friday the 22th of march 2013 - reddam housereddam house early learning school newsletter volume 1...

Reddam House Early Learning School Newsletter Volume 1 Issue 7 Friday the 22th of March 2013

IN THIS ISSUE :

Virginia’s Message Dates for your Diary Library News News From the Rooms Edible Magic Dancearama Mighty Mites

Two Year Olds Exploring Technology Observing children in their engagement with the environment provides powerful information for determining what we should provide and how we can support the children in constructing their own knowledge and testing hypotheses.

This week I was enthralled by Sophia’s (Stage 2b) exploration of self. Tatiana (her teacher) had positioned the laptop at the children’s level with the photo booth programme running. Sophia had been exploring herself on camera with her friends. The children were captivated by the “magic” of appearing on the laptop screen. After a while she went to the home corner and picked up a doll. She held the doll up in front of the screen, moved it back and forth, away from the screen and back again. Sophia was “testing” reality by including the doll in her “movie”. Children as Filmmakers On Tuesday, Petra, Tatiana, Melanie, Cheryl, Kelly and I attended a showing of films created by 3 to 5 year olds. The films are being shown during Kids Flicks, Sydney International Festival Of Films By Children. After the showing we participated in a workshop conducted by Jacqueline Cosgrove of Bardic Studios. Jacqueline gave us considerable insight into the process of film making with children, provided key resources and inspired us to take our current projects to another level. We shared with Jacqueline our younger children’s “film making adventures” (Nest and Stage 2b). This sharing of ideas has the potential for leading to further collaboration with Jacqueline. Holidays The term has flown by and we will be on holidays next week. I would like to wish children, staff and families a happy holiday, happy Easter and Pesach whether at Reddam or away.

Jane Pledger, our Vacation Care coordinator has planned a wonderful programme focusing on the magic in our garden and festive (Easter and Pesach) cooking with Corby Sue. Thank you children, staff and families for making first term so magical. Enjoy the holidays and see you in Term 2. Virginia Aghan Head of Early Learning

Volume 1 Issue 7 Friday the 22th of March 2013


Monday 25th March Vacation Care commences Friday 29th March School Closed – Good Friday Monday 1st April School closed – Easter Monday Monday 15th April Vacation Care ends Tuesday 16th April Term 2 Students K-12/ ELS Commences Thursday 25th April School Closed – Anzac Day Monday 10th June School closed – Queens Birthday Friday 21st June Term 2 ends

Page 1 Virginia’s Message

Page 2 Dates for your Diary/Library News

Page 3 Stage 1

Page 4 Stage 1 Photo Gallery

Page 5 Stage 1 Photo Gallery Continued...


Page 7 Stage 2a

Page 8 Stage 2a Photo Gallery

Page 9 Stage 2b

Page 10 Stage 3



Page 13 Stage 4


Page 15 Edible Magic

Page 16 Edible Magic Photo Gallery

Page 17 Sport News

Page 18 Sport News Continued...

Page 19 Mighty Mites

Page 20 Dancearama

Contents

This week in library we have been looking at an array of books, taking inspi-ration from the sudden change in weather and the upcoming holiday break.

My Friend the Weather Monster has been enjoyed by both Stages 3 and 4. A simple story about how the weather is linked to the monster’s mood. It explores issues around friendship and difference. It is interesting that Stage 3 were more interested in keeping the monster happy through enduring friendships, whereas Stage 4 held concerns as to why the townspeople were afraid of the monster. It is likely these interests are more to do with the children’s stages of development than with their interest in the weather.

A three year old is always forging new friendships and discovering new boundaries with their friends whereas a four year old is starting to realise there are ways of resolving conflict themselves without the intervention of a grown up. The appeal of this book is that the children can identify with the different messages it presents. We Love the Seaside is another book enjoyed by more than one group. With its rhyme and rhythm, this book appeals to children as they share in a day trip to the beach, an outing all our ELS children know about! Kate Tym expertly paints some beautiful images with lines like:

Stan and Molly swimming,

Splashing madly in the water,

While Daddy plays ‘jump-wave’,

With his younger son and daughter.

