This week we celebrated Book Week in the Kinder Room! We asked the children what their favourite books were and if they could explain the plot of the story. This helps the children to develop their memory and recall skills as well as share what they have learned with others.
National Reconciliation Week Painting
National Reconciliation week was initiated in 1996 to provide a special focus for nationwide activities. The week is a time to reflect on achievements so far and the things which must still be done to achieve reconciliation.
On Monday 13th November, the kinder room received their Henny Penny Chicken Hatching Program, which comes with chicken eggs in an incubator for the children to watch hatch.
Throughout the week, the Caterpillar children have gone to visit the chicks in the kinder room. We walked up the stairs in small groups and got to see the eggs in their incubator and the already hatched chicks in their cage. We watched the chicks running around in the cage and discussed their colours (black and yellow) and how many there were (counting).
On Monday 20th November, Anna brought two chicks down to the Caterpillar room for the children to see. The children took turns patting the chicks gently. We spoke about what the chicks eat, their colour, their wings and how they felt. We then sat in a circle and let the chicks walk around. The children showed great interest in seeing the chicks as they watched and listened to their educators. Everyone was very gentle and enjoyed feeling their soft feathers.
Throughout that week, Anna and Samantha, have been bringing one or two chicks down to the Caterpillar room daily for the children to interact with. We continued to discuss their colours and how the chicks felt. As the children got more comfortable around the chicks, we took turns holding the chicks and having them in our laps. It was fantastic to see the children show such great interest and curiosity in the chicks, be very gentle with them, and gain enough confidence in order to be comfortable enough to hold and have the chicks in their lap. Well done Caterpillars!
KBC: My World and the Environment
Outcome: 2 Community
On Wednesday 4th October 2017, some of the Snugglepots children went on their first excursion in our new quad prams.
Our educators, Kylie, Jacki, Jodie and Stacie went with the children to Woolworths to buy the ingredients to make muffins in the afternoon with the rest of their friends. We went with a shopping list which consisted of strawberries, blueberries, baking powder, vanilla essence and some birthday candles.
This was our maiden voyage in the quad prams. The children loved waving to the public as we walked through the shops. A couple of the children pointed out the big trucks that drove past us. The children looked very relaxed sitting in the prams.
Once we returned from our excursion to the centre, the children had lunch with their friends and some had a sleep. Once they were all awake from their afternoon naps, we made our muffins. With the help of our awesome cook Liam, we made strawberry and blueberry muffins. The children sat in the high chairs and around the table and all had a turn of mixing the batter and then mixing the strawberries and blueberries. Some of the children then helped put the patty pans into the tins. Once they were cooked, we got to enjoy the muffins with afternoon tea.
We all enjoyed getting out on our first excursion. Stay tuned for more excursions to come in the Snugglepots room.
Links to the Early Years Frameworks:
Children Have a Strong Sense of Identity
1.1 Children feel safe, secure and supported
Children Are Connected With and Contribute To Their World
2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
Children Are Effective Communicators
5.1 Children interact verbally & non-verbally with others for a range of purposes
This week, the kinder children were busy setting up the new fish tank for our new fish friends in the kinder room!
During the setup, the children developed a range of maths and science skills as they were encouraged to place the yellow and blue small rocks into the fish tank and numerous buckets of water and were asked “How many buckets of water they thought we would need to fill up the tank?” They were excited to hear the sounds the small rocks made when it touched the bottom of the tank without water. We then decided to challenge the children and apply their thinking strategies by asking them to put more rocks in the tank whilst it had water. The children then had to investigate why the rocks made no sound when water was added to the tank. The children engaged in conversations amongst each other, their educators and our special visitor, Julian who kindly donated the fishes. This was a great opportunity to further develop the children’s vocabulary and cognitive skills through identification and discuss comparisons amongst the assorted fishes in the tank.
Having a fish tank in our kinder room will not only provide the children a great introduction on responsibility and ownership of a pet but is a wonderful opportunity for the children to learn about nature, science and living things. We hope to encourage and to teach the children to develop bonds with animals to help children build empathy. Sharing information and teaching our children to care for a small pet can also provide them with the opportunity to learn more about animals and to observe and interact. We also hope to see that the fish tank brings a tranquil and calming experience for the children in our room and provide a real-life example to learn about underwater ecosystems. The children are very excited to name our fish friends in the coming weeks!
Outcome 2: Children are connected with and contribute to their world 2.4 Children become socially responsible and show respect for the environment
Outcome 4: Children are confident and involved learners 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Outcome 5: Children are effective communicators 5.1 Children interact verbally and non-verbally with others for a range of purposes
KBC: The World & The Environment, My Five Senses
Recently the Kindergarten children were visited by 2 special visitors, Professor E. Spearmint and Tingle Toodle. Together with Professor E. Spearmint they shared with the children some key road safety education concepts such as holding hands with an adult before crossing the road, Stop! Look! Listen! Think! before crossing the road and the importance of using car seats or boosters correctly.
Professor E. Spearmint explained to the children that Thingle Toodle was coming to kinder to celebrate his 4th birthday, but he was having trouble remembering how to safely cross the road.
The children laughed and giggled as Professor E. Spearmint taught them how to cross the road by touching elbows and knees, before he remembered that it is always best to hold hands with an adult when crossing the road. The children joined in with great enthusiasm to sing the road safety song ‘Stop! Look! Listen! Think!’
When Professor E. Spearmint was on the phone to Thingle Toodle’s mum, he reminded her that you always need to wear a seat belt in your booster seat.
