Dear families, welcome to week 2 !
This week, our children in Long Day Care Rooms, were happily engaged in preparing their special gifts. We talked about mums in our group time and children were very keen to share their ideas of love for their mother!
Children painted the terracotta pots with their preferred colour. They put the plant and potting mix in the pot with the support of their educator. Children looked delighted to see the little pots with the plant in it.
Hannaleiah: I like all the colours. Green, yellow and blue.
Jaxon: I want green. I like green colour.
William: I like painting.
Learning Intention 2:
To continue working towards our goal of embedding consistent daily routines and rituals across our team and learning environment.
(Continuation from previous week.)
Children are becoming comfortable with the daily routine, rituals and expectations of the long day care room. They are learning to understand the cues for transitions and to read the room. When they hear the tambourine sound, they know that they will be going for group time soon (in five minutes); some children are sleeping during rest time, other children understand that it is quiet play time or time to take some rest.
Morning group time provides the perfect opportunities for children to participate in meaningful ways in group discussions and shared decision-making about rules and expectations. They share and contribute their ideas. This is also a great time to engage children in discussions about respectful and equal relations such as using gentle hands, kind and good words, sharing resources and taking turns.
Meal times rituals support children to learn hygiene practices.
Children enjoys both indoor and outdoor play environments for the activities of their choice.Well-planned and organised learning experiences provide a wide range of tools and materials to resource children’s fine and gross motor skills.
Learning Intention 1:
To support each child in their social development, particularly in building their confidence to contribute their thoughts and ideas. (Continuation from previous week)
“Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development (Framework, p.9)
Creating a safe and welcoming environment supports children to initiate interactions and join in play and social experiences in ways that sustain productive relationships with other children
Children are naturally playful and respond positively to others, reaching out for company and friendship. A community walk provides children with access to a range of natural materials in their environment as well as the opportunity to interact with other children. Children went for a walk with their educator and saw leaves of different colours. They collected some leaves for their play.
Hugo: I got a yellow.
Cooper: I saw some purple!
Niya: I got pink and red!
Having fish in the aquarium was the exciting part of the week! Looking after our fish became another ritual of the day. Children took turn patiently to feed the fish. They observed their movement with great interest which led a lot of conversation among them.
We shared information regarding taking care of the fish, how our activities may affect them and ways to keep the fish safe and happy.
Educators are always there to ensure that children have the skills to participate and contribute to group play and projects.
Children are learning to work together. That morning, children were playing with a ball and accidentally threw the ball over the fence. They looked at it and wanted to play with the ball again. They collaborated, engaged in and persevered at task which was to get the ball back.
The educator acknowledged and appreciated children’s effort and supported them by using their idea to get the ball back.
Extension of Learning:
- Supporting children to recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity).
- Using the visual schedule to support children’s participation.
- To implement age appropriate strategies using Berry Street training.