It has been a delight travelling the literacy and literature path with your children this term and I look forward to more unexpected delights next term.

Have a happy and safe break! Michelle Stanford

Library News

Dates for your Diary


Reflection Did you do a painting?

No but, We found treasure in the digging patch

And hid them in a special pot. I found a roof for our cubby house, That the silly wind couldn’t blow off.

Did you do a painting?

No but, I reached the top of the climbing frame

Then came down the other side. We built a special sort of van,

Then climbed in for a ride.

Did you do a painting? No but,

I’ve had a lovely day Some of us sang songs inside,

Then went outside to play.

Did you do a painting? No but,

I’m ever so glad to see you And I feel happy inside.

Source – Unknown

Happy Birthday We would like to wish Emma Vanos a happy 30th birthday. Vacation Care Reminder Please remember Vacation Care will start on Monday the 25th March. Siobhan, Emma and Monika will be in Stage 1. If you need to make amendments to your days indicated on the form please provide 48 hours notice in writing by emailing [email protected] If you are going away on holiday or staying at Reddam House, happy holidays!

Stage 1 Team, Petra Wright, Siobhan Brantes, Emma Vanos and Monika Ranjitkar

Stage 1 : A Magical Journey

mailto:[email protected]


Stage 1 Photo Display


Stage 1 Photo Display Continued...


Over the past few weeks, the children have been exploring the prehistoric world of dinosaurs. With the use of books, magazines and internet resources we have talked about what kind of dinosaurs there were and have begun our research in the area of what they eat and drink.

Teddy: “ They eat leaves.” Jacana: “And sausages!” Joshua: “They don’t eat sausages, they eat other dinosaurs.” Noa: “They eat you!” The children showed their creativity in the play dough area, where they designed a variety of large, small and flat dinosaurs. They used paddle pop sticks and coloured match sticks to create scales and horns.

Ruby: “My dinosaur has bones in it.” Claudia: “Yeah, lots of bones so they can stand.” Georgia: “Me too…” The discussion about bones continued and with the assistance of Daniella, the children filled buckets with sand and buried several dinosaurs in it. They then continued to use thick bristled paintbrushes to uncover the dinosaurs in our very own excavation!

Charlie: “We have bones too!” Jacana: “Yeah, I have a bone in my arm.” Logan: “Coach Tam has bones.” After reading the book Tyrannosaurus Reg by Dan Crisp, Nate, Joshua, Jacana and Teddy talked about how green and leafy the dinosaurs world was in the book and that we should create a garden for our dinosaurs. Together we went into the garden and picked a variety of

herbs, which we placed on our art table along with chalk and paper. The smell of herbs soon filled the room!

Georgia: “They smell like flowers.” Claudia: “Yeah... Like leaves.” Jacana: “Smells like salad.” Joshua: “Can I eat it?” Charlie: “My mummy has herbs.” Bronte: “Leaves.” Noa: “It’s smells yum!” Reminders We would like to remind all families that Vacation Care starts next week. Daniella will be on holidays for the whole duration and will be replaced by Yana Bekman. Please email Sonja:([email protected]) during this time as Daniella may not be able to get in contact with the Stage 2a room.

We wish you a safe and happy Easter Break. Stage 2a, Daniella Gosty, Sonja Wiedenmaier , Yana Bekman

Stage 2a : What Do Dinosaurs Eat?

mailto:[email protected]


Stage 2a Photo Display


Stage 2b; Exploring Technology Since the beginning of the year the children have watched slideshows of their day. The slide show includes not just photos but videos of the children engaged in the daily programme.

Children use information and communication technologies to access information, investigate ideas and represent their thinking.

This is evident when children: identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play use information and communication technologies to access images and information explore diverse perspectives and make sense of their world use information and communication technologies as tools for designing, drawing, editing, reflecting and

composing engage with technology for fun and to make meaning EYLF 2009

represent their thinking

This simple engagement with technology has developed into a more complex individual investigation and is an example of children as effective communicators. The children are so involved in using the computer that this week we introduced the Photo Booth programme and iMovie. These programmes allow the children to see themselves on the screen, explore actions and special effects. The computer is working in the classroom as a second mirror. Having mirrors in the classroom reinforces the process of recognising self and seeing the differences between each other.

