We have had a hectic start to Term 3, and the children have made the most of each moment! We are confident they have been coming home exhausted from all they have seen and experienced over the past few weeks. We are still exploring topics related to Sharing the Planet and some new interests, including plumbing, pipes, and movement that will form part of our new Unit of Inquiry, How the World Works. Most importantly, we have felt such happiness and gratitude, seeing the children thriving at the opportunity to connect with others, play outside, and feel a sense of normality in their day despite the current climate.
After such a fantastic start to the term, it isn't very reassuring that we now need to return to remote learning. However, we are determined to make the best of this situation and plan to provide a rich, engaging program that will hopefully be fun for the whole family.
We are excited to begin our new Unit of Inquiry,
"How The World Works"
Our inquires will be drawn from the central idea:
"We construct theories about how the world works through playful exploration."
This unit will provide us with a wide range of hands-on learning opportunities designed to support children in developing their creativity, problem-solving, and observation skills.
Welcome to our circle of friends, Maxine, Daisy, and Maisy! We are so excited to have you in the Hive.
It's been great to see the children welcome some new friends into the Hive. Daisy, Maxine, and Maisy have joined us in the Hive, and this provided an authentic way to express our knowledge and skills about the Three R's. This included highlighting moments of respect seen in the program and celebrating the connection seen throughout our day in the ECC. Productive conversations during morning meetings have offered us an opportunity to share our feelings and revisit the toolbox of strategies we can draw on when we feel different emotions throughout a day.
In response to our conversations, we created some new sensory bottles that will support us in regulating our emotions throughout the day.
'I'm feeling happy" Kai
"Which one feels calm for you?" Rachelle
"The glitter one" Harriet "It's really good to help us when we are in the red zone. I like this one with the cool balls inside" Felix
"This one smells so good" Ollie W
"This one, me like this one" Teddy (Teddy choose the one with pompoms/jewels and shapes.)
"The glitter one is my favourite. We need to be careful, or the glitter will go everywhere" Elleni
"It's good to breathe and tip it" Alice
"I know we can set them up over here and use them when we need to" Remi
"I like them all" Remi
"The glitter one is my favourite" Harriet
"We are all different and our bodies like different things too. It's good that we can learn and understand our bodies when we feel upset, scared, frightened or happy" Rachelle
To respond to the children's understanding of diversity, we read the story, "It's ok to be different." It helped the children deepen their understanding of their friend's needs and that people around them may look different, feel different, or have other ideas we need to respect that and work together.
"Show everyone some love" Aubin
"Caring is sharing" Fletcher
Respect For Self
Keeping our bodies safe
As we settle back into the Hive, we have focused on safety and keeping our bodies safe. This means saying goodbye to our family at the gate, discussing why our grown-ups now wear a mask and washing our hands.
"My mum has a mask" Ollie W
"She doesn't wear it at home though" Ollie W
"Only the grown-ups need a mask, so they don't get sick" Olivia
"The mums can't come in here" Alice
"The children don't need to wear a mask, but they need to wash their hands and cough into their arm like this" Harriet
"If you use a tissue you wash your hands again" Henry
"Don't forget to put it into the bin" Fletcher
"You can't see the germs on your hands you just have to wash them" Olivia
"How many times do we need to sing happy birthday while we wash our hands?" "Twice" Riley
The children demonstrated their handwashing technique on the mat in a group experience showing us how they wash their wrists, in between their fingers, nails, palm, and backs of the hand.
Educators are positioned in the bathroom during handwashing times to oversee the children's technique, provide assistance where necessary, and ensure that a paper towel is used to dry hands.
Yoga for our bodies
We have continued to incorporate daily yoga into our routine for wellbeing.
"It makes you calm" Alice
"I love yoga" Riley "Me too" Remi
"I can do this" Henry (He stands on one foot and balances)
"A tree" Teddy (standing tall and stretching up to the roof)
Children take increasing responsibility for their health and wellbeing
This is evident, for example, when children:
Show an increasing awareness of healthy lifestyles
Show increasing independence and competence in personal hygiene, care, and safety for themselves and others.
Unit of Inquiry Sharing the Planet
The Art Studio has continued to be where the children learn and communicate their ideas about the concepts we have been learning.
"That bit looks like roots on a tree," Felix
Science and our grass heads
"Mine grew back again," Fletcher
"Me too," Riley
"I cut mine again," Remi
The children found our grass head inquiry interesting, and the fast changes meant we could observe various changes over time.
The children were involved in planting, caring, and growing their very own grass head. Some of the skills required included souping dirt, sprinkling seeds, manipulating spray bottles to water their grass heads. This meant everyone had the opportunity to exercise the small muscles in their hands that will be needed for writing.
As part of our unit of inquiry, we looked at the concept of what plants and trees need to grow and live. Through research in books, the children decided seeds, plants, and trees need three things- soil, air, and water. To build on our new knowledge, we created our yoga movements to represent our knowledge about the growth of seeds.
"The roots feed the plant" Felix
"It eats all the water up through those roots" Ollie C
The various growth rates and observations prompted conversations about why some grass heads had more grass than others and less. Other mathematical concepts, such as longer and shorter, were discussed as a result of our observations.
"Maybe it had more sun" Alice
"This one might have got too much water" Ollie C
"There is more soil in this one" Fletcher
We recorded that it took eight days for our grass heads to sprout through the grass heads, this was much longer than our spring onions that grew in three days.
Will the grass head grow again now that we have cut it?
"Yes, it's like hair" Henry
"Mine will grow back, and I will make pigtails" Elleni
"Mine did grow" Harriet
Children develop skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching, and investigating.
This is evident, for example, when children:
- Apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new conditions.
- Create and use representation to organise, record, and communicate mathematical ideas and concepts.
- Manipulate objects
- Contribute constructively to mathematical discussions
- Use reflective thinking to consider why things happen and what can be learned from these experiences.
RACHELLE, MILLY, TAHLIA & HEATHER