Transcript Slide 1

Adventures Term 1 Newsletter 2014
A Note from Nerrilee
Adventures - Rated as “Exceeding” against the
National Quality Standards.
On 30 and 31 January 2014, as children and parents started care for the first time, ‘old’ Adventurers returned and staff
were familiarising themselves with the children and new routines, we were also being closely watched and rated against a
prescriptive set of criteria (National Quality Standards – NQS) determined by ACECQA (Australian Children's Education
and Care Quality Authority).
The provision of quality childcare is always our priority. It is essential that all staff understand the regulatory environment
we work in, our mandatory and legislative reporting responsibilities, the current best practice in terms of caring for young
children and the provision of an excellent educational program, which is constantly being reviewed in light of new
research.
I am delighted to officially announce that Adventures staff pulled together during our quality accreditation and rating visit
and have been recognised as “Exceeding” the National Quality Standards. What is truly reassuring, is that we operated
as we would on any other day (minus the butterflies)!
So what does it mean:
The quality standards are both comprehensive and demanding which means that it is often a challenge for services to
“Meet” the standards. Based on figures available in Nov 2013 only 14% of services have received “Exceeding”, 29%
“Meeting” 56% “Working Towards” the NQS.
We are fortunate to have a committed team of exceptional educators and such a supportive parent body to work with to
ultimately make Adventures a great place for young children to grow and learn.
ADVENTURES APPROVED
FOR PENNANT HILLS!!
On Wednesday 12 March 2014 Hornsby Council unanimously approved our development
application to build a brand new Adventures Preschool and Long Day Care at:
23 Bellamy Street, Pennant Hills
www.adventurespreschool.com.au for updates on the new development.
Breaking News
Winners to be announced on Wed 30 April.
Thank you for voting!
Adventures Diary
2nd March – Clean Up Australia Day
17th March - St Patrick’s Day (Wear Green)
21st March – Harmony Day ( Wear Orange)
27th March – Crazy Hair Day (World’s Greatest Shave)
29th March- Earth Hour
Centre Closed
18th April- Good Friday
Friday 18th April
20th April- Easter
st April
Monday
21
st
21 April- Easter Monday
Friday 25th April
th
25 April- ANZAC Day
Monday 9th June
th
th
27 April – Adventures 5 Birthday
6th May – National Asthma Day (Wear PJ’s to School)
11th May – Mother’s Day
9th June – Queens Birthday
Congratulations Rochelle
With her usual grace and composure, Rochelle
has successfully completed her Bachelor of
Teaching graduating on:
Friday 28 March 2014
from the University of New England
National Quality Framework
The objectives of the National Quality Framework are:
• To ensure the safety, health and wellbeing of children
attending education and care services
• To improve the educational and developmental
outcomes for children attending education and care
services
• To promote continuous improvement in the provision
of quality education and care services
• To establish a system of national integration and
shared responsibility between participating jurisdictions
and the Commonwealth in the administration of the
National Quality Framework
• To improve public knowledge, and access to
information, about the quality of education and care
services
• To reduce the regulatory and administrative burden for
education and care services by enabling information to
be shared between participating jurisdictions and the
Commonwealth.
Improvements:
•Staff room upgrade; updating the staffroom to allow the
staff a restful place to have their breaks.
•Gardening with the children, to continue our focus on
sustainability
•Higher Toddler (2-3yrs) ratio. Providing the children
with more staff in the high peaks of the day.
Quality Assurance Rating
The rating system
The National Quality Standard is accompanied by a national quality
rating and assessment process that reflects a national approach to the
assessment and reporting of the quality of education and care services
across the variety of service settings.
The availability of this information promotes transparency and
accountability and will help parents make informed choices regarding
the quality of education and care at a service. Each service will receive
a rating for each quality area and an overall rating. These ratings must
be displayed by the service and will be published on the website of the
new national body, ACECQA, and the MyChild website.
Five rating levels
There are five rating levels within the national quality rating and
assessment process.
Excellent—indicates that a service demonstrates excellence and is
recognised as a sector leader (services who have received Exceeding as
their rating can go for Excellence but will need to pay for this process
to happen).
Exceeds National Quality Standard—indicates that a service is
exceeding the National Quality Standard.
Meets National Quality Standard—indicates that a service is
meeting the National Quality Standard.