As this is just the beginning of our journey into the world of technology, we welcome your ideas and feedback. Remember, it is all about trusting your child. Yes, they can!

Stage 2b Team, Tatiana Botrel, Christina Mandalidis and Karla Cabezas


The children have recently shown an interest in ‘helpers in the community.’ This interest began in the outdoor playground where a small number of children began rescuing and saving their friends who have got ‘stuck’ in burning buildings. Suddenly most of the children in the classroom became involved in these dramatic rescues and the children began to use props such as ropes, sticks and hoses in these imaginative scenarios. The children’s interest in rescuing friends and fire fighting has been transferred to the classroom where they have been offered an array of learning experiences. The children have loved participating in the dramatic activities on offer to them. They have been very busy creating all types of burning buildings using the large wooden blocks. Props have been introduced to encourage the children’s dramatic experiences including hoses, red and orange cellophane (fire), fire helmets as well as fire trucks which were made by the children in the art room. The children have been learning to take turns being the fire fighters, the people who need to be rescued as well as the person who calls the emergency telephone number – 000. During group time experiences the children have been learning about the equipment needed on a fire truck and the equipment used by the fire fighters such as fire proof clothing, oxygen tanks, breathing masks, axes, torches, etc. We have also been discussing the dangers of fire and learning the important life saving skills necessary if there is a fire. The children have learned the emergency number – 000 and have been practicing calling this number on the telephone. They have also learned two other important skills – ‘Stop, drop and roll’ if an item of their clothing catches fire and, ‘Get down low and GO, GO, GO’ if a building they are in is on fire and there is lots of smoke. The children have been re-enacting these scenarios and can show you at home what they have learned. Saint Patrick’s Day Celebrations – Lá Fhéile Pádraig On Friday the Stage Three classroom was awash with a sea of green. The children arrived at school wearing green clothes and they were welcomed with a floor full of green balloons. Throughout the day the children engaged in a variety of ‘green’ Irish activities such as creating green collages and making green jelly, as well as learning how to Irish dance. The highlight of the day for the children had to be searching for the pesky leprechaun. During group time we talked with the children about the leprechaun and how he keeps all his gold in a big pot at the end of the rainbow. We talked about what leprechauns look like and where they like to live. When the children were outdoors they were SO excited to begin their search for the pesky leprechaun. They looked high and low, under things and over things but the leprechaun was no where to be found. In the afternoon, much to the excitement of the children, some tiny little footprints were spotted on the floor of the art room. The children imagined that the leprechaun must have come into the classroom while they were at the library and stood in some paint leaving footprints behind. They also discovered one gold coin next to the tiny footprints… The children’s search to find the leprechaun began again, this time inside the classroom only for them to realise that he had dropped gold (chocolate) coins all around the classroom. To their delight they were allowed to take one home with them for a special treat. It was a very fun day for the children and adults alike. The Early Learning School is made up of a multicultural community and we like to embrace every child’s identity and culture by celebrating special events. In the upcoming year Stage 3 will be celebrating many occasions, however if there is a special occasion that is specific to your culture please let us know. We will endeavour to work with all of our families to share their special occasions as well as offer the opportunity for parents/grandparents to come into the classroom share their knowledge and skills also. Finally we would like to wish Teddy Alvarez-Garcia a very happy 4th birthday! We would also like to welcome Alexander Kime to the Stage 2 classroom. He has joined the Thursday-Friday group. The Stage 3 Team, Anita Martin, Jane Pledger and Melanie Elderton

Stage 3: Community and Culture


Stage 3 Photo Gallery


Stage 3 Photo Gallery Continued...


