Category: Kindy Blue
Happy Father’s Day!
Iris – My dad loves me because he cuddles me and reads stories to me in the night.
Serena – My dad loves me because he always tickles me and hugs me when he goes to work.
Lenora – I love my dad because he plays Uno with me.
Tobias – I love my dad because he thinks he’s going to buy an Air Blade 3. I love you Dad.
Rovin – I love my dad because why? Because he takes me to soccer.
Leo – I love my dad because he kisses me.
Quintina – I love my dad because he always plays with me. Snakes and Ladders.
Aurora – I love my dad. He tickles me.
Audrey – I love my dad because he chucks me in the air.
Kimberley – I love my dad because he flips me over like a vacuum cleaner.
Eason – I love my dad because….my dad plays with me outside.
Summer – I like my dad because he hugs and kisses me.
Sophia – I like dad because my dad always plays with me.
Logan – I love dad because he always lets me wrestle him.
Giaan – I love my dad because my dad plays games.
Jacob – I love dad because he plays Cushion Knock and Pie.
Jessica – I love my dad because he plays funny games and flips me upside down.
James – I love my dad because he gives me cuddles and he plays fun games.
Mia – I love my dad, he can cuddle me.
Eden – I love my dad. He gives me kisses and hugs and tickles.
Noah – I love dad because he is faster than me, he can jump very high.
Nathan – I love dad because he plays with me, Hide and Seek.
Brandon – I love dad because when it’s night time, my dad plays games with me.
William – I love dad because he gives me hugs.
Christopher – I love dad because dad gives me presents.
Austin – I love my dad because he gives me lots of cuddles and he picks me up and pretends to be a dinosaur and eats me up and tips me over in the rubbish can and that cracks me up.
Zoey – I love my dad because he gives me kisses at night and cuddles at night and kisses and cuddles before he goes to work.
Drayson – I love dad because he takes me to Jungle Gym with Drew.
Nolan – I love dad because he makes something from the shops and it’s very cool and he always gives me burgers.
Gabriel – I love my dad because he builds aeroplanes with me.
Ashton – I love my daddy because he always cooks me dinner.
Olivia – I love my daddy because he always gives me icecream.
Spencer – I love my dad because he takes me for walks before school.
Levi – I love my dad because he takes me to the beach and the park.
Preston – I love my dad because he takes me to the park.
Matthew – I love my dad because he plays with me.
Collin – I love my daddy because he lets me eat icecream.
Abby – I love my daddy because he makes me sushi.
Jillian – I love my daddy because he cooks me food.
Kaliyah – I love my dad because he always plays happy games with me.
Archer – I love my dad because he fixes my bike and I got a new one, he can put the new handlebars on my brother Fletcher’s.
Kaelin – I love my dad because he bakes cookies and special treats and he buys twisties for us.
Samuel – I love my Dad because he builds lego with me and we put it on the shelf.
Delvin – I love my dad because my dad helps me learn my A,B,C,D’s .
Lucca – I love my dad because he fixes my toys and he drives me to school.
Mia – I love my dad because he helps me pack up my room.
Inigo – I love my Dad because he looks after me and plays games.
Leona – I love my dad because he always give me toys.
Leo – I love my Dad because we make cakes together.
Zara – I love my dad because he hugs me and kisses me.
Leahna – I love my dad because he plays cards with me.
Kathrynn – I love my dad because he cooks with me.
Emmy – I love my dad because he lifts up heavy things.
Abigail – I love my dad because he always plays with me at night.
Summer – I love my dad because he takes a secret and gets me icecream.
Catherine – I love my dad because when my toys get broken he fixes them.
Aayra – I love my dad because he sometimes makes food for me.
Oliver – I love my dad because he takes me to the beach.
Heaven – I love my Dad because he takes care of me and kisses me goodnight.
This term in Kindy we will be providing many wonderful opportunities for children to explore the natural bushland environment here at St Emilie’s.
From trees and flowers to birds, bugs, sticks, leaves, honkey nuts and pinecones, the Australian bush has plenty for children to explore, admire and wonder about. Instilling love and appreciation of nature from a young age can help create a generation who feel connected to the world around them and grow to respect and care about protecting and preserving our planet.
On our first walk through the bushland we searched for fallen bush treasure that we could collect and bring back to the classroom to design our own nature collage. We found many treasures to decorate our classroom with!
Inside the classroom, we have many learning stations set up for the children to interact with and explore their understanding of the Australian bush and Aboriginal culture. The children have been very busy rescuing and caring for the injured bush animals in the Animal Rescue Play Centre. At the cultural table, the children have been engaged in developing their early understandings of Aboriginal art, culture and bush tucker through hands on learning experiences.
To introduce and gain a greater insight to the sorts of animals that inhabit Australian bushlands we read, “Wombat Stew” by Marcia Vaughan and “Let’s Learn About Australian Animals” by Matthew Ingram. The children were then asked to draw and communicate their knowledge of their chosen Australian animal.