Working towards National Quality Standard—indicates that a
service is working towards meeting the National Quality Standard.
Significant improvement required—indicates that a service is
not meeting the National Quality Standard and that the regulator is
working closely with the service to immediately improve its quality (otherwise
the service’s approval to operate will be withdrawn).
What do we mean by ‘positive behaviour’
For young children, learning what is considered
positive or desirable behaviour is complex. The
EYLF Early Years Learning Framework) and the
NQS (National Quality Standards, especially
Quality Areas 1, 4 and 5) suggest that over time
children learn to:
The aim is for children eventually to be able to guide
their behaviour without always relying on adult guidance
or external rewards or punishments- in other words, to
• Regulate their behaviour, become less impulsive
be motivated internally by care and respect for self,
and more thoughtful about action
others and the physical world. This is a lifelong and
• Identify and accept their feelings and express
challenging aim to achieve. It takes a long time, a
them appropriately
lifetime, to learn what positive behaviour is and to act in
• Show respect and concern for others
positive ways. And there are many twists and turns,
• Recognise others’ feelings and respond
confusing directions, obstacles and setbacks along the
appropriately
way.
• Be comfortable with diversity and difference
As adults we fail at times to act within the rules and do
• Identify and understand the kinds of behaviour
what we should do- for example, we drive over the
expected in different contexts and situations- for
speed limit or eat too much!
example, in their family and at preschool
Screen Time
and the implications for children’s health
In today’s society we are increasingly
using electronic media as a means of
communication, education and
recreation.
Social media is fast becoming the main method of
young people keeping in touch. There has been a
rapid increase in the variety of television channels
and the amount of electronic film clips and data being
uploaded and much of the education program is now
run online on computers.
This has led to a rapid increase in the amount of
screen time our children are experiencing. Many
investigators have looked at how this may be
affecting our children and several recommendations
have been made by health authorities about optimal
screen times for differing stages of the developing
brain.
The newborn baby has an immature brain with a very large
number of incompletely developed pathways which go on to
develop full sensory awareness and motor control his or her
body, to intentionally propel and move arms and legs, to
develop an awareness of the body’s position in space, and
determine whether s/he is sitting, standing or walking.
In the first two years of life there is rapid maturation of the
brain and nervous system and strengthening of the muscular
system as the baby learns to move around, walk and talk.
During this time of rapid coding and programming of the
developing brain under the age of two, children should have
no screen time at all. They already have enough new
sensations bombarding their learning centres from the
messages coming from their own bodies, as well as their
surrounding environment and through the voices of those
around them. It is somewhat like a new library sorting out its
filing system and reference manual, so that it can match and
evaluate new experiences.
It is thought that the flickering and constant
verbal noise from television can be quite
unsettling to a young baby. Their eyes are
drawn to the ever-changing bright lights and
they can be seen to stare at the screen in a
non-interactive way.
Increased levels of screen watching can lead to:
•Increased levels of emotional distress
•Anxiety and depression
•Increased levels of obesity
•Sleep disturbances
We must not forget that social media, video games and
From two years of age it is recommended that computer usage are all considered to be screen usage
children should have no more than one to two time and should be included in the calculation of total
hours of television viewing each day. It is
screen time.
becoming more common for children of this
age to be allowed to play with iPads and
It is strongly recommended that television should not be
mobile phones to keep them occupied, but this used in bedrooms or at meal times or homework times.
really constitutes screen time and should be Television viewing in younger children should be cocalculated in the recommended time usage at viewing which offers the opportunity not only to monitor
this age.
what is being viewed, but also provides a discussion
medium for what is viewed.
On commencing school, the use of computers
and television will increase with the curriculum, With the advent of spring and summer, children should
but the recommendation remains that there
be encouraged to play outdoors and to be involved in
should be no more than two hours of
more active play for their general fitness, as well as
recreational screen time, including games,
their balance and coordination.
videos or phone screens per day.
Child Protection Policy
Australia is a signatory to the United Nations Convention
on the Rights of the Child (1989) and many of the
principles within the Convention are embedded within child
protection legislation. Whilst Parents and Educators/Staff
are responsible for the safety and welfare of children in
their care, protecting children and young people from abuse
and neglect is the responsibility of the whole community.
