Mirnu Term 1 Week 5 2021 - preschools.sa.gov.au
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Mirnu
Term 1 Week 5
2021
Principle: High expectations and
equity
Early childhood educators who are committed to
equity believe in all children’s capacities to succeed, regardless
of diverse circumstances and abilities.
Children progress well when they, their parents
and educators hold high expectations for their achievement in
Last week we started reading an information
text on Python’s as a few children were show-
ing interest in snakes and reptiles. We read part
of the book and today Fergus, Theo and Joshua
were interested in finishing the book and find-
ing out more to do with pythons. We used pup-
pets to demonstrate the constricting of the
python’s prey and used charts to classify the
python. We talked about ECTOTHERMY used
syllabification to sound the word out. “three
syllables” Theo. Ectothermy was the scientific
word for when reptiles use the environment as
heat sources.
Indicator- I engage with texts and make meaning.
Key elements
choose texts for particular purposes
respond meaningfully to symbols and texts
Understand that texts convey meaning.
Infer meaning from familiar texts
Today during our out door play, we introduced a new
piece of equipment to the children; the trapeze. We
gathered and talked about the risks involved and how
we could keep our bodies safe while we used the Tra-
peze. “Not pushing in the line” Aalia
“Bodhi said, taking turns” “making sure there is always
a crash mat underneath the trapeze” Emily.
The children practised their skills and became more
and more confident to jump and push themselves with
Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Benefits of a climbing frame with monkey bars Builds physical abilities Such a climbing frame will improve your kid’s core strength. It will also enhance their motor skills. The climbing frame can be used for toddlers and monkey bars are ideal for older kids. It develops both the mental and physical capabilities of your child and adds to their growth. The health effects this has are numerous, from improving posture to strengthening the body. Builds confidence Many kids see such equipment and they feel intimidated and nervous to climb. Get- ting a climbing frame with monkey bars will then boost confidence. This will happen because if your kid is anxious around such equipment then they will learn to face their fears instead of running away. If done right, it can be a great confidence-building activity for your kid. Develops problem-solving skills A climbing frame with monkey bars can also pose a challenge. Your kids will have to make an informed decision on how to go about different challenges. This will help them think critically and speed their ability to solving problems. It en- hances cognitive development and the sign of good cognitive skills is the ability to make good decisions and solve challenges! Improves socialisation skills A climbing frame with monkey bars can be used by multiple kids at once. You can invite the neighbour’s kids or school kids from your child’s school. This will help them in engaging with other kids and improve their social skills. They will learn how to communicate with other children and develop emotional skills along the way.
Our visitors from the Nature Education Centre arrived this week …
domesticated mice, (Nancy, Beverley and Alfred). Through selective
breeding the house mouse has become the domesticated pet mouse
which comes in many colours and patterns. Wild house mice are mainly
nocturnal but pet mice can be quite active during the day. Mice eat
seeds, green shoots, fungi, fruit, insects and human food scrapes.
Today the children have enjoyed observing the mice and have drawn
and painted these pictures of them.
The children have noticed the mice run around the wheel for exercise,
climb up the ladder for their food and watching them eat and drink. It
has provided an opportunity to talk about these mice, ask questions
about them and also use their prior knowledge.
Week 5- Term 1 –Wednesday -24 -02/2021
Here are some examples of the children’s voice: ‘Mice can climb up the ladder to get their food’. Elle. The mice are white, black and they have a pink nose. Mice squeak, there got short claws, they run away, have lots of hair on their body, you can pat them cause their nice and clean’. Aalia ‘Mice can run, there are three mice and they like hiding’.Nawal. Mice move fast, they twitch and are little’. Madeline. ‘Mice eat cheese and they run to get exercise’. Willow. ‘They go in the wheel and they have four legs. Mice like eating food off the ground’. Emily. ‘Mice sleep in hay, drink water and make squeak noises’. Hazel. Mice like to run, they have four legs and a pink tail’. Sophia. ‘There are three mice’. Evie. Mice tails are long and are small, their bodies are medium. They like eating mouse food. They like to hide under the hay’. Blaise ‘Mice go into the house and eat food seeds’. Georgia ‘Do they like coming out in the morning and at night? Hazel. ‘Why do the mice have a little ladder in their house? Elle ‘There are three mice, can you hold them? Willow’.
OUTCOME 5.1
CHILDREN ARE
EFFECTIVE COM-
MUNICATORS
• Children in-
teract verbal-
ly and non-
verbally with
others for a
range of pur-
poses
OUTCOME 1.1
CHILDREN
HAVE A
STRONG SENSE
OF IDENTITY
Children feel
safe, secure,
and supported
Principle: Secure, respectful and
reciprocal relationships
Educators who are attuned to children’s thoughts
and feelings, support the development of a strong
sense of wellbeing. They positively interact with the
young child in their learning.
Garden girl (Rebecca) has been visiting us
at Kindy talking about seeds and seasons
and when best to plant seeds and seedlings
in our community garden.