When Thingle Toodle arrived in the kinder room for his birthday surprise the children were very excited and then cheerfully sang ‘Happy Birthday”. They taught Thingle Toodle how to safely cross the road through the song that had learnt with Professor E. Spearmint.
After the experience, the children reflected on what they had learnt and shared their enjoyment. This is some of the exciting things they had to say:
Macey- “It was really fun. We must remember to hold hands when we cross the road.”
Mia- “It was a bit scary and funny.”
Charlotte- “It was funny and he has a big hand.”
Zahra- “It was funny.”
Anna- “I liked it.”
Levi- “I liked the bear. I want to see him again.”
Olivia- “He was funny when he bumped his head on the window.”
Maria- “I liked it when he was sitting on a cake.”
Jaxen- “Always hold hands when we cross the road.”
Christopher- “He was funny when he hit his head.”
Dhiliana- “Always remember to Look and Listen. I liked how we sang ‘Happy Birthday’.”
Marcus- “He has a big hand and he was funny. We must remember to wear our seatbelt.”
Alexia- “Always Stop, Look Listen and Think. I love how we sang ‘Happy Birthday’ and he was really funny.”
Addison- “I liked it when he picked up the phone and he banged it on his head and said ‘Hello’. That was funny.”
Outcome 2-Children are connected with and contribute to their world
2.1 Children develop a sense of belonging to groups and communities and understanding of the reciprocal rights and responsibilities necessary for active community participation.
Outcome 4: Children are confident and involved learners
4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials
KBC: The World & the Environment
On Tuesday 29th August 2017, Kool Kidz Mill Park hosted the Kidz Morning session at Westfield Plenty Valley where the children made Father’s Day card and Father’s Day Picture Frames.
The children had a blast making master pieces for their father’s, grandfathers and special people in their lives.
Thank you to two of our amazing educators Stacie and Lara who hosted the session and to all of the amazing families in the area that visited us on the day. We hope your children were proud of their hand made gifts and enjoyed Father’s Day on Sunday.
Recently some of our kindergarten children commenced our ‘Pom Pom Rug’.
Threading is a great fun fine motor activity for preschoolers as it encourages good hand-eye co-ordination and control of the muscles of the hand and fingers. The kinder children enjoyed this experience as it allowed them to become creative thinkers, participate in problem solving, persevere on their task and a good understanding of their spatial awareness. This also encouraged the children to think and further develop their maths skills by asking them “How many Pom Pom’s do you think we need to go around the mat”, and “How can we create a colour pattern?”
Threading the wool and needle and then onto the mat was challenging for some, however this task involves bilateral coordination of the children’s hands, and requires their eyes and hands to work together which allowed the children to be involved in challenging, yet fun experience. The children demonstrated persistence and applied her thinking strategies when wrapping the wool around the template continuously with little assistance and remained focused. They understood the concept of colours when choosing their preferred wool without reassurance from an educator. The children interacted well using both verbal and non-verbal language effectively with the educator and their peers and were able to communicate clearly of her needs and shared their accomplishments.
The children are very excited to see the weekly progress on this ongoing project as they will continue to have the opportunity to participate and see the final outcome!
We are hoping the end product will bring a beautiful colourful mat where the children are able to enjoy quiet time independently or in small groups, or simply relax whilst reading a book.
Outcome 1: Children have a strong sense of identity
1.4 Children learn to interact in relation to others with care, empathy and respect
Outcome 3: Children have a strong sense of wellbeing
3.1Children become strong in their social and emotional well-being
Outcome 4: Children are confident and involved learner
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
KBC: Built It, My Five Sense, Letters & Words, Numbers
At Kool Kidz Mill Park, our children get the opportunity to explore many activities to help gain skill and knowledge. This is why this week we implemented a cooking experience with our toddlers in the Honeybees Room. This was a fun and interactive experience that helps to build and improve their language skills and further develop their fine motor skills and hand eye coordination.
The children helped make cupcakes to celebrate our Room Leader’s birthday. Our children took turns to pour the ingredients into the large mixing bowl and mixing all the ingredients together.
This was a wonderful experience to see the children so engaged in what they were doing. The best part was seeing the children’s enjoyment on their faces as they sang happy birthday and then ate what they had created.
SKILLS GAINED BY COOKING EXPERIENCES
CONNECTIONS – Working side-by-side, talking through a recipe, measuring, mixing, pouring; these are all opportunities to connect with the children. Busy hands often lead to stories of the day or pretend stories of the task at hand. Beyond connecting with one another, cooking can connect across these concepts, bundling disciplines together. For example, a “failed” recipe: Did the dish burn? (Understanding time) Did the bread not rise? (Science in action) Were enough scoops of flour added? (Basic math) Was the recipe followed correctly? (Reading foundations) and so on.
COMMUNICATION – Cooking or preparing a meal together takes clear communication in order to succeed. As you read through a recipe or instruct the children on the cooking steps you are both enhancing your communication skills; the children are learning how to communicate instructions based on your modelling and you are learning new ways to explain things so that your children understands. In fact, this give, take, and adaptation is an important life skill for us all to practice, as communication doesn’t end in childhood!
CONFIDENCE – Cooking simple, no-fail recipes with toddlers sets our little ones up for success. By creating something from scratch that they are then able to eat and enjoy builds the confidence to try new things, cooking or otherwise
UNDERSTANDING TIME – Time is a challenging concept for the children to grasp, but each time they experience you setting a timer and waiting for it to alert them when your food is done cooking helps to form an understanding of something very abstract