simone’s message by simone cooke, principal · by kasia rymarczyk teacher kasia has been engaging...

1 REDDAM EARLY LEARNING SCHOOL | ST LEONARDS NEWSLETTER 1

Simone’s Message By Simone Cooke, Principal

Dear Parents,

Maintaining our children‟s safety and security is of upmost importance. As you are aware we have

installed password coded access for all external doors to ensure our children are kept safe at all times.

Could I please remind all parents of the importance of protecting these passwords and ask that you do

not share these with your child under any circumstances as it compromises safety. We have noted of late

that when entering and leaving the school some parents have allowed entry to other visitors. Could we

please ask that you politely restrict access to others as entry is strictly for existing parents only. We have

video controlled screening for all visitors and it is essential that all our families help to maintain our

screening. We thank you for ensuring these security measures are maintained at all times.

We appreciate also your diligence in folding up your pram each day. All our parents have been

extremely thoughtful in this regard and whilst we recognise that it is annoying to have to fold down bulky

prams it does mean that children are not able to climb into prams or access food or choking items left in

prams and goes a long way to helping to protect our children.

We have also been very impressed by the thoughtfulness of parents in keeping sick children at home. We

know this is never easy as working parents, but your consideration in this regard has ensured that

Reddam has managed to limit outbreaks of gastro, hand, foot & mouth and other outbreaks that can

flourish in an early learning environment. Whilst our teachers are extremely diligent with cleaning and

hygiene, maintaining a healthy environment is a communal effort and we hope that we can extend this

into 2017. Should your child contract a communicable illness (even if this occurs away from school) could

we please ask that you notify us so that we are able to keep on top of all health issues which could affect

our school.

Each week our teachers meet to review both educational programmes and safety and health

procedures within the school which extends to food handling procedures, playground supervision,

hygiene practices, medical procedures, communication, programming etc. We welcome your input and

thank you in advance for helping to keep our school a safe and protective environment for all our

children.

Have a lovely weekend.

3RD MARCH 2017


Our Reggio Emilia School…

Reggio Emilia Philosophy inspires our School. Everyday we set up a variety of activities that are inviting

and provoke the children‟s interest. It can be a challenge to constantly create an environment that can

provoke and inspire all children but we work hard to stimulate the senses and engage our little ones.

Being Reggio Emilia inspired we believe children should have freedom to move, so we avoid having a

cluttered space and encourage the children to rotate around their environment. To create a sense of

belonging each child has a photo of themselves on their lockers with their name on it ,which creates a

sense of security and belonging to a community.

In the Hatchlings room the book corner provides the children with a relaxing place to retreat to from the

hustle and bustle. Whilst he magical Nest room cubby house does the job and often we will find the

babies in there just pondering quietly to themselves.

This week another Provocation has been set up which centres on Noah‟s Ark as we noticed the children

have loved our little wooden ark. This story has inspired our children to do some building in the

construction area. Asha was completely engaged on this building activity and she even reconstructed

Noah‟s ark.

To add an new element of curiosity for the children this week Tinfoil was also introduced to the Stage 1

children. It proved to be a great medium as it is easy to manipulate, tear and it had some special

qualities that were very interesting to our children due to the way it reflects and captures light. Our babies

were fascinated by the sound this material makes when they scrunch it, pat it and kick it with their feet.

We even did some creative painting on the foil with paintbrushes.

To further stimulate the scenes and provoke the children's interest this week we introduced the children

to scented play dough. Instead of focusing on the tactile elements of the dough the children were

encouraged to use their noses and sense of smell to sample the different fragrances on the play dough

as we made an orange and lime zest and mint versions. It smelt good enough to eat!!!!

Stage 1: The Nest & Hatchlings By Gabriela Guimaraes


Stage 1: The Nest & Hatchlings Scented Playdough


Stage 1: The Nest & Hatchlings Outdoor Fun


Stage 1: The Nest & Hatchlings Sensory and Creative Experiences


Stage 1: Nest and Hatchlings Dramatic Play


100 Colours Provocation

Colours are one of the fundamentals concepts for early learning development. Working with

colour enhances creativity and imagination, giving children wings to express feelings and their

own personality. The Children each have favourite colours , which is clear to see during art

activities! Some children prefer to experiment with darker shades while others prefer to use light

ones. In order to extend our experiment on colours and to further understand our children‟s

colour preferences we exposed them to an activity which provided them with an array of

different shades of colour and gave them cotton tips as painting tools.

In the Fledglings group we believe that the children should be able to explore a wide range of

activities, using different techniques and tools! Painting with cotton tips was a big challenge for

the little ones! It required great concentration and accurate hand-eye coordination, as cotton

tips are small and thin, making it tricky for them to hold and to use as a painting brush. Instead of

creating big splashes of paint it is gentler, letting the children spend more time contemplating the

process and to experience with different styles of painting.