Educators/staff at this Service believe they have a
responsibility to all children attending the Service to defend
their right to care and protection. To support this right, the
Service will follow the procedures covered within this
policy, when dealing with any reportable allegations, to
ensure the protection of all children attending the
Education and Care Service. Approved Providers,
Nominated Supervisors, Educators, and Staff Members are
aware of their responsibilities to respond to every child at
risk of abuse or neglect.
The Service believes it also has a responsibility to its
employees to defend their right to confidentiality unless
allegations against them are substantiated. The Education
and Care Service will ensure all groups affected by this
policy, are aware of the roles and responsibilities that the
Education and Care Service has in relation to Child
Protection.
The Education and Care Service will implement
preventative procedures which protect and educate
Children, Educators, Staff, Parents, and Community
Members.
The Education and Care Service will ensure that all
requirements of Child Protection Legislation are being
met.
Under the Children and Young Persons (Care and
Protection) Act 1998, there are provisions where
Education and Care Service staff, have child protection
concerns about a child/ren. Education and Care Services
play an important role in recognising and reporting child
abuse and neglect, and in promoting the safety, welfare
and wellbeing of children. This legislation states that all
people who hold a management position, or who are
employees delivering Education and Care Services, are
legally obliged to report any reasonable grounds to
suspect that a child is at significant risk of harm.
This means that if you work in an Education and Care
Service you are a mandatory reporter. It also includes
those involved in the management of an Education and
Care Service.
Who is affected by this policy?
• Parents
• Children
• Educators
• Management
• Volunteers
• Students
• Ancillary Staff
• Service Visitors
• General Community
Responsibilities
Education and Care Services Staff
• Report any case where a child is suspected to be at risk of
significant harm to the Child Protection Mandatory Reporters
Helpline on 133 627.
• Promote the safety, welfare and wellbeing of children and
young people at your Service.
• Where concerns of harm do not meet the significant harm
threshold, be aware of referring agencies for families.
• Be aware of the New South Wales Mandatory Reporter
Guide.
• Assist in supporting children and families in partnership with
NSW Government Human Services Community Services and
other government agencies.
It is important to remember that all employees, members of
staff and Educators (and the Approved Provider) are
mandatory reporters for NSW Government Human
Services Community Services. The Education and Care
Service procedure states that reports regarding a child at risk
of significant harm are to be made by the Nominated
Supervisor or Approved Provider. However, if the Nominated
Supervisor or Approved Provider has not made a report to
the Child Protection Hotline, you (Staff Member) continue to
be legally responsible to do so.
It is the responsibility of the person suspecting the risk of
child protection to ensure that a report is made.
Education and Care Services Employer
Ensure that all employees, members of staff or Educators
are:
• Clear about their roles and responsibilities under
current Acts and Regulations.
• Aware of their obligations to immediately report to the
Child Protection Hotline a child that they suspect is at
risk of significant harm, and procedures for reporting.
•Aware of indicators when a child may be at risk of harm
or significant harm.
• Provide training and development for all employees,
members of staff or Educators in the recognition and
reporting of suspected risk of harm.
• Provide reporting procedures and professional
standards for care and protection work generally.
Conduct the Working with Children Check.
• Report to the NSW Ombudsman, any reportable
allegations and convictions made against an employee,
volunteer or student and ensure that they are
investigated by the Head of Agency, with the appropriate
action to be taken in relation to finding.
• Notify the Commission for Children and Young People
details of employees, members of staff or Educators
against whom relevant disciplinary proceedings have been
completed, or of persons whose employment has been
rejected primarily because of a risk identified in
employment screening processes.
• Enable employees, members of staff or Educators
access to Acts, Regulations and procedures where this is
necessary for them to fulfill their obligations.
Other Agencies
In dealing with Child Protection in Education and Care
Services it may be necessary to work with other agencies,
these agencies also have responsibilities – these
responsibilities are;
Child Protection Helpline
• Receive and assess reports of children who are at risk of
significant harm.
• Investigate and assess reports where there is a likelihood of
risk of significant harm to the child or a class of children.
• In cases involving child sexual abuse or serious physical
abuse, plan, conduct and manage, with Police (and NSW
• Health where a medical examination and/or counseling or
support are needed), joint investigation, through Joint
Investigation Response Teams (JIRT).
