Reddam House Early Learning School Newsletter Volume 1 Issue 32 Friday the 1st of November 2013 Page 1

IN THIS ISSUE :

Virginia’s Message

Dates for your Diary

News From the Rooms

Mighty Mites

Dancearama

Volume 1 Issue 32

What is Real and What is Pretend? Celebrating All Hallows' Eve During the last few weeks the children with the support of their teachers have had the opportunity to explore what is real and what is pretend. They have been to the Opera House to watch Theo be brave, hypothesised whether the lobster is real or fake and acted out Room on the Broom (a story about a witch and her friends).

Being able to dress up, act out and talk about things that are real and things that are pretend, supports the children in understanding how to make sense of their world, developing confidence in expressing themselves and being brave. This week in the ELS we created a playful, fun supported opportunity to explore Hallowe’en.

Thank you to families for supporting our fun, and thank you to our wonderful administrative staff who joined us in our celebrations.

I am especially proud of the children who demonstrated their understanding that: Hallowe’en treats are a sometimes food and what is real and what is pretend. Brooke: “And you know what mummy Virginia’s clothes and shoes were there but she wasn’t, there was just a black cat and a mouse! But she was just tricking us!”

A Little About Hallowe’en All Hallows' Eve falls on 31st October each year, and is the day before All Hallows' Day, also known as All Saints' Day in the Christian calendar. The Church traditionally held a vigil on All Hallows' Eve for those saints who did not have a dedicated day of worship; worshippers would prepare themselves with prayers and fasting prior to the feast day itself.

Typical festive Hallowe’en activities include trick-or-treating (or the related "guising" or "trunk-or-treating"), attending costume parties, decorating, carving pumpkins into jack-o'-lanterns, lighting bonfires, apple bobbing, visiting haunted attractions and playing pranks.

The introduction of artefacts and symbols associated with Hallowe’en have formed over time. Jack-o'-lanterns are traditionally carried on All Hallows' Eve in order to frighten evil spirits. In Ireland and Scotland, the turnip has traditionally been carved during Halloween, but immigrants to North America used the native pumpkin. The American tradition of carving pumpkins began in 1837.

Trick or treating is a customary celebration for children on Hallowe’en. Children go in costume from house to house, asking for treats such as candy or sometimes money, with the question, "Trick or treat?"

In Scotland and Ireland, guising, children disguised in costume going from door to door for food or coins, is a traditional Halloween custom. Masqueraders in disguise would carry lanterns made out of scooped out turnips, visit homes to be rewarded with cakes, fruit and money.

Either way, what we can be sure of is that the modern celebration of Hallowe'en is a complicated mix of evolved (and evolving) traditions and influences.

Trick or treat?

Virginia Aghan

Head of Early Learning

 

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Friday, 6th December Term 4 ends Monday, 9th December Vacation Care commences Friday, 13th December Vacation Care ends Monday, 13th January Vacation Care commences Friday, 24th January Vacation Care ends Monday, 27th January School Closed - Australia Day

Page 1 Virginia’s Message

Page 2 Dates for your Diary/ End of year Celebration

Page 3 Stage 1: Digital Media and Children’s Learning

Page 4 Stage 1: Photo Gallery

Page 5 Stage 2a: Our Families

Page 6 Stage 2a: Photo Gallery

Page 7 Stage 2b: Social Interactions

Page 8 Stage 2b: Photo Gallery

Page 9 Stage 3: Hallowe’en

Page 10 Stage 3: Photo Gallery

Page 11 Stage 3: Photo Gallery Continued...

Page 12 Stage 4: Real or Fake?

Page 13 Stage 4: Photo Gallery

Page 14 Edible Magic

Page 15 Mighty Mites

Page 16 Dancearama

Contents Dates for your Diary

 

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Stage 1: Digital Media and Children’s Learning

During the week the children used digital media to stimulate their learning. We looked at colours and patterns of zebras and giraffes. The children also watched videos of the movement patterns of these animals and pasted patterns on paper resembling the animal markings. Children are Confident and Involved Learners Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

This is evident, for example when the children:

Explore the purpose and function of a range of tools, media, sounds and graphics.