While executing this activity I noticed that some children were painting lines, others dots and

some created circles. Some chose to not mix the colours and others were happy to do so!

Taking into consideration the fact that cotton tips are small and thin, all the children took this

challenge on-board and were happy to give it a try. Once again the final result was stunning!

Children are truly artists and our main job as educators is to give them support and freedom to

explore and to simply be children. I personally learn with them each and everyday and I am truly

blessed to be around creative, courageous, smart and amazing children. Thank you to all the

families for the support they give to their beautiful children and I hope you all have an amazing

weekend with your precious little ones.

Stage 1: Fledglings By Michele Santos


Stage 1: Fledglings Cotton Tip Painting


Stage 1: Fledglings Creative Play


Stage 2: Chicks, Sparrows & Robins By Kasia Rymarczyk

Dear Parents,

In this week‟s newsletter I would like to summarise “The natural wonders of the beach” project as

we finalize this Provocation and slowly moving on to the next exciting learning journey.

The Children have shown an incredible interest in this project and it was a real privileged to share

this journey with our young researchers. Projects are especially valuable for children in the early

years because this is a period of rapid intellectual growth that can have important long-term

consequences. From this somewhat simple yet fascinating project the children learnt new factual

information about shells, fish, drift wood, waves and coral reefs but most importantly they

extended their language skills and vocabulary, they researched information, used art to express

meaning and shared rich literary experiences.

The Children categorized objects engaged in mathematical and scientific enquiry based

experiments and worked together as a team of investigators.

Some of this week‟s learning experiences are displayed throughout the following pages.


Stage 2: Floating and Sinking By Kasia Rymarczyk

Teacher Kasia has been engaging the children in science discovery this week.

The Children have frequent experiences with objects floating and sinking in the bath, in a

swimming pool or at the beach. They form understandings from an early age about these ideas

and equally importantly the words used to describe them. Children tend to pay little attention to

why things float or sink and may perform simple tests on objects in a tank of water without any

understanding of the forces involved in why they float or sink. These can be quite challenging to

identify and understand. Hands on experimentation is the best way to help young investigators

understand such concepts. For our investigation, we set up a container filled with water.

We collected a variety of objects to test if they would float or sink. We discussed why some

objects sank and others didn‟t. We analysed the weight, size and material the object was made

of and how this influences their floating ability. We talked about why there were bubbles when

some objects sank. After our experiments the children continued to freely play with water testing

more objects they found in the environment.


Stage 2: Float or Sink Experiment


Stage 2: Counting Stones By Kasia Rymarczyk

Teacher Holly designed a mathematical focused activity where the children used

pebbles as objects that corresponded with a number of dots drawn onto shells.

The children were introduced to one to one correspondence , which builds the

children‟s concrete understanding of number. Holly helped the children to develop this

understanding by asking them to hand out pebbles as she they placing them on

numbered cards for example—one pebble for one dot on this shell and two for this one.

Introducing mathematical concepts through concrete matching and sequencing builds

the children‟s interest and confidence in numbers.


Stage 2: Scientific Coral Reef Painting By Kasia Rymarczyk

Teacher Eva is always looking for fun and educational learning experiments. This week

she designed a fun experience which combined science and art. This involved making

special puffy paint all by ourselves and then creating a colourful coral reef painting.

To make the special paint the children followed a set of instructions, which we refer to as

a „procedure‟, which encourages children to follow set steps. The children each took

turns to mix the ingredients of flour, salt, food colouring and water in a bowl. After mixing

all the ingredients, we transferred it to a squeeze bottle for painting.

Our Chicks were then encouraged to create a beautiful coral reef painting, building

their fine motor skills and eye-hand co-ordination. Once we completed the paintings we

placed them into the microwave for 20 seconds. The children were mesmerized by the

outcome and how the soft sticky paint had dried to a puffy hard texture.

This was a great experience for encouraging the children‟s critical thinking skills,

imagination and creativity extending a science experiment into a creative piece of

artwork.


Stage 2: Scientific Puffy Coral Reef Painting


Stage 2: Group Skills By Kasia Rymarczyk

Teacher Lauren has been building on the children‟s co operative skills this week,

increasing their knowledge of circle games and songs and encouraging the children to

build their concentration , listening and turn taking skills.

During circle time we are increasing the children‟s social awareness, self esteem and

emotional intelligence as they are learning to respect the opinions of others and

developing a sense of connectedness with their peers.

In circle time the children are gaining confidence speaking before a group and sharing

their ideas, questions and brainstorming with others.


Bon Voyage Provocation

During group discussions with the Kookaburras this week, we discovered that we all have

different backgrounds and come from different cultures. To explore this in more detail, we

decided to go on a trip and visit some of the wonderful and diverse countries that our families

come from , which in turn promotes the feeling of belonging in the group.