Our emotional learning curriculum is designed to create a positive school environment that helps our children. 1. Show love, respect and appreciation to others 2. Become other-centered rather than self-centered 3. Express their feelings (good and bad) in a healthy manner 4. Understand where feelings originate and how to protect their feelings from being hurt 5. Use constructive words and actions and less bullying In line with these goals, a few weeks ago, Jillian Shapiro (Micah’s mother) read a story to us about “bucket filling”. How full is your bucket? For Kids by Tom Rath and Mary Reckmeyer leads us on a wonderful journey towards being conscious about behaving in a way that is supportive to one another and in doing so, we are filling each other’s invisible ‘bucket’. Conversely, when we behave in a way that is not kind and empowering, we take from their bucket. This is called being a “bucket dipper”. Importantly, the children are becoming aware that their actions have an impact on how others feel. An empty bucket makes people feel grumpy and irritable. A full bucket makes us feel safe and confident. The ‘bucket’ concept is wonderful for young children. It makes the concept of empathy concrete and tangible and provides them with a common language to let others know how their actions are affecting them. We use our Kimochi characters to extend this understanding through play. Cat is trying to help, but by being bossy she is dipping from our bucket. How can she help and be a bucket filler at the same time? Cloud might be cranky because his bucket is empty. How can we help him feel better? What has been thrilling to observe is the obvious satisfaction the children get when they are ‘caught’ in the act of bucket filling and attention is given to this positive behaviour. The children are responding to this recognition with ever increasing demonstrations of helping and generosity. In addition, the children are being encouraged to express their distress in ‘bucket’ terms, so that other children can easily understand that bucket-filling behaviour should be part of the solution. In the coming weeks, we will be introducing bucket-filling strategies to the children as well as ideas for protecting their own buckets from dippers. Would you like to use the bucket concept in your home? Here are some ideas to get things started: 1. Ask your children about the invisible bucket and what it means to ‘dip’ and ‘fill up’ each other’s

buckets. Use your child’s description and language as a launching pad and clarify/elaborate where needed to show that you all share the same understanding. You might watch this bucket filling song together to kick off the conversation:

http://www.youtube.com/watch?v=WaddbqEQ1NE

2. When you, your child or someone in your life is feeling particularly happy or unsettled, describe the feeling in ‘bucket’ terms to bring them into your everyday family language. 3. When you catch your child doing something generous and supportive, praise them for being a bucket-filler and talk about how their actions affected the other person. Then you might ask them how it feels to have you say those things. This provides another opportunity to teach them how to recognise when their own bucket is being filled and that supportive words have bucket- filling power. 4. If you notice your child or someone in your life dipping from a bucket, wonder together about what is happening to the other person’s bucket right now and come up with ideas to help fill their bucket, rather than dip. Stage 4 Team, Deanne Jacobs, Cheryl Freeman, Kelly Nance and Debbie Zerbst

Stage 4 : Half Full or Half Empty?

http://www.youtube.com/watch?v=WaddbqEQ1NE


Stage 4 Photo Display


My classically trained Chef father has always said that we eat with both our eyes and our mouth. The

inference being that presentation is just as important as taste. I believe that the same can be said

about learning to cook. Each week the children refer to the ingredient display table to help them put

together the various pieces of the puzzle that is our recipe. In the kitchen, as in life, organization is

key. We are always able to visually refer back to our ingredients, which can act as inspiration and re-

minder of what is needed in a recipe. A bit like a painter with their rainbow palette and brushes, the

children and I create individual results in a collective environment.

Perhaps next time you're throwing together that hurried mid-week meal, you'll line up your ingredients

on the counter and ask your child what do they see? It can be an opportunity to share a much-loved

family recipe or see it in a new light.

Happy Cooking, Corby-Sue

EDIBLE MAGIC AUTUMN PLUM MUFFINS (EGG, GLUTEN AND DAIRY FREE) Preparation Time: 15 minutes Cooking Time: 15-25 minutes Servings: 12 muffins Skill Level: Easy with Confidence

INGREDIENTS:

6 Tegan Blue or October Sun Plums, de-stoned, sliced into pieces 3 Cups of Gluten-Free Self-Raising Flour (375g) ¾ Cup of Raw Caster Sugar (175g) ½ Cup of Applesauce (125ml) ½ Cup of Canola Oil (125ml) 1 Teaspoon of Baking Powder 1 Teaspoon of Baking Soda 1 Teaspoon of Salt 1 Teaspoon of Ground Cardamom 1 Teaspoon of Ground Ginger 1 Teaspoon of Ground Cloves Drizzle of Honey (optional) METHOD:

1. Pre-heat Oven to 180 C. Line Muffin Tray with 12 muffin cases.

2. In a clean, large bowl sift together self-raising flour, baking powder, baking soda, salt and all spices. Sprinkle over raw caster sugar.

