Waite Campus

Childrens Centre

Family News

March 2019

Welcome to the families that have joined us in March.

Thomas and Dia in Room 1, and Enaya in Room 3.

New Babies

Congratulations to George, Polly and Felicity

(R3) on the birth of Mary.

Staff Happenings

As notified in an email earlier in the month, Emily

was successful in attaining the permanent

position in Room 2.

Lingling was successful in attaining the

permanent position in Room 1 that became

available.

Tamala was offered and accepted the contract

position in Room 1.

These positions were offered after careful

consideration by the interview panel and have

maintained the continuity of educators that is a

focus of the high quality service that WCCC

offers.

You may have noticed that the staff photos in the

front hallway have been updated. There are

many interesting conversation that occur near

the front door as children discuss who they can

see.

Please take a moment to have a look at all the

wonderful people who make up the WCCC team!

Those all important Diary Dates:

WCCC closes early two or three times a year to provide

opportunity for the staff and educator team to engage in

professional development. We also have a closure day once

a year. In 2019 this day is planned for October.

Monday 8th April is our first early closure day. The Centre

will close at 4.30pm for team building exercises, growing

critical reflection, and development of the Centre QIP.

Room 3 Pilyabilyangga day for Term One is Thursday.

Jo will be working with children across all three rooms,

developing practices in yoga and mindfulness on Tuesdays

for Term 1. These times will be separate to her times here

as an educator so she can focus entirely on growing

children’s practice.

Parent Involvement at WCCC

Parent Advisory Group (PAG) Our next meeting is Monday 8th April from 1.00 to 2.00 at Lirra Lirra Café. We will

be planning the May working bee. Educator reports to PAG from the last meeting are available to read at the end

of each newsletter. Please speak to Eleanor if you would like to be involved in this group.

Adelaide University Childcare Services Inc. Board (AUCS) Our next meeting is on Monday 25th March.

Kaarin (past WCCC Director) has been employed as an Early Childhood Consultant to the Board for the rest of the

year, available to support both Adelaide and Waite Centre Directors and the AUCS members as needed.

Learning together as a group

The Philosophy at WCCC fosters reciprocal connections between children as a part of the focus of creating a welcoming and

safe learning environment. Connections between children are developed through opportunity to learn together, whether

this is two friends investigating together, or a whole group sharing a learning experience.

The Early Years Learning Framework (EYLF) is the curriculum used by educators as the foundation for the planning cycle for

each child and for group learning. The EYLF is developed by the Council of Australian Governments (COAG), to extend and

enrich children’s learning from birth to five years, and through their transition to school. An underlying term in the EYLF is

that of co-construction. It is defined as learning taking place as children interact with educators and with other children as

they work together in partnership.

As children co-construct their learning they use the knowledge of others to grow their thinking. Whilst children will turn to

teachers if they have a question, they will more often than not turn to their peers; someone they consider to be a more

knowledgeable other. Lev Vygotsky (1896-1934), a psychologist and researcher, developed his socio-cultural theory of cogni-

tive development including the understanding of the more knowledgeable other (MKO). According to Vygotsky, children will

gain information from a ‘tutor’; understanding of actions and instructions, which is in turn internalised and then used in

guiding behaviour. Who is the best person to give that information? A peer who shares the same space as you and has the

same interests as you.

Vygotsky also talked about the Zone of Proximal Development which is the area of difference between what a child can do

without help, and what they can achieve with some guidance and encouragement from a more knowledgeable other. In

other words the area of skills that the learner is close to mastering. This learning occurs in social situations and social inter-

actions. It is the role of the educator to scaffold experiences and the environment to support these interactions where be-

haviours can be modelled and verbal instructions can be given.

This concept of the more knowledgeable other is visible in all three rooms at WCCC. You might see a baby watching as a

peer throws a ball and chases it on the grass, then crawling to a ball and grasping it with both hands. You might see a two

year old trying to climb up a slide to jump off the top after a group of three year olds. You might see a complex Lego con-

struction being built and three children working together to add some wheels. In all situations there is a teacher (MKO) and

a children who are learning from them.

To support this learning the role of the educator is to notice who is taking the role of teacher (MKO) and who is taking the

role of learner in different situations, and to then scaffold the environment to support this learning. This is done through

providing experiences to meet the interests of the children in the room, and to know the learning dispositions of children.

Education for Sustainability

You will notice our new vertical walls in Pilyabilyangga

near the clothesline. These have been in planning for a

while and have been made from old wooden palettes.

They have been set up with dripper systems. The

children will be planting these out with herbs and

other edible plants, as well as creating a succulent

garden or a flower garden.

During conversations children have also been letting

Dani know through drawing that they would like to

grow fruit trees. We just need to decide on a suitable

place to plant them.

Dani has been experimenting with children, leaving

straws submerged in water, and burying items under

dirt to watch how they break down. Children have

been hypothesising about what will happen, and have

wondered if the water will turn pink.

Car Park Safety

Over the last few months there have been a couple of

minor accidents in the child care centre car park.

A reminder to all to be very mindful on entering and

leaving the car park, and make sure to stay on or

below the speed limit of

Please also take care when reversing as there can be

children walking through the car park. There are busy

times of the day in the car park, particularly at the

beginning and end of the day when drivers need to be

extra mindful.

21/03/2019

All Things Green A world without bugs?

