BEFORE SCHOOL CARE – 7AM TO 8.30AM
HAPPY 2nd DAY OF SCHOOL EVERYONE 🙂 We had most of our friends here this morning so we enjoyed a nice play outside together until 8am and then we enjoyed group time inside and enjoyed doing our calming morning affirmations using the great you tube clips. We want the children to go to school each morning feeling positive, thoughtful & powerful.

This is our TRANSITION each morning before we head off to school. What a wonderful way to start the day.

We had a busy morning of play as everyone was so excited to see each other and loved the new room lay out.

Delilah, Khaleesi, Scout & Zoe played a game of camping scientists.

Erin & Zoe enjoyed writing their names with paddle pop sticks.

CHILD INITIATED – Sasha & Scout were interested in the tape shapes on the floor. “What could we use these for?” Asked Miss Jen. The girls said “We could use them for roads with the cars or follow the patterns.

Miss Jen suggested that they could use them for dance positions standing on the tip of the zig zag or front and back of the lines & the square could be the solo stage perhaps ? They also thought it could be a part of our the floor is lava game.

How can we extend on this ? We will ask the other children tomorrow if they have any ideas ?

The children are loving having their siblings close by as Kindergarten & OSHC are sharing a space until our new room is ready. Cooper & Mason, Campbell & Austin and Talia & Ethan enjoyed their morning together.

7am to 8.00am – OUTDOOR PLAY – FREE PLAY – sandpit, soccer, playground, ice cream parlour, building blocks, lego, barbies, books & craft.

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY – Children develop their autonomy, inter-dependence, resilience
and sense of agency
This is evident, for example, when
children:
ï‚· participate in a range of freely chosen
play and leisure opportunities ï‚· demonstrate a capacity for
self-regulation, negotiating and sharing
behaviours

Educators facilitate this, for example,
when they:
ï‚· encourage children to make choices
and decisions ï‚· encourage children to collaborate with
peers and educators to plan programs ï‚· provide children with strategies to
make informed choices about their
behaviours  promote children’s sense of belonging,
connectedness and wellbeing

8.30AM – PACK AWAY – SNACK – ROLL CALL & WALK TO SCHOOL SAFELY IN PARTNERS WITH EDUCATORS.
Morning snack – 8.30am –
The children are always hungry again by the time we go to school so at 8.30am everyday as we are calling roll they have a snack out of their lunch boxes. We encourage them to chose something healthy to help them concentrate in class.
We love seeing the children with lunch boxes filled with healthy food choices to help give them the energy to play, concentrate & learn throughout their school day.

We love seeing our friends with their healthy morning snacks. Alex & Felix love their sushi that their Mummy makes. Vida had a lovely lunch box filled with fruit and vegetables.

NUT FREE CENTRE –  PLEASE REMEMBER WE ARE A NUT FREE CENTER DUE TO SOME OF OUR CHILDREN HAVING SEVERE ALLERGIES. PLEASE REFRAIN FROM USING PEANUT BUTTER OR SENDING NUTS IN YOUR CHILD’S LUNCH BOX IF THEY ATTEND BEFORE OR AFTER SCHOOL CARE. We thank you very much for your understanding to ensure the safety and health of others.

LEARNING OUTCOME 3 –
Children take increasing responsibility for their own health and physical well being
This is evident when children: show an increasing awareness of healthy lifestyles and good nutrition.

Transition to school – 8.40am – WALK TO BELLEVUE PARK PARK STATE SCHOOL SAFELY IN PARTNERS WITH EDUCATORS.
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AFTER SCHOOL CARE – 2.55PM TO 3.30PM –

Our afternoon routine – 2 Educators pick the children up from the Prep area and walk the children to the tuckshop where we meet years 1 – 6. We then mark the roll and walk straight down to the oval or to the adventure play ground for a half an hour play until 3.30pm to then head over to BELC for afternoon tea by 3.45pm. The children are encouraged to make new friends and the older children love to help our new preps and other younger children by setting a good example by following the rules to keep everyone safe.

