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.
To celebrate Reconciliation Week last week, we read some Dreamtime stories; one of them being “The Rainbow Serpent”.
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.
Today in the Beetlebugs room we had lunch in the dining room.
This is a follow up from an observation from Ellis and Ava who were imitating to have a tea party out in the yard one afternoon and were having cake.
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
At Kool Kidz Mill Park keeping our children safe is an important part of being an Educator which is why we had Fire Fighter Aaron visit us to share with the children the dangers of fire and how to respond. When Aaron visited the kinder room, the butterfly children were very excited to join and participate. The children learnt about equipment and become familiar with what Fire Fighters wear and what they do. The children were even asked to count to 10 to see if Aaron can put his Fire Fighter suit on in time- Phew, lucky he did!
They were all prepared to block their ears as they also learnt about smoke detectors, their purpose and the sound it makes if it sensed smoke.
There was plenty of excitement in the room when the children participating in the ‘crawl low under smoke’ as they all had a turn crawling under the ‘get down low’ orange parachute. The children later participated in a colour, cut and match activity sheet and then proceeded outside to see Aarons white fire vehicle and to hear its siren go off.
This experience was a great way to show our young curious children the basic concepts of fire prevention and fire safety such as crawl when you see smoke, stop drop and roll and stay away from items that can cause fire.
Outcome 1: Children have a strong sense of identity
1.1 Children feel safe, secure, and supported
Outcome 2: 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
Outcome 4: Children are confident and involved learners
4.3 Children transfer and adapt what they have learned from one context to another
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, Let’s Pretend, My Five Sense
During National Literacy and Numeracy week, the children in the Caterpillars room engaged in a number of activities including commencing their Buddy Program with the Butterflies children.
The Caterpillars children partnered up with the children in the Butterflies room with a focus of the program on the older children reading/singing and engaging in activities with the Caterpillars children. This program happens each week and provides the children with the opportunity to explore literacy and numeracy with links to creative, fun and stimulating activities in another room.
Activities that the children engaged in and have continued include:
- Weekly singing and reading with the Butterflies children as part of the buddy program.
- Counting in 6 different languages including English, Greek, Indian, Italian, Japanese, and Russian.
- Engaging children in discussions about symbol systems, for example, letters, numbers, time, money and musical notations.
- Creating stories with children using artistic methods such as painting, drawing, and using songs including the frog song in Japanese titled Kaeru no Uta.
- Reading and sharing a range of books with the children.
Numeracy and Literacy week
29th August- 4th September
My name is Michelle Watt, I am the Kindergarten teacher at Kool Kidz Mill Park. I have been teaching Kinder for the last three years, previous to this I have worked in agricultural research, electrical wholesale industry and owned a printing business. On a personal note I am the proud mother of two active teenage boys.
As for my personal philosophy; I believe that all children are capable learners, who learn through playing in a social environment, with many open-ended experiences. I believe that the children need to feel a sense of belong and will learn best in that environment. To achieve a sense of belonging I will work closely with the child and their families to gain an insight into the child’s culture, beliefs and their interests. I will incorporate activities which are familiar to them into the program to make them feel more secure.
As an educator I will provide the structures and support that each child needs to develop physically, cognitively, emotionally and socially. I believe that play-based learning is imperative and I will encourage the children to work together in a collaborative partnership to solve any challenges they face. I will also provide support in the form of scaffolding to assist children in their learning. The educational environment that I intend to provide will be calm and spacious, with a wide variety of open-ended challenging activities which follow the children’s interests. Outside I believe that children should have access to dirt, mud, sand and water to learn about the natural environment.
Families and people who are significant to the child are always welcome; they are the child’s first educators and know their child interests, needs and abilities. I intend to build trusting relationship with all families and will strongly encourage their participation in daily activities.
As an educator I am aware that my learning is never complete, I will always be learning about children and how to teach them effectively. To reflect on my own learning journey I will observe and communicate with the children; recording and reflecting on their interests and knowledge, as well as my own thoughts in my reflective journal. Through analysing these records I will detect gaps in my knowledge and practices and I will be able to build upon them by seeking out courses or assistance from colleagues.
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