Insects play a vital role in the world’s ecosystem, if we have no insects the eco-system

collapses. This is warning that is coming from Australian scientists. Insects are vital for

soil, for pollination, for pest control, for decomposition, as a food source, and for

nutrient rich fertilising. In fact insects represent 70% of the all the animal species on

the planet (Kiedaisch, 2019). However, recent studies have shown that insect

populations are under threat of becoming extinct in the next three decades

(Kiedaisch, 2019). Loss of habitat, pollution and increased use of pesticides are the

three biggest factors affecting the insect population. This runs alongside biological

factors and climate change as contributing.

So how do we look after our insects?

Have a garden rich in native plants and a wide variety of flowers.

Grow vertical gardens with layers of different plant heights, an un-manicured

garden

Provide cracks and crevices with trees and leaves.

Invite insects into the garden with insect hotels

Limit synthetic chemical use in the garden, don’t overuse insecticides and

herbicides

Be outside and look at what is in your garden, be aware of what else is living in the

space.

A Forest by Marc Martin (2012)

Melbourne based author Marc Martin brings us a simple story of a forest in a message

filled book for 4 year olds. The forest has grown for over a thousand years, but is cut

down and replaced with buildings; a city. This causes such a disaster to the weather, you

will not guess what happens….. and what is left behind.

The story is illustrated with a mixture of watercolour, textas, ink, pencil, textures and

computer graphics with simple pictures that demonstrate the story to perfection.

Try your library for a copy and enjoy this weekend. Marc has also done further books

since this one, about a river, a bird and other exotic animals.

Working Bee in Pilyabilyangga

During May (date TBC) we will be having our first working bee for the year in Pilyabilyangga. The usual

required weeding and mulching will be a task, as well as planting to replace and revegetate the area. Over the

past few months we have lost a few trees to various environmental and natural elements, so

some replacement is necessary. Dani (EfS teacher) will be having discussions with children

about their thoughts for the area. We are working with an expert horticulturalist from the

University who is guiding us on suitable native plants for the area, continuing our work with

Viesturs Cielens, landscape designer, and tapping into the variety of knowledge of educators.

PAG Report March 2019

Room One

During Feb. we have welcomed two new children Emily and Thomas and their families to

Room 1 and WCCC. We continue to focus on building close connections with all children

and their families through daily communication (verbal and written) and keeping updated on

children’s daily routines and sleep preferences as we frame the day around the children’s

needs. We have introduced a photo display of educators and regular Room 1 visitors to

assist new families, visitors and students in getting to know and recognise educators.

During the last month we have had two students on placement which has gone well for all

concerned. It is a positive indication of how secure the children are in how quickly they

accept and warm to new people in the room.

Highlights:

Education for Sustainability (EfS) and STEM

Supporting connections with the natural world through the natural elements-pine cones

wood blocks, sand play, water play.

Introduced Fragrant leaves to touch, smell and feel texture, used in both indoor and outdoor

play.

Experiencing the subtle relaxing smells in the room from the lavender in the essential oil

burner

Feeding and visiting the chickens in the room 2/3 outdoor area supports the children

develop an understanding of caring for animals and recycling food scraps

Exploring the room 2/3 play areas climbing equipment, boat play and feeling the bark chips

Social/ Psychological Wellbeing

Stefi has visited this month and both the children and Stefi benefited from the reconnection.

Yoga/ Relaxation/ Mindfulness with Jo during the last month has involved sensory materials

which engages the children’s interest and curiosity from the outset, sharing of a read story,

songs and music to dance to and yoga stretches. The session concludes with a relaxation/

mindfulness phase for lasting benefits.

We have been sharing singing songs throughout the day providing benefits of language,

patterns and rhythm, learning several new songs which the children also enjoy doing the

actions.

Birth-Three Research Project:

We continue to notice how the younger children are becoming involved in supporting one another

during transitions at lunch and snack times in initiating the cleaning of their plates, scraping the food

scraps into the chook bucket, emptying cups, and wiping their own face and hands. We continue to

document and see more engagement in these routines. We as educators recognise how capable and

competent children are. We hope to introduce gradually more tasks that children can demonstrate

their sense of control throughout their day such as pouring drinks, preparing the table for lunch,

serving food for one another, but we will follow the children’s lead and interests.

Kind regards Room One Team

Room Two

Outcome 2. The children have enjoyed helping with and observing the chickens, feeding them left

over fruit.

Outcome 4. The Duplo continues to be popular. Lots of different structures are being built. This is

strengthening their problem solving, negotiating, cooperation and friendships.

Outcome 5. Children have been enjoying creative experiences, painting, collage, drawing with

different media. While in Pilyabilyangga a group of children experimented with and found success

drawing using charcoal from the fire pit, sticks and rocks, using the ground and rocks as their paper.

Outcome 11. Children have been enjoying exploring other ways of being. Lots of dramatic play in the

home corner again, adding bags, dolls, doll carriers. Shopping has been one of the big interests,

picking up bargains around the room.

Room Three

New children to the centre have settled extremely well, with another new child starting in the next

couple of weeks.

Connecting to Mother earth EfS sessions on a Wednesday have been well engaged in by children. We

are exploring ways to care for Mother Earth

Pollution experiments with plastic and paper straws

Looking after Pilyabilyangga- weeding and watering

Clean Up Australia Day – Campus walk on Wednesday 6/3/19

Sensory Play during the hot weather , ice with different toys in it – lead to experiments about melting,

shower hose in the sand pit

Interests continue to be:

doctors play, baby play, constructing, using the tablets for ELLA apps