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD – Children respond to diversity with respect
This is evident, for example, when
children:
ï‚· use opportunities to develop
understandings about the diversity of
culture, heritage, background and
tradition ï‚· demonstrate awareness of connections,
similarities and differences between
people and react in positive ways  listen to others’ ideas and respect
different ways of being and doing ï‚· practise inclusive ways of achieving
coexistence

Today we enjoyed a play at the adventure playground as it was too hot to play on the oval. It was great to hear the children all talking about their new teachers & friends in their new classes. 

BACK AT THE CENTRE – 3.45PM TO HOME TIME 6PM
GROUP CHAT ON MAT – We ran over the rules quickly for those who were not here yesterday then enjoyed a yummy afternoon tea and ARAKAN.

AFTERNOON TEA – Jam or cheese sandwiches, apple, banana, watermelon & jelly.

ACTIVITIES AVAILABLE – CHILDREN to SELF SELECT – ART & CRAFT RESOURCES, BOOKS, HOME CORNER, DOLLS, CONSTRUCTION, OUTDOOR PLAY 

INDOOR PLAY – The children chose their own activities for their half an hour play before heading outside. It was great to see them working as a team to help each other clean up. We also had a hair salon going on.

TEACHER INTENTIONAL TEACHING – Extending on our interest in the world map Miss Jen asked each child where their family comes from so we can out their photo on the parts of the world to show the diversity in our teams cultures. We have families from Finland, New Zealand, Russia, Canada, England, Australia, China, Japan and many more. This opens many windows of opportunity to explore the worlds cultures which will be of great interest to the children.

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND
CONTRIBUTE TO THEIR WORLD
Children respond to diversity with respect
This is evident, for example, when
children:
ï‚· use opportunities to develop
understandings about the diversity of
culture, heritage, background and
traditionï‚· demonstrate awareness of connections,
similarities and differences between
people and react in positive ways listen to others’ ideas and respect
different ways of being and doingï‚· practise inclusive ways of achieving
coexistence

Educators facilitate this, for example,
when they:
ï‚· plan experiences and provide resources
that broaden children’s perspectives and
encourage appreciation of diversityï‚· engage in interactions with children that
promote respect for diversity and value
distinctivenessï‚· expose children to different languages
and dialects and encourage appreciation
of linguistic diversityï‚· encourage children to listen to others
and to respect diverse perspectivesï‚· demonstrate positive responses to
diversity in their own behaviourï‚· explore the culture, heritage,
backgrounds and traditions of children
within the context of their community

ARAKAN – Martial Art focussing on defence. It’s wonderful to see the girls so interested in ARAKAN each week. Mr Dan works on defence with them and is a little harder on the boys which is great for them to exert their natural interest in martial arts as we encourage them only to show off their skills in a structured class.

OUTDOOR PLAY – 4.30pm to 5.00pm – The children had a great time running around playing, tag, soccer & sandpit fun. The the new game the older children love to play is the imposter. It was such a perfect afternoon to be outside as it cooled and our yard is all shaded.

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS – Children interact verbally and non-verbally with others for a range of purposes
This is evident, for example, when
children:
ï‚· engage in enjoyable interactions using
verbal and non-verbal language ï‚· use verbal and non-verbal language to
communicate thinking ï‚· participate in play opportunities that
promote social interaction with peers

Educators facilitate this, for example,
when they:
ï‚· respond sensitively and appropriately to
children’s conversations  value children’s linguistic heritage and
with family and community members
encourage the use of and acquisition of
home languages and Standard Australian
English ï‚· model language and encourage children
to express themselves through language
in a range of contexts and for a range of
purposes including leading and following
directions ï‚· engage in sustained communication with
children about ideas and experiences ï‚· allow children to direct their own play
experiences with their peers

ONE ON ONE – We really enjoyed spending time with each child hearing all about their day and anything they want to talk about as they are full of interesting stories and always have so much to say.

6pm – HOME TIME 🙂  Everyone had gone home by 6pm.

EVALUATION – It was a great 2nd day back with many more friends today. Everyone is playing well with each other and are enjoying the lovely weather and lots of outdoor play.

Thank you for another great day friends Miss Jen, Mr Dayne, Mr Oskar & Miss Ana.