It has been lovely to observe the
children’s interest in planting and looking af-
ter our kindy garden. We have already es-
tablished some indoor plants. We want to
continue to work with this with the children.
Today we brought in some succulents plants
to plant outside.
it was great to see the enthusiasm and care
in planting the succulents in different size pots
and watering the plants with our new water-
ing cans. As the children were doing this it
provided opportunity between the children
for discussion on what flowers and plants
need to grow. Water, dirt, rain and sun were
their suggestions.
We will continue to support and encourage
children’s respect and care for the environ-
ment by developing their knowledge, aware-
ness and understanding.
Wednesday -Week 5– 24/02/2021
EYLF Outcome 3: Children
have a strong sense of well-
being.
Children become strong in
their social and emotional
wellbeing.
Outcome 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environmentThis week the staff and the children practised an
Emergency Invacuation. A worry outside we
come in. We come inside to keep away the worry.
We talked about emergencies at Kindy. If there is
an emergency outside we come in, this is an
invacuation. If there is an emergency inside we go
outside—evacuation.
We learnt to follow the teacher with the whistle
to a safe place where we checked that everyone is
safe.
The children were asked, ‘what is an emergency
at our Kindy?
‘A snake’. Willow
‘A person who is cross’. Fergus.
‘When a big tree falls’. Blaise.
‘A car crashes’. Aalia
‘Watch out for red back spiders'. Georgia
How to get help.
‘The children yelled out 000’.
Fire people
‘Police’. Blaise.
Keeping Safe: Child Protec- ‘ Ambulance’. Aalia.
tion Curriculum.
Focus Area 1: the right to ‘We know to ring 000 if there is an emergency.
be safe. We call the fire people for a fire.
Topic 1: feelings
The ambulance if there is an serious injury.
Topic 2: Exploring the con-
cepts of safe and unsafe The police if we are worried about some one or a
Topic 3: warning signs. problem.
EYLF Outcome 3: Children
have a strong sense of well- Week 5— Wednesday -24/02/2021
beingThursday 25th February.
Today we introduced wrestling to the
children. At Lady George we believe
rough and tumble play like wrestling is
important for children’s development.
Children are naturally drawn to this
type of play. Today some children were
involved in their own type of wrestling,
so we decided it was time to introduce
our supervised wrestling to the chil-
dren. We first sat together as a group
and set the safety rules of our wres-
tling. When children are involved in
making their own rules they feel em-
powered and are more likely to respect
them. The children had lots of fun
wrestling, with a friendly hand shake at
the beginning and end of each wrestle.
Rough play: what it is and why it is beneficial for children.
– wrestling
Rough-and-tumble play is when children do things like climb over each oth-
er, wrestle, roll around and even pretend to fight.
Rough play is probably a basic human instinct that helps children develop
many skills – but mostly children like this kind of play because it’s fun!
Rough play helps young children:
• understand the limits of their strength
• practice their developing impulse control.
• explore their changing positions in space
• find out what other children will and won’t let them do
• work out social relationships as they play roles, take turns and sort out
personal boundaries.
(Raising children.net.au)
Learning Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Learning Outcome 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participationLesson 2: Joining in.
Key social principle
This lesson teaches ideas about how-to join a group and how-to accept others when
they wish to join your group. The way you choose to 'join in' can make you look friendly
or unfriendly. When you act in friendly ways, others are more likely to want you to join
in and be with you.
24th February 2021
Chapter 2—joining in
Today we read chapter 2, but before this we talked abut meeting Archie. Recall is a part of compre-
hension to involves remembering specific parts of a story. This skill is vital for reading and understanding
later on in learning.
Who remembers what Archie doesn’t like?
Fergus— not smelling the dogs poo
Emily—not eating carrots
Georgia—doesn't like shopping Literacy indicators and key elements describe children
as active constructors and co-constructors of
Aalia—Doesn’t like picking up the dog poo
knowledge, and active participants in their own learn-
What does Archie like? ing.
Elle—apples The Learning Processes children are using include:
Blaise—Blocks 1. communicating
Josh—Donuts, Fergus—Chocolate dough nuts. 2. creating and making meaning
Emily—Loves patting his dog
3. coding and decoding
4. reflecting critically.
Have a look below. Excellent recall Mirnu!What would you say if you wanted to join in play? Emily—can I please join in Georgia—can I please play Aalia—be friendly Using joining in words will help us when we play. A smile is a non verbal way of showing friendliness, being hap- py and a great way of showing kindness. Be kind Be friendly Do your best! Outcome 1: Children have a strong sense of identity. Children feel safe, secure, and support- ed. Children learn to interact in relation to others with care, empathy and respect. Outcome 2: Children are connected with and contribute to their world. Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. Outcome 3: Children have a strong sense of wellbeing. Children become strong in their social and emotional wellbeing. Outcome 4: Children are confident and involved learners. Children resource their own learn- ing through connecting with people, place, technologies and natural and processed materi- als. Outcome 5: Children are effective communicators. Children engage with a range of texts and gain meaning from these texts.