Manipulate resources to investigate, take apart, assemble, invent, construct and experiment with different technologies.

Use information and communication technologies (ICT) to investigate and problem solve. Explore ideas and theories using imagination, creativity and

play. Belonging, Being and Becoming The Early Years Learning Framework for Australia (2009) Book of The Week Our book of the week is Too Many Elephants in this House. In Eric's house there were too many elephants in the living room, in the kitchen, in the bathroom, even in his bedroom! The elephants take up a lot of space, but Eric loves every one of them. So when his mum says they have to go, Eric comes up with a clever solution to a very BIG problem... Written by Ursula Dubosarsky, the author of The Terrible Plop, this is a delightfully energetic story, full of fun, exuberance and elephants! Welcome We would like to welcome William Harpur and his family to the Thursday/Friday group. The children have made William feel very welcome. The Stage 1 Team, Petra Wright, Monika Ranjitkar, Tori Gordon and Karla Cabezas

 

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 Stage 1: Photo Gallery

 

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The children have loved watching our family tree grow. Many have shown great interest in not only their own families but also their friends and we have loved listening to some of the funny conversations that have occurred around the tree. The children are quick to tell their friends who took the photo (often there is only one parent in the photo) or where their siblings may be. Some even want to include the family pets. We still have some leaves that would love to have a story on them if you have not brought in a photo. Developing an Awareness for Others In the Early Years Learning Framework, it talks about the transition for children of Belonging, Being and Becoming as they learn about themselves and construct their own identity. In Outcome 1, ‘becoming’ includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency, as well as guidance, care and teaching by families and educators shape children’s experiences of becoming. In Stage 2a, we are continually working on the children’s ability to recognize and develop an understanding of how others may feel. We encourage the children to reflect on their own actions and the consequences for others with the goal that this will lead them to naturally express concern for others and develop empathy. It is not just about saying “sorry”, it is about seeing if there is anything you can do to help another person. We asked the question- “What would you do if a friend is hurt?” Ruby - “Cuddle them” Claudia - “Kiss them” Logan - “Gentle hands” Georgia - “Sing a nice song” Micah - “Say sorry” Bronte - “Give them a kiss” Chloe - “Give them huggy and kissy” Lilly-Bee - “Blow kisses” Josephine - “Cuddle and blow kiss” Christoph - “Hug” Lilly - “I will make her feel better”. Hallowe’en Celebrations The children were very excited at the thought of a Hallowe’en party. They helped to set up the room and cooked cakes for decorating. The favourite topic of discussion was what they were dressing up as. Bianca - “I want to dress up as Minnie Mouse with a witch hat.” Callum - “I scary pirate and Max will too” Charlie - “A spider man” Logan - “As a magician” Noa - “Rapunzel” Coco - “A purple princess” Claudia - “Bee” Bronte - “I want to dress-up like a witch.” Tico - “Murray from the Wiggles” or a “Zombie doctor” Ruby - “Angelina, Ballerina, Cinderella” Stay tuned for next week’s newsletter when we reveal their Halloween fun! The Stage 2a Team, Daniella Gosty and Polina Rodov

Stage 2a: Our Families

 

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 Stage 2a: Photo Gallery

 

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According to the Early Years Learning Framework (2009) children have a strong sense of identity and they will learn to interact in relation to others with care, empathy and respect.

In Stage 2b class this is evident when the children show interest in their peers, express concern for others when they take part in a group and when they engage in and contribute to shared play.

During the year, one of our main focuses was to encourage the children to play together, share toys and space and of respect each other. Children were provided with a range of games and activities that enhanced and promoted social interaction within the group.

As the year progresses the children are less frustrated in their communication efforts with their teachers and peers, they are starting to identify their friends, their preferences and have a greater understanding of turn taking.