Our journey began with a first stop in Korea, as we discovered that Finn‟s mother has a Korean

background. After disembarking from the plane, Finn was asked what we may see in

Korea. “Mountains” Finn replied with confidence . We then talked all about the beautiful

Mountains that can be found in Korea and imagined going on a trek and what we would need

to take on our journey. This role play was readily embraced by all the children who worked

together to create their imaginative journey. Imaginative play helps extend social skills, it builds

a greater understanding of others and social competence with peers.

The next stop on our journey was China, which is where Isabel O has heritage. There we went to

see “The Great Wall of China”. We were surprised to see that it was so long and wanted to

make our own wall as well from Lego. The children spent the entire morning building their wall

together as they looked at the wall on the map and worked collaboratively with each other

trying their best to replicate it.

We are excited to see where our explorative travels takes us next...stay tuned for more fun!

Stage 3 - Kookaburras By Riina Andrew


Stage 3: Kookaburras Exploring Our World


Rainbow Serpent Provocation

This week the Flamingos added the final touches to their beautiful Rainbow Serpent

artwork. Our group wanted to add the lily pads and flowers, that are mentioned in the

story, to the ponds that they painted last week. This was a wonderful exercise in

strengthening the children's fine motor skills as they held thin paintbrushes and made

precise dots all over the water.

Later in the week we had room to add one last thing - Goorialla!

The children all agreed that we needed to include him in the picture as he was the

creator of everything in the painting. We started by painting the outline of Goorialla

with black paint and then coloured him in using lines and dots. The children made sure

to give him eyes, a nose and a mouth.

This was a challenging aspect of our artwork as the children worked together to paint

inside the outline of Goorialla and manoeuvre around one another to paint in the

spaces that they wanted to fill in. Our artwork will be going up on display so that you

can see what they have been working on over the past few weeks, it really is

magnificent.

Stage 3 - Flamingos By Amanda McDonald


Stage 3: Flamingos Creative Play


Gross Motor

Over the past week we have been putting extra focus on gross motor activities.

We have been setting up different obstacle courses for the children to challenge

themselves on and they have really been embracing the chance to stretch themselves

and do things that they may be a bit hesitant in doing.

I have noticed a great improvement in a number of the children in this area and will

continue to make this a priority in our weekly programme.

Stage 3 - Flamingos By Amanda McDonald


Stage 4: Rosellas By Sue Mayer

Provocation “All About Me”

Our morning discussions allow us valuable time to practice our communication

skills, especially the listening skills that are needed when communicating. Last week I intro-

duced the concept of Monster Picture cards to the group. These cards have different mon-

sters that represent a certain trait that is either a positive behaviour or one that borders on be-

haviour that sits below the line. The cards also talked about good listening skills that incorpo-

rated our whole bodies... we listen with our eyes, our ears, our hands, our bodies and our

mouth. At home you might like to ask your children about what makes a good listener? We

also have a little song called Everybody listening, eyes to... the children sing back eyes to you.

Focused eyes are very important to being able to listen to what is being said and guides con-

centration.

We also put on our special detective glasses to take a closer look at each other and talked

about things that are the same and different about each of us. The conclusion was that we

all have two eyes, two arms, two legs, a nose and a mouth. We counted our fingers and our

toes ( the children are starting to realise that 5 + 5 make 10 ) with each child holding up their

hands to count their fingers and then down to their feet to count their toes. When asked are

we all the same? the children responded NOOOO looking around at each other. Building on

this I asked the question „Are we all the same on the inside?” The children responded

YEEESSSS, we then talked a little bit about feelings and that if we are all the same on the inside

then some of our comments and gestures can sometimes hurt our feelings. We will be explor-

ing this some more over the coming weeks.

Play dough and mixing colours has also been an interest so we thought it would be good idea

to designate 2 days a week to special science experiments Wednesdays and Fridays.

Watch this space!


Stage 4: Rosellas All About Me


Stage 4: Cockatoos By Bernadette Casey

Having demonstrated a huge interest in stories and how they are told, the children continue to

be exposed to exciting story telling. Dreaming stories continue to be a theme that the children

love and so we have expanded the stories they are being exposed to. This week we intro-

duced "the echidna and the shade tree". the children have enjoyed making predictions about

the story based on what they could see only on the front cover. they have also had the oppor-

tunity to act out the story, assuming various roles during group time, this also incorporated ex-

tending children's understanding of fairness and the need to some times wait our turn and let

others go first.

Extending on our investigation into print making and mosaics in our art engagements, this

week has seen the children be challenged yet again. Using lego the children first engaged in

print making, experimenting with the shapes and patterns one piece could make. as the week

progressed, the children were encouraged to broaden their thinking by using the dots to make

groups of ten. this simple yet engaging task allows the children to practice and learn simple

addition by counting, it also encourages children to think about number values rather than just

focus on recognising written numbers. other mathematical language was used during this play

experience with children making estimations of how many dots they had made as well as rec-

ognising and naming shapes.

