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.