Halloween Party To celebrate the Hallowe’en this year, Stage 2b decorated the classroom with spider webs, pumpkins and ghosts. The children and staff members wore dress-ups to school and we went Trick or Treating around Reddam! We danced to the Skeleton Dance and made spiders with black play dough and pipe cleaners. Boooooooo!

Congratulations to Zara Ashley! Last week on Friday 25th October Zara Ashley became a big sister to Jacob Ryan Ashley. Zara came to school on Monday telling all of her friends in the group time that she’s now got a baby brother at home and he cries when he is hungry!

Meal Times As the children are getting older and more capable we have introduced new tasks and responsibilities. Since the beginning of Term 4, during lunchtime the children are responsible for managing their own lunch boxes. The teacher will offer some help, for example, to open a container or a package, however it is preferable that the children accomplish these tasks by themselves. To assist us in this process we ask that you pack a lunch that supports the children in being independent for example: considering if they will need a fork or spoon, are they able to open the container or package, what kind of container you are using (please do not use plastic bags or plastic wrap). The children will also be packing away the contents of their lunch box. It may not look pretty but you will know that the children have done it themselves and it is a reason to be very proud! Stage 2b Team, Tatiana Botrel, Christina Mandalidis and Yana Bekman

Stage 2b: Social Interactions

 

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 Stage 2b: Photo Gallery

 

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Hallowe’en is full of fun, costumes and goodies, but why do we celebrate this festival? There are many theories as to where or why this festival originated, but the most common theory is that Hallowe’en originated from the Celts in Europe, around 2000 years ago. They thought that ghosts would visit on October 31st so they all dressed up like ghosts so the spirits would not harm them. During the Middle Ages the festival became a Christian celebration where the dead were celebrated. It was known as either All Saints Day or All Hallow’s Day. The day before, October 31st, is All Hallow’s Eve, or Hallowe’en for short. Hallowe’en is an old tradition in Ireland and Scotland. In these countries, people dressed up and carried lanterns made of turnips. When people moved from Ireland and Scotland to the United States, they started using pumpkins. This is where the Jack-O’-Lantern comes from. They also had a tradition of giving food to the spirits. Later, they gave the food to poor people. This is where trick-or-treating comes from. Halloween has changed a lot since its origins. New people have brought new traditions, and changed the old ones. And oh my goodness, what a fun filled few days we have had in the Stage 3 classroom celebrating this fun festival. On Wednesday and Thursday the children arrived at school slightly cautious but filled with excitement to see how the classroom had transformed into a spooky, haunted Hallowe’en classroom. There were bats, skeletons, spiders, ghosts, and even pumpkins hiding all around the room. Most of the children (and parents) entered the classroom a little apprehensive but they soon warmed up and became engrossed with the excitement and fun activities on offer to them. For weeks leading up to Hallowe’en the children had been discussing what they would dress up as and how they would scare all of their friends. Many times during group experiences the children would bring up the topic of fear or being afraid of certain things. Hallowe’en is always a great time of the year to speak with the children about what it means to be afraid. The children were all able share what they were most fearful of in a safe and secure setting and were offered reassurance about some of their fears be it spiders or the dark. We were also able to establish that we do not need to be afraid of monsters or zombies as they are not real, they are only pretend characters that are made for books and movies. One of the children’s favourite Hallowe’en activities was Trick or Treating. The children had a great time quietly walking around the offices downstairs then shouting: “Trick or Treat” in the hope of scaring the people who were working there. While trick or treating the children filled their special bags with lots of wonderful Hallowe’en goodies. We were also very surprised when we went to scare Virginia…. Her dress and shoes were there but her body was not! The children figured that she must turn into a mouse for Hallowe’en and then after Hallowe’en she turns back into a person. We would like to thank Olivia (Angus’s mum), Neva (Vincent’s mum) and Lily (Leila’s mum) who all very kindly gave up their time to come into the classroom to do some wonderful Hallowe’en craft with the children. Finally, a huge thank you goes out to Kirk Marcolina (a dad from Kindergarten) who very kindly gave up his time on both Wednesday and Thursday to come into the classroom to show the children how to carve a pumpkin. The children were captivated as they watched Kirk use his very sharp knife to cut the off the top of the pumpkin. Then they each had a turn at pulling out the ‘guts’ of the pumpkin. Some of the children remarked on how it felt, Zara said it felt juicy, Ava B.S. said it felt soft, Riley said it felt cold and Max said it smelt sour. Teddy also decided that we should call one of the pumpkins Percy and the other, Peppy. The children enjoyed watching as Kirk cut out the pumpkins eyes, nose and mouth and became very excited when he lit a candle and placed it inside the pumpkin, lighting up the Jack-O’-Lantern. During group time the children read a book called Funny Bones by Janet & Allan Ahlberg about a big skeleton, a little skeleton and a dog skeleton. Zac and Ava K also shared some very delicious Halloween treats with their friends. Stage 3 Team, Anita Martin, Neda Kazemikhoo and Melanie Elderton