25th February 2021 Evacuation practice Today we pretended there was a ‘worry’ inside that we had to move away from. Our evacuation prac- tice was perfect. We gathered at the fort and sat on the deck. Rollcall. Confident ‘here’ was heard by the Mirnu Children. What kind of emergencies or worries could happen inside? Fire! Yes, we have an oven which is gas and we use sometimes. But we are very careful and work hard not to cause any accidents. Tree falling on the kindy. Yes, if this happens we would need to move out of the kindy to avoid any danger. If we need to leave the kindy grounds, we go thought double gate and walk to the courts. What number do we ring in an emergency! 000!! If these is a fire? fire truck! If someone is really hurt with blood? Ambulance! If someone is cross and angry and is making us wor- ried (like a baddie)? Police! Literacy Indicator- I understand the language of my world. Key Elements I Understand what has been communicated. Keeping Safe: Child Protection Curriculum. Focus Area 1: the right to be safe. Topic 1: feelings Topic 2: Exploring the concepts of safe and unsafe Topic 3: warning signs. Keeping Safe: Child Protection Curriculum. Focus Area 4: Protective strategies. Topic 1: Strategies for keeping safe Emergencies, safety assist, assertiveness [NO, STOP], ‘stop, think, do’ What if…? And persistence. Children become strong in their social and emotional wellbeing when they can demonstrate trust and con- fidence. Children transfer and adapt what they have learned from one context to another when they make con- nections between experiences, concepts and pro- cesses.
Mirnu
Term 1 Week 6
2021Wednesday 3rd March.
WeWe
have been
have beencounting
countingdown theon
down number of sleepsthe
our calendar to our
zoonumber
excursion
of and finally
sleeps today
to our we had zero
zoo excursion andsleeps.
finally to-
Weday we a
all had had zero sleeps.
wonderful day full of learning, observing and en-
gaging
We allwith
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wonderful the zoo.
full of learning, observing
and
A big engaging
thankyou to with the animals
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volunteers. zoo. support makes
a big difference
A big to to
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children’s experiences
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Your excursions.
Overmakes a big
the next difference
few weeks wetowill
thesupport
children’s
ourexperiences
children to recall
onexperience
their excursions.at the zoo and continue to extend their inter-
est and learning about animals.
Excursions form a vital part of a child’s early education. They expose a child to a
range of different experiences and enable them to gain a sense of the world in
which they find themselves. Excursions encourage a child to embrace the unfa-
miliar, practising resilience and often every sense is employed in observing and
understanding what they’re experiencing. They also extend and support chil-
dren’s learning that is happening at kindergarten, bringing new knowledge andBus ride to zoo. Snack. Playground fun.
Reptiles, goats and yellow footed rock walla- bies.
Koala, emu, wombat, gi- raffe, meerkat and Binturong.
Fennec fox (look closely at the picture), Lion, Pelican’s and serval.
Bird show. Owl, blue macaw and red tailed cockatoo.
Butterfly garden and butterfly, Seals and more meerkats.
Enviro- dome: in- sects, spi- ders, sea- horses, frogs, fish and a snake.
Monkeys, tapirs, birds, more hen and babies, baboons and some map reading to see where we have been, excellent use of our literacy and numer- acy skills in real life.
Cassowary, pandas, hippo, ot- ters and alligator. Time to get on the bus and go back to kin- dergarten. Phew what a great day. We should all be proud of our developing persistence and resilience. Well done
Learning Outcome 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environment
Learning Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical well-
being
Learning Outcome 4: Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination
and reflexivity
Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one context to an-
otherIndigenous painting with Marra Dreaming. Celebrating the culture of the people indigenous to Australia ( Kaurna people in Adelaide), is an important part of our learning at Lady George. Each morning we acknowledge that we are playing and learning on Kaurna land, singing the Kaurna welcome. We have other songs that we share in the Kaurna language, such as the Kaurna counting song. In the last two weeks we have been fortunate to have the indigenous artists Marra Dreaming, Raylene, Tom and Sam work with us painting a mural that will be placed near our Kaurna indige- nous garden in our community space in front of the kindergarten. Our indigenous garden was planted by previous Lady George children with our garden girl Rebecca. Our current children will have a oppor- tunity to maintain the garden, as well as cooking with some of the “Bush Tucker” plants. The mural represents the sun giving life to the garden, rain symbols watering the garden, as well as the plants we have in our garden. Today the children had the opportunity to contrib- ute to painting the mural, choosing which part they wanted to paint, in the indigenous style. The children’s painting will be a part of Lady George’s community environment for many years to come.
Learning Outcome 1: children have a strong sense of identity. They develop confi-
dent and knowledgeable self-identities.
Learning Outcome 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environmentYou can also read