3. In a separate bowl mix applesauce and canola oil together well.

4. Gently and quickly fold in dry ingredients until just wet. Do not over mix. A few dry clumps in the batter are fine. Spoon into muffin cases and place 4 slices of plum on top. Bake for 15-20 minutes. Insert toothpick in centre, once it comes out clear, remove from oven and allow to cool for 10 minutes before serving.

5. Drizzle with honey as an option and ENJOY!

Edible Magic


Edible Magic Photo Gallery


Sports News: Fundamental Movement

Fundamental perceptual motor skills can be broken into four categories:

Locomotion and Balance – Locomotion is the ability to move from one position to another and these

can take many forms such as crawling, walking, running or hopping. Balance refers to the ability to

maintain a state of bodily equilibrium or the desired static position or position during movement.

Catching and Interception – Catching is stopping a moving object in the hands or arms. Interception

is stopping an object like a ball without actually holding it. For example, heading the ball or blocking

a ball with the chest in football.

Throwing and Striking – Throwing is to propel an object through the air with the motion of the arm or

hand and this can be in the form of underarm, sidearm or overarm. Striking is the act of contacting

an object either stationary or moving, with either the hand or implement in a hand or hands such as

a bat.

Kicking and Punting – Kicking is to propel an object such as a ball which is stationary or oncoming

through the air with the motion of the foot or leg and punting is the same motion with the ball being

dropped from the hands.

Free play is play without structure where kids are able to engage and explore whatever is taking their

interest. Purposeful play, however is when play is subtly facilitated by you to achieve an outcome. Both

are I

Both free play and purposeful play are a vital part of children developing into happy, healthy and ac-

tive individuals. Play is seen to be such an important part of childhood development because it pro-

vides the variety of experiences that give kids the opportunity to acquire flexible and adaptive behav-

iour in response to their ever changing environments. In free play, children follow their interests,

investigate, explore, have time to contemplate and learn how to occupy their time.

In purposeful play, children are able to do these things also, but there is some structure. Purposeful

play will consist more of activities and games that may have some rules or goals outlined such as a

game of touch football. Purposeful play allows for more of an opportunity to develop specific skills

such as throwing, language or musical skills.

It should also be acknowledged that free and purposeful play are interconnected and this is why a bal-

ance of both is best for the developing child. Take for example kicking skills. On one day you may go

to the park and play specific games that are designed to help kicking skills improve and the next day

at school your child and group of friends are playing and kicking the football around. Both will be im-

proving kicking skills. Your child will be more likely to engage in kicking in free play if they feel

competent and will also want to do kicking activities in the park if they are having fun experiences in

play with friends that involve kicking. The key point is that free and purposeful play both serve a role in

skill development.


Sports News: Fundamental Movement Continued...

Early childhood experts are in agreement that children should have the opportunity to experience a

healthy balance of free and purposeful play for skill development and general well being. Children

learn by themselves, but they also learn a lot from adults. In purposeful play activities it is an

opportunity for adults to provide helpful little instructions, such as how to hold a cricket bat. Children

then further explore these skills when playing freely. The development of the basics of any skills mean

that these skills will develop further in both free and purposeful play.

Over the past few weeks the ELS students have been learning about fundamental movement skills.

We have been looking at the skills of running, balancing, catching and jumping!

Each week students are becoming more competent in each of these skills, with many students being

able to incorporate multiple skills when playing in our games!

More recently we have been working on our balancing, with many students exploring their movement

capabilities, forming a range of different shapes with their bodies.

Tom Cooper,

Sports Teacher


Dear Parents,

This week in Mighty Mites

The Stage 2’s:

Warmed up their muscles while they acted out the actions to a fun story of The Big Bird who Couldn’t Fly.

Spoke about fruits and vegetables and how they help keep our teeth strong and healthy!