Stage 3: Hallowe’en

 

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 Stage 3 : Photo Gallery

 

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 Stage 3: Photo Gallery Continued...

 

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In Stage 4 there was dialogue amongst the children in relation to a lobster provocation that was placed on display. Real or fake? You decide…” Kingsley – “It feels real. It’s really real.” Naomi – “I am too scared, it is really real. I think it is fake it doesn’t feel real. I actually think it’s real because it pinched me. It pinched my whole hand.” Kingsley – “It didn’t pinch me when I touched it’s tail.” Jacob – “When you look at the bottom it is ginormous.” Allie – “It bit you?” Naomi – “In real life it bit me.” Gaby – “Did it hurt?” Kayla – “It’s really real because it bit me.” Kingsley – “It hurt my hand as well.” Naomi – “It is real.” Kingsley – “I saw it’s eye.” Jacob – “No don’t touch it, stay back.” Naomi – “I know how it pinched me with it’s big claws.” Jacob – “Lobsters can eat you up.” Naomi – “I just saw he moved.” Isabelle – “It didn’t close it’s hand so it is fake.” Allie – “It bit Naomi, so it’s real.” Naomi – “It is a real sea creature. I think it is actually real. Do you believe me?” Kingsley – “I believe you.” Naomi – “He actually tried to eat my scratch.” Jacob – “It’s fake, fake. Fake, fake. fake.” Allie – “It’s real.” Jacob – “It didn’t even bite me. Fake, fake, fake.” Kingsley – “It really is not fake.” Naomi – “I need a bandage. It really, really need a bandage because he bit me.” George – “It’s fake.” Kingsley – “If the teacher touches it all the kids will believe it is real.” James – “Fake!” Jacob - “At the beginning you said fake.” (Points to Naomi) Naomi – “See James it is real.” Jacob – “George is it real?” George – “No.” Jacob – “Three people say it is not real and three people say it is real.” George – “Not real, fake.” Gaby – “Five people say it’s real.” George – “I don’t need a bandage.” Naomi – “I do. It really did bite me.” Naomi – “Maybe he doesn’t like girls.” George – “Maybe he likes boys.” Naomi – “In real life it bit me.” Kinsley – “I felt it was real.” George – “It was fake.” Kingsley – “I really feel it’s real, they don’t believe me.” Jacob – “Maybe they don’t like us touching it.” Naomi – “It is real, Gaby?” Gaby – “Fake. ” Jacob – “Five people say fake.” Gaby – “I will touch it again.” Gaby – “I think it’s fake.” Kingsley – “It actually is fake.” Naomi – “It is real.” Jacob – “Something is happening to it, it is getting bigger. At the top it is getting bigger.” Naomi – “Something weird happened.” Allie – “It’s going to bite me. The lobster bit me in the middle of my hand. I need a bandage.” Naomi – “Now it just bit my nose off.” Kayla – “It is real.” Naomi – “Did it bite you?” Kayla – “No.” Gaby – “Put your hand up if you think it is fake.” (Counts...1, 2, 3, 4) Kingsley – “That lobster is real.” George – “He bit me.” The excitement, curiosity, turn taking and engagement is evident in the dialogue recorded. We decided to add a friend for the lobster, the children had to choose one of five other sea creatures. After a democratic voting process, the pink crab joined the lobster in it’s glass bowl.

