Kidscape

Emergent Project: Seeds and Flowers

4BDYK0910 — Fri, 18 May 2012 04:57:39 +0000

This morning during group time Ms Nerissa was explaining to the children about the life cycle of an apple. Ms Nerissa explained that cycle one is apple seeds being planted. Cycle two a seedling grows form the ground. Cycle three the seedling grows into a tree. Cycle four flower buds grow on the tree. Cycle five flower buds start blooming into flowers. Cycle six small green apples (baby apples) start to grow. Cycle seven small green apples grow into large red apples. Ms Nerissa then showed the children the core of the apple with the seeds inside, she explained that we can use those seeds to plant and start the cycle all over again. Ms Nerissa finished the discussion by asking the children what they leant about the life cycle of an apple. Maya learnt that small green apples are baby apples and large red apples are adult apples. Georgie learnt that flowers grow on the apple tree first followed by apples. Amelie learnt that we plant seeds in the ground. Maxwell learnt that seedlings grow into trees.

Outcome 2.1.4: Broaden their understanding of the world in which they live in. (EYLF)

Outcome 4: Making connections between experiences, concepts, and processes. (EYLF)

Happy Holidays

4BDYK0910 — Fri, 11 May 2012 04:18:24 +0000

Happy Holidays

Today is Ms Bernie’s last day of work before starting her seven week holiday. Ms Bernadette and the children counted seven weeks on the calendar and had a discussion about a gift we could all give to Ms Bernie. We decided that we would give Ms Bernie a traveller’s wallet to hold her tickets, cash and passport. The staff wrote a card to Ms Bernie and the children also made a card for Ms Bernie to say have a safe and happy holiday. When Ms Bernie arrived the children presented her with gifts, cards and cuddles. Neo presented Ms Bernie with the children’s card; Jackson presented Ms Bernie with a post card; Georgie presented Ms Bernie with a flower and Maxwell gave Ms Bernie a great big cuddle because he said he’ll miss Ms Bernie while she is away.

Outcome 2.1.1: Children cooperate and negotiate with each other and educator to choose a gift and design a card. (EYLF)

This is how we will be making sushi!

4BDYK0910 — Fri, 04 May 2012 04:34:03 +0000

This morning Ms Rina and the children made sushi. This is a follow up activity that extended upon Maxwell’s interest. Yesterday Ms Rina and the children had a discussion about the ingredients that will be used to make the sushi as well as the method that will be followed to make the sushi.

These are the steps that were taken to make the sushi:

Step one of making sushi was discussing the safety rules while using the knife.

Step two was to wash and dry hands then sit at the table where the utensils and ingredients were prepared.

Step three was following the method.

Method one was Georgie scooping rice onto the seaweed wrap.

Method two was Ms Rina pressing the rice down into the sushi using the back of her spoon. Method three was Jackson placing the chicken pieces onto the rice.

Method four was Atticus choosing a variety of vegetables to place onto chicken pieces. Method five was Ms Rina wrapping the sushi mixture into a roll.

Method six was Ms Rina cutting the sushi roll to make sushi biting pieces.

Children were then able to eat the sushi which they enjoyed.

Outcome 3.1.8: Child making choices for their wellbeing . (EYLF)
Outcome 3.1.12: Assert their capabilities and independence. (EYLF)
- Element 1.1.1 - Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identify, connection with community, wellbeing, confidence as learners and effectiveness as communicators. (NQF)
- Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. (NQF)

Quality Area 5: Relationships with children

4BDYK0910 — Fri, 20 Apr 2012 04:36:27 +0000

Quality Area 5 of the National Quality Framework (NQF), is about the relationships that children and Educators share. Ms Alice bonds with the children by reading stories with them and making play-dough with the children. Ms Bernie bonds with the children by talking to them about their portfolio folders and receiving thank you biscuits for her dedication. Ms Nerissa bonds with the children by assisting them in literacy & numeracy activities as well as picking prickles out of Zoe’s hat with the help from Maxwell, Niamh and Sophie. Ms Rina bonds with the children through her health & hygiene sessions when making recipes, reading stories and singing songs. Our centre is currently working on Quality Area 5 and on Saturday 28th April will be our parent involvement session where parents and educators can discuss this Quality Area and the outcomes we aim to achieve.

QA 5.1: Respectful and equitable relationships and developed and maintained with each child. (NQF)
QA 5.1.3: Each child is supported to feel, secure, confident and included. (NQF)

2012 Easter

4BDYK0910 — Fri, 13 Apr 2012 01:44:23 +0000

This week’s project is Easter. We will be learning about Easter as well as creating Easter decorations. Educators and children will be discussing the meaning of Easter. Children will also be decorating Easter bags, bunnies, eggs and cards for loved ones.