We are looking forward to getting outside, exploring and learning more about our bushlands as the term progresses. “For children, play is learning. There is no better space for kids to learn than the outdoors, and there is no better play resource than nature”. https://natureplayqld.org.au/blog/nature-play-in-early-years-education
Writing in the early years refers to all forms of visual and written communication.
Scribbling and drawing behaviours are the foundation for reading and writing readiness of children, as they learn through seeing and doing.
Our Kindy children are beginning to know and understand that print means something, that it is structured in small bits represented by words, and that their hidden message is read by following each line from left to right.
Many children are writing their names and experimenting with copying and writing their family and friends names.
Opportunities to write are available during fine motor and literacy groups, free play and embedded in role play.
Educators provide space, materials, and writing inspiration. We ask children about their drawings and writing and add annotations as directed by the child.
Children need continuous experience in writing. They need the chance to experiment using what they know about drawing and writing and the opportunity to apply and practise their developing skills and knowledge.
Welcome back to Term Three! We hope you all enjoyed having a little extra family time over the school break and are ready for another fun filled Kindy term! In the July school holidays, Australia celebrated NAIDOC Week from the 4th-11th of July. In Kindy this week we have dedicated a few sessions to learning more about Aboriginal and Torres Strait Islander history and culture.
To foster our early understandings of Aboriginal culture we read, ‘How the Birds got their Colours’ by Mary Albert and Pamela Lofts. This story is based on the Aboriginal Dreaming story from the Bardi people of Broome, Western Australia. Sharing this text led to a class discussion about different colours of animals and then to the uniqueness of our own skin colours.
Last term during Reconciliation Week, we watched a very special Playschool episode called, ‘Walking Together’. This episode focused on our shared histories and building relationships and communities that value Aboriginal and Torres Strait Islander people. In this ABC episode, “Play School uses a trail of footprints in paint to help children conceptualise the passage of time. The changing space between Rachael and Hunter’s footprint trail, represents the journey of reconciliation”. www.abc.net.au/abckids/early-education/
Following these learning experiences, we decided to celebrate NAIDOC Week, by creating our own footprint display, Kindy Mob Walking Together. It symbolises our unity and respect for Aboriginal and Torres Strait Islander peoples. Together we walk on Country.
Welcome Back to Term 3!
Looking After Our World
Practicing sustainability empowers children to develop an appreciation of the environment and its relationship to their own world.
It empowers them to build knowledge and explore values that lay the foundation for becoming an environmentally responsible adult.
We developed learning centres to foster children’s understandings to value and respect the environment.
The children are learning to appreciate the interdependence between people, plants, animals and the land.
Through hands on experiences, children can explore and learn about their local contexts and environmental issues.
Children can develop the critical thinking skills needed to make informed decisions for change, in their own lives and into their future.
Looking After God’s World
This term in Religious Education our unit of learning has been ‘called, Looking After God’s World’.
The children have enjoyed listening to the story of Creation and we have linked our learning to our topic of Sustainability by thinking about ways that we can care for God’s world.The children have been led to question and to ponder as our learning and experiences grow –
- I wonder why God made the world?
- I wonder how God knew what to make?
- I wonder what God is like to make such a wonderful world?
- I wonder what God wants us to do to look after the world?
We have discussed how we can care for the school environment – not littering, using water wisely, caring for our play spaces and school grounds.
We have created our class Sensory Garden and are learning how to grow and care for our plants.We have been sharing our experiences of how we and our families look after God’s world.
Kindy’s Sensory Garden
The Kindy children have continued looking at ways they can reduce, reuse and recycle common household/ classroom waste. As a class we read, ‘Don’t Throw That Away’ by Lara Bergen and the children brainstormed various different ideas on how we can reuse recyclable items and turn them into something new.
After the St Emilie’s P&F held their ‘Muffin and Milo Morning Tea’ we asked to keep the empty milk bottles. With this very large collection of used milk containers and the very kind donations from our Kindy children and families we soon had enough recycled milk containers to make our very own Vertical Sensory Garden in the Kindy Playground.
“Sensory gardens are an exciting place for kids and adults to connect with nature, as they are invited to touch, rub, smell and eat the plants.” Peter Dawe
The Kindy children have enjoyed watching their seedlings grow and change over last two weeks. Some have flowered and grown taller, the basil, mint and parsley are stimulating our sense of smell and we can’t wait for the peas to sprout so we can taste some school grown produce!
Thank you to all the wonderful parents for collecting and remembering to bring in your recyclable household items and to the lovely P&F for their generous contribution. Also, a huge thankyou to the amazing Mr Cogger for designing and constructing a place for us to hang our recycled planters. Such an amazing job, and perfect height for our little Kindy’s to enjoy and care for their garden.