drama

This week in the Nest, Stage 1 and 2, the children went on an expedition ‘Under the Sea’! At the beginning of the lesson the children practised shaking the parachute, freezing skills, colour recognition, and singing skills. Jesse said the parachute looks like the waves in the sea. Florence in the Nest had a beautiful smile on his face the whole lesson.

Next, I handed out the “fishing rods” (ribbons) and asked the children to follow the various movements I did. We made a circle shape, a rainbow shape, and used the ribbon as a tail they all loved the ribbons and moved them beautifully. The children were good at packing away the ribbons. Then I told them that I had brought back Peter Rabbit (puppet). They loved it the last time I brought him in. It was wonderful to see their faces light up and their imagination switched on, especially as they thought it was real! For the final activity, we listened to classical music, while using our hands and bodies to act as different sea creatures. They all wanted to tell me what their favourite was!

In Stage 3 and 4 the theme this week was ‘The Toyshop and Mrs Smelly Cheese’ (using the idea of Toy Story). We started on the parachute as usual and warmed up our bodies by doing the train. Well done to Olivia in Stage 2/3 who did wonderful train arms.

The children began by moving around the space in different ways e.g. Like they were a train, a robot, and aeroplane etc and on the command ‘Freeze’ they had to stop as quick as they could. The first couple of rounds we used mime and then introduced sound building up to a sound scape. Next, I told the children that I would be someone else and use a head scarf to show I was someone else. I asked the children to think of their favourite toy

and to show their toy through their stance as well as portray any sound it may have. They were going to be this toy on the toy shelf.

Next, I told the children that I had found a key over the weekend, and it says ‘Toyshop’ on it.

“I know someone who owns a toyshop”, I said to them. “Shall we go and visit her shop?” Of course the children said “Yes.” Next, I transformed into a lady called Mrs Smelly Cheese.

Mrs Smelly Cheese owns a toyshop that is famous for all its magnificent toys (I asked the children to turn into a toy and show me what it looks like on the toy shelf). Every time Mrs Smelly Cheese leaves the shop (hides in a corner or turns her back on the children so she can’t see them), all the toys make as much noise as they can and move like their toy! But when Mrs Smelly Cheese returns all the toys must freeze and trick her. Because while she has had her back turned, Mrs Smelly Cheese’s toys have been up to mischief! This activity was based on ‘Red light, green light’!

The children practised a couple of times, so they got into the routine of moving and being noisy and freezing. I then used a scarf to transform myself into Miss Smelly Cheese. We had some wonderful toys – Annie in Stage 3 was an aeroplane, Jet a dinosaur and Milla was a robot.

Each time I left and came back I acted surprised at the toys being in different positions. I pretended that I had left a door open, and the wind had blown the toys across the shop. I also pretended that they were running out of batteries. Lastly, on my return I told them, “I have terrific news. The lady I have been talking about has decided to buy all of the toys (but the ones I am playing with are my favourites and I’d never sell them). I am going to the bakery to get a chocolate cake to celebrate.” Well done, everyone. We are having another wonderful term of drama!

On my return, I described the cake to the children and then suddenly Miss Smelly Cheese remembered that she had forgotten the candles, plates, forks, and napkins. She left the cake in the middle of the room - “I wonder if my toys will eat my chocolate cake”? I said. Yes, I’m sure you can guess what happened next. On the next arrival, Miss Smelly Cheese noticed that the cake had disappeared, and the toys had chocolate all over their faces, on their noses, lips, behind their ears in their hair on their stomachs etc. She then wiped up the mess and threw the napkins away. This would be the last time she left the room and she told the children to be as loud as they can! When Miss Smelly Cheese came back, she told the children that she thought that they had been making lots of noise while she was gone, and she was going to test them by asking them if they thought ‘Mrs Smelly cheese is completely bananas. If so, it meant she would have to close her shop!’ The children all shouted out “Yes Mrs Smelly Cheese” and then she pretended to cry but said, “Oh well, it’s not so bad. At least I get to play with my favourite toys!”

Sport

This week in ELS Sport we complemented last week’s activities with the further use of bean bags as our main equipment item. The boys and girls played several games working as a team and individually on their balance, coordination and focus. The class was set up with spot markers with bean bags in the activity area. The spot markers were used as a home base.

We played the following games corresponding with a category for each child to progress and develop their own Physical Movement skills:

Colour Move – Locomotor Movement

Tower Building – Social & Emotional skills

Bean Bag Flies - Balance

Waterfall – Hand/Eye Coordination

Give with it – Object Manipulation

Next week, the children will be working with ropes, to again instil the Fundamental Movement Skills required at a Stage 3 and 4 level. As always the children are really enjoying their lessons.

Parent Information Evening

Reddam Early Learning

would like to wish a very happy birthday to Innaya Bhojwani, Honor Renton, Rome Vieira, Georgia Neumann, Nora Huang, Krishna Chervu who celebrated their special day this week

We hope you have a fabulous day!