(Full Newsletter cannot be shared here for privacy reasons)
Welcome back after the holidays
Our aims, for this time of the year, generally revolve around the children building relationships of trust and friendship with both adults and peers, getting use to being part of a group, participating in activities, learning about each person within our group, learning the other children's name, getting to know who you share common interests with, connections with and making new connections with children you may not think you will be attracted to. Lots of social interaction either by participating directly with these people, by playing next to them at a similar activity or by observing the other children at play. Research suggests that an adult's involvement can increase the children's learning, so you will see us involved
within the play taking various roles. These roles will be tailored to each child's individual learning plan.
Various roles of instigator, guider, follower, negotiator, playmate, including others within the play, allowing children to only have a few children playing together, teacher of knowledge, social skills, language, encourager, facilitator, providing extra resources and so the list goes on.
Each child has a learning plan. By observing the children we create a baseline of their achievements, skills and abilities which guides us to plan goals for each child to guide their learning towards their development. This is where you know your child best and the information you pass on through conversations, dedicated meeting times and written information is invaluable to help us know more about your child- their interests both at home and kinder, who or what their talking about at home, their joys and fears, their strengths and goals as well as your goals for your child. We aim to write 3 Individual Learning Plans over the year, including a 'Transition To School Statement'; for the children in the 4-5 yo group and 2 for the children in the 3-4 yo group. By observing the children, noting the children's development, assessing and setting goals for the individuals and the whole group and using their strengths and interests as a means to engage the children, is how we write our program each fortnight for the 4-5 yo group and monthly for the 3-4 yr old
group. Each program is unique to each group at that point in time. The planned experiences may seem similar to other years, or other kindergartens, however it's the why they are being offered and set up that is unique to each program.
The children in both groups have settled in well with our activities, daily schedule, routines and relationships with both teachers and peers. Some children may take longer than others to feel safe and secure at kinder and this is one of our main objectives to support each child in their separation from their families to build a trusting relationship with teachers and children. Each child will be supported how they need for as long as they need. Please continue to let us know how your child is fairing and also how you are too.
4-5 yo program
The children's main areas of development we have been supporting them in are their:
-social interactions: joining a group of children playing together, joining another child to play, respecting each child;s right to a piece of equipment, taking turns with equipment, incorporating other children's ideas into their play and compromising ideas to sustain play together,
-emotional development: acknowledging the children's feelings, naming expressed feelings, supporting the child to calm & teaching 'Stop, 3 breaths, Think, Act'; program, acknowledging empathy, modelling an apology on behalf of the child, learning about giving to others (through the orangutan project)
- gross motor skills: developing large motor skills, core strength, co-ordinating their body, awareness of body parts, through the obstacle course, animal walks, sensory motor program
- fine motor skills- using 2 hands at an activity, hand strength, finger skills, particularly thumb and pointer fingers,
-intellectual skills : classification, sorting, furthering the children's knowledge in their preferred topics (mostly around animals, Ireland and St Patrick's day, Chinese New Year Festival), counting, naming body parts,
-language and communication- participating in reciprocal conversations, waiting for your turn to talk, listening to others talk, enjoying stories, predicting what will happen next in a story, joining in discussions, songs, puppet shows,
3-4 yo program
Social skills- being able to play around and with other children. Getting to now each other, learning the names of each other, playing with each other in common play areas and with common interests. Finding out who they connect with. Taking turns with equipment, play spaces and people.
- Emotional development - finding security with known adults and other children, coping with separation when your parent leaves, coping when issues arrive in play. Within these areas adults offer varying degrees of support depending on what level each child needs to help them re-engage with play and relationships within their play.
- gross motor skills- co-ordination of your body needed for running, climbing, jumping, walking up and down stairs, swinging, climbing into and over equipment.
- fine motor skills - using 2 hands to participate in experiences and play, drawing with a variety of implements,(crayons, text as, oil pastels, chalk), using tongs, threading, painting, collage.
- intellectual skills- adding lots of language , songs, stories to explain concepts, increasing verbal reasoning during conflict resolution processes after the child is calm and able to process the verbal information.
- language, language everywhere ..... Songs, stories, conversations.
We thank you for your participation with our Mother's Day afternoon tea, the children were very excited to share the time and of course their cooking of the chocolate cakes with you.