• Provide, arrange and request care and / or support services
for children and families.
• Informs reporting agencies of the progress and outcomes of
assessments and investigations as permitted by law, and as
appropriate.
Child Wellbeing Unit
To help and identify whether a case meets the new threshold
of risk of significant harm
NSW Ombudsman’s Office
• Monitors the investigation of and in some cases investigates
reportable allegations made against employees in government
and non-government agencies, such as Education and Care
services.
• The Ombudsman must be notified of all allegations of abuse
or neglect of a child by one of the employees.
• For the purposes of the Ombudsman’s legislation an
employee includes someone who is helping out as a volunteer.
The Commission for Children and Young People
• Monitors trends and makes recommendations to
government and non-government agencies on legislation,
policies, practices and services affection young children.
• Provides guidelines relating to employment screening for
child related employment and maintains database of relevant
disciplinary proceedings.
Implementation
Strategies for creating a child protective environment will be
adopted and followed at the Service.
• Employer and employee responsibilities in relation to
reportable allegations are included in staff handbooks.
These
responsibilities are highlighted to new staff members at their
induction. (Refer to information sheet on “Notification of
those involved in Education and Care Services” –in this
policy).
• Staff members will be encouraged to attend training on
child protection.
• Any reportable allegations in respect of a child attending
the Education and Care Service made against the head of
agency or a staff member must be reported to the
Ombudsman Office within 30 days after the day on which
the allegation was made.
Indicators of Abuse
There are many indicators of child abuse and neglect. The
following is a guide only. One indicator on its own may not
imply abuse or neglect. Each indicator needs to be
considered in the context of other indicators and the child’s
circumstances.
General indicators of abuse and neglect
Indicators of Physical Abuse in children
• facial, head and neck bruising
• marked delay between injury and seeking medical
• lacerations and welts
assistance
• explanations are not consistent with injury
• history of injury
• bruising or marks that may show the shape of an object
• the child gives some indication that the injury did not
• bite marks or scratches
occur as stated
• multiple injuries or bruises
• the child tells you someone has hurt him/her
• ingestion of poisonous substances, alcohol or drugs
• the child tells you about someone he/she knows who has • sprains, twists, dislocations
been hurt
• bone fractures
• someone (relative, friend, acquaintance, sibling) tells you • burns and scalds
that the child may have been abused
Indicators of Physical Abuse in parents and caregivers
Indicators of Neglect in children
• direct admissions from parents about fear of hurting their
children
• poor standard of hygiene leading to social isolation
• family history of violence
scavenging or stealing food
• history of their own maltreatment as a child visits for
•longing for adult affection
medical assistance. Indicators of Emotional Abuse in children
• lacking a sense of genuine interaction with others
• feeling of worthlessness about them
acute separation anxiety
• inability to value others
• self comforting behaviors, e.g. rocking, sucking
• lack of trust in people and expectations
• delay in development milestones
• extreme attention seeking behaviors
• untreated physical problems
• other behavioral disorders (disruptiveness, aggressiveness,
bullying)
Indicators of Neglect in parents and caregivers
Indicators of Emotional Abuse in parents and caregivers
• failure to provide adequate food, shelter, clothing, medical • constant criticism, belittling, teasing of a child or ignoring or
attention, hygiene or leaving the child inappropriately
withholding praise and affection
without supervision
• excessive or unreasonable demands
• inability to respond emotionally to the child
• persistent hostility, severe verbal abuse, rejection and
• child abandonment
scapegoating
• depriving or withholding physical contact
• belief that a particular child is bad or “evil”
• failure to provide psychological nurturing
• using inappropriate physical or social isolation as punishment
• treating one child differently to the others
• exposure to domestic violence
Indicators of Sexual Abuse in children
• they describe sexual acts
• direct or indirect disclosures
• age inappropriate behaviour and/or persistent sexual
behaviour
• self destructive behaviour
• regression in development achievements
• child being in contact with a suspected or know
perpetrator of sexual assault
• bleeding from the vagina or anus
• injuries such as tears to the genitalia
Indicators of Sexual Abuse in parents, caregivers of anyone
else associated with the child
• exposing the child to sexual behaviours of others
• suspected of or charged with child sexual abuse
• inappropriate jealousy regarding age appropriate
development of independence from the family
• coercing the child to engage in sexual behaviour with
other
children
• verbal threats of sexual abuse
• exposing the child to pornography
Indicators of Domestic Violence in children
• show aggressive behaviour
• develop phobias & insomnia
• experience anxiety
• show systems of depression
• have diminished self esteem
• demonstrate poor academic performance and problem
solving skills
• have reduced social competence skills including low
levels of empathy
• show emotional distress
• have physical complaints.
