Belonging, Learning and Growing Together.
Upcoming Events and General Reminders
- Please send an old T-Shirt, to be used for painting, next Wednesday 4 July, for the aboriginal artist visit.
- Children must have a hat and drink bottle every day.
- Photos will be collected by Wednesday week 10. Please decide if you would like to purchase them.
- Spare clothes are still needed. The children are eager to play in the dirt and mud. Please return any your child has borrowed as we are running short.
Outcome 1: Children have a strong sense of identity
- Children have a strong sense of identity.
- Children feel safe, secure, and supported
- Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
- Children develop knowledgeable and confident self- identities
- Children learn to interact in relation to others with care, empathy and respect
Round and Round
Ava, Emilia and Mia began having great fun, singing and dancing on the grass.
"What are you singing?" asked Mrs Royston.
"Round and round the garden," replied Mia.
The girls sang the words as they danced around, holding hands. When they got to the end they all fell on the ground laughing and having lots of fun.
They continued doing this together a number of times, enjoying each others' company and the activity.
- Children show interest in being part of a group
- Children engage in and contribute to shared play experiences
- Children respond to ideas and suggestions from others
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
We have been reading a variety of Aboriginal legends in our class. The children have found them very interesting. Last week we read Warnayarra, the Rainbow Serpent and completed some artwork based on that story.
This week, after reading Dunbi the Owl, the children were again provided with pictures from the book which they could copy. It was amazing to see the wonderful results as they followed the pictures and tried to make their work look just like that from the book. The colours were spectacular. A particularly popular picture was Wanalirri, the great Wandjina, who appeared to revenge his son Dunbi the Owl. The children felt sorry for Dunbi the Owl as he was mistreated and unfairly teased.
- Children develop the ability to recognise unfairness and the capacity to act with kindness
- Children explore the diversity of culture, heritage, background and tradition
- Children show appreciation for living things
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
Fine Motor Activities
As we have been focusing on name writing, we have noticed that some children need support with holding and controlling the texta. Fine motor activities are particularly important to assist in strengthening the hand muscles. They can also assist with eye/hand coordination.
The magnetic shape activity does both. The children need to hold the fishing rod with control as they 'catch the shape.' It is then placed on the matching shape on the board.
The pegboard activity assists with fine motor control, as the children place the thin part of the peg into the board. Ruby and Ella enjoyed doing this activity very much. Ella created a puppy.
Another activity, which is regularly provided, is cutting. The children were asked to cut out their own artwork, using strong scissor control to cut along the lines. It's great when the children can do this on their own, but of course, we always help when necessary.
- Children assert their capabilities
- Children manipulate equipment and manage tools with increasing competence and skill
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, enquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one setting to another
Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Following our story of The Rainbow Serpent, Mrs Royston placed a picture of it on the art table for inspiration. They followed some of the colours and shapes to create their own serpent. There were some wonderful efforts made as they followed the example and used memory recall to resemble what they had seen.
We also discussed different aboriginal symbols that have been used, and their meanings. The children were very interested in what they looked like and what they represented. Mrs Royston copied them for the children to refer to, as well as some artwork. The artwork was discussed too and we talked about the colours and different patterns, shapes and designs used in the pictures. Many children were eager to attempt their own patterns and symbols. Their work was very good.
- Children are curious and enthusiastic participants in their learning
- Children use representations in art
- Children make connections between concepts and processes
Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and patters systems work
Children use information and communication technologies to access information. Investigate ideas and represent their thinking
Days of the Week
"It's Monday, Mrs Royston," said Conrad, pointing to the 'Monday' word card.
"What are you writing, Harley?" asked Mrs Royston.
"I don't know," she replied.
"It starts with S," assisted Mrs Royston.
"Um, Sunday? " queried Harley.
"Yes, that's right," said Mrs Royston.
- Children develop an understanding that symbols are a powerful means of communication
- Children begin to be aware of the relationships between oral, written and visual representations.