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
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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
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Stage 1: The Nest & Hatchlings Scented Playdough
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Stage 1: The Nest & Hatchlings Scented Playdough
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Stage 1: The Nest & Hatchlings Outdoor Fun
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Stage 1: The Nest & Hatchlings Sensory and Creative Experiences
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Stage 1: Nest and Hatchlings Dramatic Play
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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
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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.
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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.
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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.
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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.
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Stage 2: Scientific Puffy Coral Reef Painting
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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.
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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
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Stage 3: Kookaburras Exploring Our World
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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
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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
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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!
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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.
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Stage 4: Cockatoos Investigation and Group Work
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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!
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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.
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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.