Congratulations to:
The Moujalli Family on the
birth of their beautiful baby
girl April.
The Peacock Family on the
birth of their beautiful baby
boy Miller.
The Praveen Family on the
birth of their beautiful baby
girl Samara.
The Kyprianou Family on
the birth of their beautiful
baby boy Saxon.
Goodbye, Good Luck and Welcome
Kate has been a joy to work with and an inspiration to children,
families and staff. We miss her dearly and wish her & Jimmy all
the best in their new endeavours.
Thank you to Laura and Rochelle for stepping in to lead the two
preschool groups and Sofia for taking up the challenge to lead the
Explorers.
Welcome to Melissa who has joined the Discoverers’ Room (Mon,
Tues and Wed) and thanks to Tessa for agreeing to increase her
days to include Mon, Tues, Thurs and Fri).
Professional Development
Laura will be spending time with the Discoverers in April to
complete a practical component of her degree.
Kayla will be off site in April for three weeks to complete a practical
component of her teaching degree
Laura and Nerrilee - Young Learners Congress - Technology and EC.
Hellen - NSW Health Munch and Move
Kayla – Team Leadership
Jess – Hills Directors Network Meeting
Nerrilee, Laura, Jess and Kayla – KidsMatter Intro and overview
Sofia, Jess M, Jenna,& Lana – Diploma Children’s Services
Daniel & Tessa – Certificate III Children’s Services
Whole Team – Customer Service
Whole Team – Identifying and Responding to Bullying
Whole Team – Teaching Protective Behaviours
Whole Team – Teaching Strategies
A message from Munch
& Move
First Foods
Introduce smooth, soft food first and then
progress to a broader variety of food
textures. The first solid food offered to
baby in small amounts (one or two
teaspoons) is usually iron-fortified infant
cereal because it is smooth, easy to digest
and easy to mix with breast milk, infant
formula or cooled boiled water to produce
a sloppy consistency.
Other suitable first foods include:
•Soft cooked and smooth pureed (finelymashed) vegetables e.g. pumpkin, sweet
potato, potato
•Soft cooked and smooth pureed fruits
(e.g. pureed, stewed apples or pears
•Well-cooked, pureed lean red meat.
Gradually change the texture of food
between six to 12 months of age to help
babies develop their eating skills. By about
eight months of age, most babies will be
able to handle mashed foods with soft
lumps and soft finger foods.
Community Involvement
The children, families and our service do not exist in isolation. We are all part of a much wider
community. In most communities, the service is one of a range of services that support families with
children. When nominated supervisors, educators and co-ordinators develop links, share information,
and work in collaboration with other community organisations they are better able to achieve the best
outcomes for children and families using the service.
The community events, and services that we have celebrated, raised awareness for and used this past
term are include; Chinese New Year, Australia Day, Harmony Day, Crazy Hair Day, St Patrick’s
Day and Valentines Day!
Discoverers’ News
First term is busy with our main goal being to settle the
children in and assisting them to develop a sense of belonging
within the room and ensuring that they have established a
trusting relationship with one or more educators. It has been
wonderful watching the children familiarise themselves with
their new surroundings. Exploring new toys and being involved
in new experiences that have allowed them to feel safe and
secure whilst at Adventures.
It has also been an important time to build trusting and
respectful relationships with our new families, which has been
a positive experience. The children and families have adjusted
well to this transition and it is wonderful to see the children
now happily settled.
Learning Outcome 1- Children feel safe, secure and supported
EYLF Principle- Secure, respectful and reciprocal relationships;
Partnerships
We celebrated Australia Day in January with the children creating their own Australian
coloured group paintings with a variety of Aboriginal and Torres Strait Islander and
Australian colours. We danced and sang to different Australian songs the children enjoyed
using the ribbons to explore different movements they can make. We also celebrated
Chinese New Year exploring different types of music, food and painting with traditional
Chinese colours.