News time continues to be a great opportunity for children to express themselves in front of a

small group of peers. I would like to extend thank you's to all of the families who are spending

time preparing these news items with their children. As a group, the cockatoos love getting to

know new things about each other. Often, new stories shared at news time are allowing for

new friendships to be formed. If you are finding it hard to find time to prepare these new topics

with your child, a simple conversation on the way to Reddam is enough to get their little minds

thinking about what they might want to share with us.


Stage 4: Cockatoos Investigation and Group Work


Stage 4: Cockatoos Discovery


Music By Justin Sze

Stage 1 & 2:

Our little ones had their names mentioned in a Calypso song as they bounced, clapped, swished, twist-

ed, patted, stomped etc. As they imitate the actions, they were not only exercising, but were keeping

the beat in a creative way and picking up new vocabulary to describe the various actions. The other fo-

cus of the lesson was the concept of “high” and “low”. For this we played with the bells and they jingled

them high and low as indicated by the lyrics of the song(s). We also tapped the beat to the famous

rhyme, “Twinkle, Twinkle”... did you notice the concept of “up” there?

The children in Stage 2 are learning to control their fingers independently as they recite a finger play ac-

tivity. Their thumbs, pointers, tall-man were the fingers we practiced this week. This fine-motor skills are

foundational to instrumental playing in the future.

Children were also encouraged to sing with a proper singing voice. Because the vocal chords of chil-

dren are still developing, we do not expect them to sing with a big operatic voice. Their high-pitched,

light (and often quiet sounding) voice is the right quality voice we are listening out for at this stage. We

learned that this singing voice is very different from the speaking voice or the shouting voice!

Stage 3:

Stage 3 children went to the musical farm and listened to the rooster crowing. They imitated the sound

(which instinctively brought out the “head voice”). Then they played with the scarves with matching ac-

tions for the different sections of a Jewish childhood song, “Koo-ku, ri-ku”. After that, we learned a rhyme

about a mother hen where they had to use their Mathematics skills. We always love such “number

songs” in our lessons! Next, we listened to a recording of a donkey. Once again, the focused listening

activity helps children to listen attentively and interpret what they are hearing. We then went on a trac-

tor around the farm and saw goats and donkeys and even kangaroos! We had so much fun and

learned so much!

Stage 4:

Stage 4 children focused on keeping the beat. To do this, we used the rhythm sticks and had lots of crea-

tive ways to play them. Next, we kept the beat with “Jonny worked with one hammer”. In this counting

song, children had lots of fun matching their physical action of hammering with the number of hammers

Jonny used. Using what we learnt about the beat, as well as how music is everywhere, we focused on

music in the kitchen and created our own Kitchen Concerto. Children selected items from a choice of

kitchen utensils and hit, scrapped, stirred in order to produce a rhythmic pattern of their own. When eve-

ryone played at the same time, musicians say, “tutti”. Each of them also had a chance to play their spe-

cial pattern as a “solo”. Thus we composed our very own Kitchen Concerto!


Music


Mandarin Class

A language is a part of a particular culture. The structures, grammar and the ways of

expression of a language reflect the unique characteristics of related culture. There-

fore, if students attend Mandarin class, the lessons should be an effective platform for

students to access Chinese culture.

Based on that, it is good to show some certain aspects of Chinese culture which chil-

dren can understand in Mandarin lessons. So next lesson, I would like to introduce

chopsticks to students. After brief introduction, some students have opportunities to

pick up small plastic ball with chopsticks. Practice using chopsticks is fun for kids to be

involved in. Meanwhile, it is also good for them to improve the skills how to control

their finger muscles.

The past two weeks, I told the story of “I Went Walking”. The story mentioned several

animals, so they enjoyed the story. This week, I would like to tell a story of “Fearless

With Dad” for 3 and 4 year old children It is also good for them to review the words

“baba” (dad) and “hongse” (red). As for 2 year old children, I chose “Hop, Hop,

Jump” for them. When I am telling the story, students can copy the actions men-

tioned in the story.


Dance

Welcome back to another exciting year of dance!

To ease the children into the new year, I have been revisiting some of the exercises

that we practiced last year with the Nest, Hatchlings and Fledglings children which

include the warm up, floor and miming exercises.

I have developed a new program for the Stage 2 and Stage 3 and 4 children as I feel

they are now ready for a bit of a challenge and can extend their dance skills further .

There are certainly more fun times to be had ahead and I am looking forward to

watching the children develop their dancing skills.

simone’s message by simone cooke, principal · by kasia rymarczyk teacher kasia has been engaging...

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