The week has past and the children have been excited to know that their Easter bags that they have decorate will be filled with chocolate Easter eggs and bunnies. Maxwell has been stamping Easter pictures onto his Easter bag. Verity has been painting Easter bunnies to go inside her Easter bag. Madison is collaging pretty pieces on to her Easter egg template. Georgie is painting the front cover of the Easter card that she will give to her Mum. Summer made rabbit ears head band to place on top of her head. Zoe was giving her Easter Bunny and Madison was making play-dough Easter Eggs.

Outcome 1: Establish and maintain respectful, trusting relationships with other children and educators. (EYLF)
Outcome 1: Children have strong sense of identity (EYLF)

The community wall

4BDYK0910 — Fri, 30 Mar 2012 04:39:39 +0000

This morning Ms Nerissa introduced an important aspect of our community to the children. It is the community wall space.

This means there are spaces on the wall for anyone to put up pictures, writing samples, photos, invitations and anything else they feel is necessary information to share within our Kidscape community.

Ms Nerissa explained to the children that they are able to take home the camera and link book and take photos of things they do when they’re not at Kidscape. Then they can write a summary to explain what is happening in the photo. The children may not want to take photos instead they may want to draw a picture in the link book.

Once the children have a picture in their link book then they return the link book and camera to the centre and place their picture onto the community wall.

The community wall is our version of face book meaning it is a social space where everyone is welcome to share information. While Ms Nerissa is explaining the concept to the children Ms Bernadette is explaining the concept to Maxwell’s grandma (Maxine). Maxwell maybe taking the camera and book home to take photos of his new house that he has moved into.

Niamh said she will put up her family holiday photos on her space on the community space wall. Niamh said she wants everyone to see her holiday photos and how much fun she had with her family.

Outcome .2.1.1: Children begin to recognise that they have the right to belong to many communities. (EYLF)

Wrap that way and wrap this way

4BDYK0910 — Fri, 23 Mar 2012 04:41:30 +0000

Ms Rina and the children are making ham and salad wraps. Ms Rina is teaching the children that we can eat and prepare our vegetables in different ways. Maxwell agrees with Ms Rina and asks for another wrap to eat. Ms Rina said she can save it for his lunch meal and Maxwell explained to Ms Rina that she should put the wrap into his lunch bag. The children chose which fillings they would like to place into their wrap then Ms Rina assisted the children in wrapping it together to eat.

Outcome: Engage children in conversations and routines that promote healthy lifestyles and good nutrition. (EYLF)

Family tote bag

4BDYK0910 — Mon, 19 Mar 2012 04:29:59 +0000

On Friday morning during group time Jackson had asked Ms Nerissa if he could take the Family Tote Bag home next. That afternoon Jackson and his Mum Amanda took it home. He brought it back in today to share with Educators and children. Jackson’s contribution to the weather project was a toy backhoe and a magazine about heavy machinery. Jackson explained that his Dad was operating the backhoe to clean up after the cyclone. Then he showed us pictures of different weather scenarios that his Mum had taken. These pictures were of the sun rising, a rainbow, thunder and lightning and storm clouds.

Not only did Jackson bring in items to contribute to the weather project but he also brought in items of interest to him. There was a photo of Jackson standing next to a real life Bumble Bee transformer car. Also in the back were two transformer vehicles and costumes. Jackson loves cars.

Outcome 1: Establish and maintain respectful, trusting relationships with other children and educators. (EYLF)

Project: St Patrick’s Day Green Potato Salad

4BDYK0910 — Fri, 16 Mar 2012 04:32:54 +0000

During the health / Hygiene session this morning Ms Rina and Ms Bernadette were explaining to the children about the ingredients we will be using to make green potato salad and a garden salad for St Patrick’s day. The children are familiar to the ingredients because it’s ingredients they eat on a regular basis. Freya said she likes eating the capsicum because it is crunchy while David said he likes eating lettuce on his wraps and Euleila likes to eat cucumbers at morning tea time.

Project: Frogs

4BDYK0910 — Fri, 02 Mar 2012 04:26:09 +0000

Today we have started not only a new month but a new project too. We started off by Ms Nerissa introducing the project and

discussing the life-cycle of a frog and their habitat. She also explained that there are lots of frog activities and games to

participate in throughout this project. Summer started off by sequencing the lifecycle of a frog while Freya was making play-

dough frogs and Anabelle was painting her most colourful frog. Educators have also introduced the ‘Family Tote Bag.’ This is a

bag that each child takes home and fills with items that they think is relevant to the project. Once the child has chosen a few

items to fill the bag then they bring it back to the centre where they share their items of interest/relevance to the project.

Summer will take the bag home first because she has a keen interest in frogs and has lots of frog related items that she can

share and contribute to the project.

Outcome 1: Establish and maintain respectful, trusting relationships with other children and educators. (EYLF)
Outcome 2: Children develop a sense of belonging to groups and communities. (EYLF)