Learning Outcome 2- Children are connected with and contribute to their world (DEEWR, 2009;
p.25).
EYLF Practices- Intentional Teaching; Learning Environments; Holistic Approaches;
Responsiveness to children; Cultural Competence., (DEEWR, 2009; p.14-16;).
EYLF Principle- Respect for Diversity., (DEEWR, 2009, p.13).
The children have been interested in a lot of sensory experiences over the last two
months. This sensory play includes, messy play (finger painting, play dough) , sounds,
sight (using mirrors and flashing toys) and also touch through the use of small sensory
pillows.
When engaging in play such as this the children are developing a range of scientific skills
and processes such as, inquiry, researching and investigating. While doing this they are
developing strong dispositions for learning such as curiosity and enthusiasm.
Play provides a supportive environment where children can engage in critical thinking
and problem solving and can expand their thinking and their desire to know and learn.
As educators it is our role to use spontaneous teachable moments to scaffold learning
and build on their existing knowledge and skills which will enhance their learning.
Learning Outcome 4- Children develop a range of skills such as investigation,
hypothesising and inquiry. (DEEWR, 2009, p. 35).
EYLF Practice- Responsiveness to children; Intentional teaching; Learning through play;
Holistic approaches. (DEEWR, 2009; p.14-16;).
One of our main focuses this term has been sustainability practices. We have
introduced our new garden which is beginning to look well established full of colour
and vibrancy. Thank you to the families who have brought in a plant for their child.
Sustainability is an important part of our everyday practice. The children thoroughly
enjoy watering our garden and watching as they change and grow each week. The
children have also showed us their creativity and the different ways they can
incorporate recycled resources into their play. We have seen old paint buckets being
used as drums and hats, boxes used to build towers and to sit in as a row boat! How
Creative! Using materials such as these introduces novelty and provokes interest
allowing opportunities to develop abstract thinking. It also promotes the children’s
development in understanding their own and societies responsibilities in caring for the
environment.
Learning Outcome 2- Children are connected with and contribute to their world; EYLF
Practices- Intentional Teaching; Learning Environments .,(DEEWR, 2009,p.25; p.1416;).
We will also be having a few staff changes over the next few weeks. As
Hellen will be moving over to the toddler room Tess will now be working two
more days on Thursday and Fridays and we will be welcoming Melissa to our
team on a Monday, Tuesday and Wednesday.
A few Housekeeping Notes:
•Label EVERYTHING! Including bottle lids and dummies.
•Ensure sunscreen is applied upon arrival. We will reapply in the afternoon.
•Remember to fill out the daily routine sheet upon arrival.
Events in the Discoverer’s Room:
•Harmony Day
•St. Patricks Day
•Easter Celebrations
Kayla, Jessica, Hellen, Tessa, Jenna & Melissa
Explorers’ News
The Explorer’s have been constantly surprising educators with their fast forming friendships
across the different ages in the room. The children have been building trusting new
relationships and maintaining old ones with educators and their peers (L/O 1 P21).
They are playful and respond positively to others which has allowed them to build on their own
social experiences and explore other ways of being (L/O 2 P26). Throughout this year the
children have increasingly demonstrated a sense of belonging and comfort in the Explorer’s
Room. This has been made evident in their building confidence to approach new experiences
and challenge as well as the growing ability to initiate play with each other as well as
conversations with trusted educators (L/O 1 P21 &L/O 2 P26).
We have had a very enthusiastic response from the children as we celebrated Australia Day
and Chinese New Year. We talked together about what each of the children would be doing
individually with their family to celebrate these holidays. Educators stimulated discussion using
a story board depicting the first fleet travelling from England and landing in Sydney Cove. This
allowed the children to ask questions and challenge concepts of why we celebrate Australia
Day.
It also lead to discussion of Indigenous Australian Culture and respecting Aboriginal people as
the original custodians of our land. We looked at the different clans and where in Australia they
were situated. We talked about the Dharug people in our area and some of the different
traditional aspects of their culture including story telling through cave drawings, the roles of
different members of the community having the men hunt animals and the women gather food
as well as some of the musical instruments they used.