Improved their “bounce and catch skills” through a game with the trick ball (a triangular shaped ball with an irregular bounce)

The Stage 3’s: Focussed on their hand-eye coordination and speed through a game with the trick balls! (a trian-

gular shaped ball with an irregular bounce)

Improved their gross motor skills through our exciting adventure of the day

Discussed some healthy snack ideas using potatoes (mashed potatoes, wedges and baked pota-toes with cottage cheese).

This week in Mighty Mites the Stage 2’s and 3’s received their Term 1 Mighty Mites Certificates. Con-gratulations Reddam Mites! It has been a fantastic start to the year with a big focus on fresh foods and the muscles of our body. We look forward to seeing some of you during Vacation Care and the rest of you, for the start of Term 2!


Stage 2 The Surfer and Under the Water

Discussed the effects of the sun and why it is important to use sunscreen.

Used a number of props, including scarves, to imagine they were surfing using their bodies to

balance.

Created animals, noises and shapes from under the sea using their bodies, expressing

themselves through music and movement.

Used the beat of the ‘Crocodile Song’ to do some tap dancing.

Interacted with the turtle puppet, when the turtle slid up their arm they told everyone what was

their favorite underwater animal.

Stage 3

The Hopeless Wizard

The warm up this week was both physical and verbal; the children had to listen to the instructions

and use their bodies to respond, for example: if Midnight Strikes was called the children had to

run to the clock and strike midnight, or if it was Spider Webs, they had to attach themselves or

cling to a wall, etc.

Gathered certain ingredients to put in the cauldron including: the last gong from midnight strikes,

a bat wing from the bat cave, the bone from the howling wolf.

Recited the beginning of the spell that the witches say from Macbeth, role playing witches

cackling and cauldron stirring.

Worked on some scene work using thought tracking as well as suspense; discussing how, when

and why suspense is used and it’s importance in drama.

What is thought tracking?

A group makes a still image and individuals are invited to speak their thoughts or feelings aloud

(just a few words). This is done by tapping each person on the shoulder (one at a time) whilst

everyone else is frozen.

Well done everyone!

For more information about Dancearama, contact Laura:

Mobile: 0431136177 or Email: [email protected]

Reddam House ELS Vacation Care March/April 2013

Monday Tuesday Wednesday Thursday Friday

* Corby Sue takes our children on a taste holiday, these experiences will take place in the teaching kitchen in Stage 4

25th March• Easter hat making /DanceramaThis is your time to show your creative side, join creative space to design and make your Easter Bonnet/hat/head sculpture.

26th March• Easter hat making /Mighty MitesWe continue to work on our Easter Hats, getting ready for the parade tomorrow.

27th March• Easter hat parade on the deck• Jumping Castle• * Corby Sue bakes up an Easter Extravaganza - Stages 2a, 2b.

28th March• Mighty Mites• Dracearama• * Corby Sue bakes up an Easter extravaganza - Stages 3 and 4.

29th MarchSCHOOL CLOSED

1st AprilSCHOOL CLOSED

2nd April• Magic in the garden • Mighty MitesDiscovery in the garden with teepees and hide and seek and new animals friends.

3rd April• Corby Sue takes our children on a taste holiday - Stages 2a, 2b•Dracearama

4th April• Magic in the castle• Mighty MitesThe castle comes alive with dress ups and puppets.

5th April• Water magic • DracearamaThe children help us rebuild our water wall using pipes, tubes, and funnels, with an added surprise.

8th April• Collecting autumn nature and creating a class collage• Dracearama

15th April • Movie Day/ PJ day /DanceramaRoll out of bed at school, popcorn, movies and relax.

9th April• Excursion to the park • Mighty Mites

10th April• Face Painting with Cheryl• * Corby Sue takes our children on a taste holiday Stages 2a, 2b,

11th April• Excursion to the park• Mighty Mites• * Corby Sue takes our children on a taste holiday Stages, 3 and 4.

12th April• Fun day Friday• Petting Farm• Face Painting - Cheryl• DracearamaThe farm the ELS, join the farm & paint your face as your favourtie animal.

friday the 22th of march 2013 - reddam housereddam house early learning school newsletter volume 1...

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