Stage 4 Team, Deanne Jacobs, Debbie Zerbst, Cheryl Freeman, Deanne and Kelly Nance

Stage 4: Real or Fake

 

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 Stage 4: Photo Gallery

 

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Edible Magic: Same but Different...

The 'food holiday' continues and the children and I are heading to the Mediterranean for a hybrid version of a much loved classic, hummus. The humble hummus is made less so with the addition of fresh basil (a personal favourite) and the use of white beans instead of chickpeas. Apart from utilizing the bounty of our ripe spring garden, this recipe allows us to explore the notion of being inspired by others. This week I witnessed a child marvelling at the artistic efforts of another. So much so that they attempted to recreate the other child's drawing. The result was a wonderful nod to the idea of same but different. In the kitchen we are constantly evolving our tastes and skills, now we have the courage to recreate in our own way. Corby-Sue & Co. Edible Magic White Bean and Basil Hummus with Crunchy Carrot Sticks Preparation/Cooking Time: 15 minutes Servings: 8 Skill Level: Easy

INGREDIENTS:

2 x tinned organic cannellini beans (400g), drained and rinsed 2 tablespoons of organic tahini 2 tablespoons of olive oil 1 lemon, juice only 2-3 garlic cloves 8-10 basil leaves, finely sliced 1 tablespoon of ground cumin 1 teaspoon of sumac, for garnish salt and pepper 1/3 of a cup of warm water (if needed) carrot sticks for dipping METHOD: 1. In a food processor, put in all ingredients (except for the finely sliced basil, salt and pepper). 2. Pulse for 1-2 minutes, until blended smooth. Pour in water, if needed, and continue to pulse

for creamier texture. 3. Fold in finely sliced basil. Add salt and pepper to taste. 4. Decant into serving bowl. Generously top with Table of Plenty Pistachio Dukkah. Add assorted crackers and bread sticks to platter.  

 

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This week in Mighty Mites… The Stage 2’s: Focused on their ball skills through a game of pyramid ball catches and throws (an irregular

shaped ball with an irregular bounce). Continued their discovery of the organs; today we discussed the brain and it’s very important

functions. Spoke about another delicious snack that Mighty Mite loves, grapes! They give him lots of energy, quench his thirst and are healthy for his body! The Stage 3’s: Developed their catching and throwing skills through a game of pyramid ball catches

(triangular balls with an irregular bounce). Learnt about the next layer of their bodies in the Magic Flipchart Book: the brain and nervous

system. Spoke about another fun sport that Mighty Mite enjoys playing in a team, hockey! This week in Mighty Mites, we took to the dance floor for a game of exercise Musical Statues! We improved our fitness, motor skills and ability to take direction while showing off our creative dance moves. For more information visit www.mightymites.com.au or call us on (02) 9460 1100

 

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Stage 2 - Hickory Dickory Dock Began the session by introducing the song box and the mouse puppet. Hickory Dickory Dock nursery rhyme was the stimulus for the lesson, we enacted the rhyme,

using our body to create tick- tock like sounds. Explored rhyming words in the rhyme. Discussed cats and how they like to chase mice. Played 'Teacher in role' using a cat mask, with the children copying the actions. Finished the session with parachute singing of Hickory Dickory Dock , waving it up and down. Stage 3 - Rhyming words, retelling the story, mime and using our listening skills The children listened to a number of sentences and had to identify the rhyming words, as well

as finish the sentence with a rhyming word. Basic hot seating of each character in the stories. Revisited miming from last week; focusing on facial expressions to establish how they were

feeling about a certain object in the story.