Chinese New Year was a relatively new concept for most of the children, we talked about the different
animals in the Chinese Zodiac and that 2014 will be the year of the horse. We discussed the different
gifts exchanged on this holiday and read different books which depicted the different elements involved
in the celebration. The children were very excited to look on as the Chinese Lion danced for the older
Investigators and Navigators.
Our garden is beginning to blossom! Thank you to all the families for bringing in some beautiful plants.
Our garden bed is quite large, so there is still room for more plants. The children have shown
enthusiasm and passion for gardening which is reflected in the continual care of the plants on a daily
basis. The Explorer’s have assisted in watering their plants and feeding the worms food scraps from
morning and afternoon tea so they produce worm juice to place on the garden to help the plants grow.
This Gardening project is teaching the children to become responsible, to show respect and care for the
natural environment (L/O 2, pg. 29).
Sofia, Kylie, Lana, Hellen & Daniel
Investigators’ News
This year has started off well with the children settling into the
new preschool room and routine with ease. This transition from
the Explorers to the Investigators has been an easy transition
due to the fact that all the children have transitioned as a group
(EYLF Practice Continuity of Transitions). Each child has
established and maintained respectful, trusting relationships
with other children and their trusted educators (EYLF Outcome
1, pg. 21). It is through these relationships that each child has
demonstrated a sense of belonging to the preschool group
enabling them to feel confident in their surroundings to
communicate their needs for comfort and assistance.
Our Beautiful Garden
At the beginning of the year the garden had some new additions with some new garden
beds. This sparked various conversations between the children about what they are and their
use. Each child and their family had the opportunity to bring in a seedling, herb or small
established plant for the garden. It was fantastic to see the family contribution and active
participation of families helping to plant the seedling with their child. This experience
allowed each individual child to feel a sense of ownership and responsibility in regards to
looking after and watering their plant. The ‘child’s voice’ (Adventures’ Philosophy) allowed
the children to express what they would like to plant and to share in the garden.
Sustainability was another embedded practice that allowed each child to learn how we
recycle and reuse materials to help our environment. The sustainability cycle included the
children saving the food scraps for the worms that broke the matter down in worm juice.
This juice was then added to the water can to be placed on the garden for the plants to grow.
Some children noticed how much the plants grew over time once we started using the worm
juice.
On a daily basis, the children used both the hose and watering can with
assistance to water the plants with the aid of the sun to help them to grow.
In terms of the garden and outdoor environment, we have been lucky
enough to have Sharon, Jacquie’s mum, bring in a butterfly in its cocoon
(pupa). Sharon spoke to the children about the cocoon and how it would
transform into a beautiful butterfly. The cocoon stayed outside for some
time and it had a very special name ‘Pupa’ once it turned into a butterfly it
was then named “Sharon” as we realised it was a girl. This intentional
teaching experience exposed the children to the understanding of living
things and the life cycle of a butterfly (EYLF Outcome 2, pg. 29 & EYLF
Practice Intentional Teaching). This exposed children to a great
understanding and growing appreciation and care for natural and
constructed environments.
Cultural Celebrations
During the month of January we celebrated Australia Day and its cultural
meaning and why we celebrate it. The learning environment and helped to
teach the children about Australia Day in a non-tokenistic way. As
educators we researched the Aboriginal community that surrounds the
preschool. We learnt that the tribe is called the ‘Dharug Tribe’ we
researched some key elements which made up their culture. We learnt that
they did drawings in caves so we asked families to bring in old shoe boxes
so the children could pretend that they were painting in their own cave. We
also did some more research on the IPad in regards to the Dharug Tribe.
We also learnt the various role of the men and women as well as various
other customs. On Australia Day we also celebrated by exploring native
Australian animals as well as eating various traditional Australian foods
such as Lamingtons, Pavlova, and ANZAC Biscuits.
Another cultural celebration that we celebrated close after
Australia Day was Chinese New Year. Nicola – Rebecca and
Anthony’s mum arranged for a Chinese Lion performance.
Leading up to the performance we exposed to children to the
Chinese culture through watching the Lion Dance on the IPad
and Television. The children commented on the various
bright colours of the Lion, how noisy it would be and how the
lion moved around. The Investigators especially loved
watching the Lion eating the shredded lettuce and how the
Lion spat out lollies at the end of the performance. It was a
bit of a jumpy experience as the Lion came close to us sitting
on the stairs. After the performance, the children were able to
ask lots of questions and to explore more about how the
people make the Lion move. (EYLF Practice: Cultural
Competence)
Frankie the Lizard
The Investigators are all so excited about the new class pet
that has arrived. Billie’s Bearded Lizard - Frankie - will have
his permanent home in the Preschool room. Over the coming
week Billie will be speaking to the children about Frankie
and what we need to do to look after her. The Investigators
and Navigators will have the opportunity to feed and bath
Frankie on a regular basis. Please feel free to visit Frankie
and to make her feel welcome.
News Time
The Investigators will be involved
in New Times during the day. You
should have all received an email
with a schedule for your child’s
designated news day. On News
day your child could bring in a
family photo, a photo from a
holiday, something sentimental, a
book, or a drawing. We look
forward to seeing what your child
brings in to tell us about. (EYLF
Outcome 5: Children engage in
enjoyable interactions using
verbal and non-verbal language)
Goals for the Investigators
Over the next few weeks we will be focusing on the following:
•Self Help Skills
•Encouraging children to use their words
•Introduction to colours, shapes and numbers
•Opportunities for children to have a go at being leader
•Increase children’s concentration during group time
•Exposing children to a range of interesting and exciting projects
Rochelle, Janine and Mary
Navigators’ News
The Adventures Garden.
What a busy few months we’ve had! We started the year
with a bang when we introduced our new Adventures
Garden. The children and their families were asked to
bring in a plant, flower, herb, fruit, or vegetable of their
choice to plant in our garden. It has been enjoyable to
observe the children as they have taken responsibility for
their plants, remembering that we need to give them water
every day. We have also made use of our ‘worm juice’
from our worm farm. The children have spread the juice
over our garden and we have already seen a huge
difference in the growth of our plants.
This project has opened a huge can of worms (pardon the
pun), as it has led an interest in all types of living things in
our outdoor environment. Jacquie’s mum, Sharon, kindly
brought in a butterfly pupa, which was about to transition
into a butterfly. We watched as the butterfly emerged and
we set it free into the environment. We also watched with
anticipation as we saw our pineapples beginning to ripen.
Unfortunately, two of our pineapples were eaten by a
cheeky possum, however we thoroughly enjoyed testing
out our remaining pineapple during afternoon tea. The
children also became fascinated with bugs as we were
finding more and more creatures in our outdoor area. We
had some great input from Thomas’ mum, Natalie, who
recommended some wonderful video clips for us to watch,
Outcome 2: The children are connected and contribute to
their world.
Outcome 3: The children recognise the contributions they
make to shared projects and experiences.
Outcome 4: The children are confident and involved
learners.
Principles: Partnerships with families
Practices: Learning environments.
Friendships.
It has been wonderful to observe the relationships that have
been formed. The children have made new friendships, and
have also rekindled friendships from last year. This has
contributed immensely to the children’s sense of belonging
in the Navigators/Investigators room.
Outcome 1: The children establish and maintain respectful,
trusting relationships with other children and educators.
Chinese New Year.
This year we had a special treat to celebrate Chinese New
Year. Rebecca and Anthony’s mum, Nicola, arranged for a
Chinese Lion to come into our centre and do some dancing.
As well as learning about the Chinese culture, we also had
the opportunity to practice our musical talents, playing the
drums and symbols that the dance group had brought with
them.
Outcome 2: The children are exploring the diversity of
culture, heritage, background, and tradition.
Frankie the Lizard.
We are very excited to announce that Billie’s Bearded
Dragon lizard Frankie has moved into our room. The
children are familiar with Frankie as she has visited
Adventures many times. Frankie eats lots of healthy
foods and enjoys a warm bath every so often. This will
further develop the children’s sense of responsibility, as
they will be involved in caring for Frankie on a daily
basis.
Outcome 2: The children explore relationships with
other living and non-living things.
Pre-lit and CCK.
Over the next few months the children will be taking
part in our Pre-Lit and Cool Calm Kids programs. Our
pre-literacy program will assist the children in
developing skills that they will need when they start
school. Our Cool Calm Kids program has been
designed
to encourage the children to discuss their feelings, and
will help them to learn how to channel those feelings in
a positive way.
Outcome 4: Children are confident and involved