Joanne's Family Day Care Glenvale in Toowoomba, Queensland | Childcare service

Joanne's Family Day Care Glenvale

Locality: Toowoomba, Queensland

Phone: +61 417 627 337

Address: Glenvale 4350 Toowoomba, QLD, Australia

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25.01.2022 Santa's beard advent calendar.. Today, as it's officially the 1st of December, we got to start our group Advent calendar! The children will fill Santa's beard, leading up to his arrival. ... For young children, the lead up to Christmas is one of the most exciting times of the year! LO2 Children connect with their world through community events.

25.01.2022 KDFDC PLAYGROUP: CHRISTMAS THEMED. A beautiful festive morning connecting with the magical time of Christmas. Children had a variety of festive opportunities, making cards, making gifts, singing and dancing to a Wiggles christmas, as well as recycling old baubles into a colour sort activity. Children really enjoyed the baubles, extending this to suit their interests; not only colour sorting, but playing throw and catch, placing them on a slide and sliding down, rolling bau...Continue reading

25.01.2022 . All the children at Playgroup, yet Miss A chooses to interact with me! Awe Miss A was in a playfull mood. Miss A used her hat to play hide-n-seek; "JoJo, where me?", "BOO!", "Can you find me?", "I scare you JoJo".... Reflection: Miss A initiated interaction with myself. Miss A shared humor and happiness as she engaged in hiding games. Miss A is learning to interact and build relationships, central to her developing acceptance, self-esteem and higher functioning thinking skills that will contribute to her positive learning and life outcomes. Educators take an active role in nurturing, supporting and promoting children’s relationships and social skills. LO1 Children are confident to interact with their Educators; and peers, responding warmly and consistantly, forming strong self-identities and emotional bonds. This is important for healthy emotional and social development. LO3 Children are developing a sense of belonging, building confidence; learning a new activity takes practice and focus. LO4 Children enhance cognitive benefits, playing hiding games. Searching for objects encourages children to use their imagination and helps them develop problem-solving skills. LO5 Children use verbal and nonverbal language and gestures through play. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 5.1 Respectful and equitable relationships are developed and maintained with each child. NQS 5.1.2 Each child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

24.01.2022 HEALTH AND NUTRITION EDUCATION: USING THE HUNGRY CATERPILLAR BOOK AND PUZZLE. ' .... This morning we engaged in conversation regarding Health and Nutrition, using The Hungry Caterpillar resources, to help interpret this with the Toddlers. We engaged in group time, creating a Hungry caterpillar puzzle, whilst learning nutritional foods, the children also had the opportunity to engage in counting and recognition of numbers. Extending this further into story time, who doesn't love the old favourite The Hungry Caterpillar! My group sure did, with it being read four times. The children started to question the evolution of this very hungry caterpillar, now guiding the activity into the opportunity to discuss the lifecycle of a butterfly. Implementing Health and Nutrition policy and guidelines. Health and Nutrition discussions Hands on explorations Teachable moments through play Connecting with numeracy and literacy Concentration, persistance, determination and focus. A sense of achievement Manipulation, sorting and fitting; trial and error processes. LO2 Children are connecting with their world, learning about their world by observation, play and discussion. LO4 Children develop understanding of themselves and their world through active, hands-on investigation. Children demonstrate growing confidence and involvement in their learning, expressing wonder and interest in their environments. LO5 Children are encouraged to communicate their thoughts and ideas. Opportunity for discussion and questioning about foods and insects. Children begin to sort, categorise, order and compare attributes of objects and materials. NQS 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. NQS 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

24.01.2022 KDFDC PLAYGROUP: NATIONAL FAIRY BREAD DAY THEMED. Colourful sprinkles, sugary goodness and lots of laughs will span over a week, for the ultimate nostalgic feels with Fairy Bread Day on 24 November 2020, supporting the mental health of Australia’s youth with ReachOut.com. https://about.au.reachout.com/fairybreadday...Continue reading

22.01.2022 SELF GUIDED EXPLORATIONS: FARM PLAY Today's outdoor explorations guided Miss A into Farm play. Miss A gathered a Cow, stating "Moo". Miss A mimiced the Horse eating Grass "yum, yum, yum". She shared humour laughing as she jumps the Horse onto the Farm roof, balancing it steadily. She gathers the animals, laying them down in the stable. Miss A says 'Shhh, sleeping", acting the shhhh motion. Miss A was heard singing through play "E-i, E-i, Oh", as she remembers the Old McDonald... tune. So happy and content in her own little bubble of imagination! Refelection: Solo time provides a child with a variety of learning opportunities -- they can explore their environment at their own pace, become self-reliant, focus their attention, and develop confident self identities. Miss A expressed multiple words through play: Jump, Yum, Eat, E-i E-i Oh, Sleep, Moo, Sleeping, House, Up Cow. Miss A shared her knowledge that a Cow says "Moo". Miss A learns through repetition, as she sings the Old McDonald song. Miss A was expressive during play, changing tones to suit different animals and play experiences. She shared facial expression and body gestures associated with her play scene. Enhancing Vocabulary and Communicative skills. Connecting to her world through props. Stimulating creativity, discovery, imagination and curiosity. Building concentration, persistance, determination and focus. Uses facial expression and speech tones. Develops visual learning. Problem solves, critical thinking, judgement, visual-perceptual skills and memory. LO1 Children express a wide range of emotions, thoughts and views constructively. Children explore different identities and points of view in dramatic play. LO2 Children are connecting to their world through play, as they broaden their understanding of the world in which they live and demonstrate a sense of belonging and comfort in their environments, using play to investigate, project and explore new ideas. LO3 Activities to facilitate exploration and naturally encourage children to play, create, investigate and explore, developing fine motor and hand motion. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

20.01.2022 Artistic Self-Expression using Metallic markers. Extending the children's interest in drawing lately, they were introduced to Metallic markers. These pens look magnificent on the black paper, super shiny and vibrant. An opportunity to express creativity, enhance design and imaginationative thinking, and develop fine motor through use of different drawing mediums. Miss A: "Mummy and Daddy"... Miss M: "Me draw Molly, it's raining there, look all the rain" (Molly is Miss M's dog) Miss E: "Me do for Mummy, me do for Nannie", "Nannie put on her fridge, she say it's beautiful!" " Mr Y: "Dot, dot, dot, dot" Children learn, develop critical skills, and have fun engaging in creative, artistic expression. They think critically about their world and practice visual communication. Drawing allows children to express ideas and make meaning using a range of media, exploring representation of language through lines and scribbles. Drawing enables children to assert individuality, provides opportunities for children to learn directionality and continues to develop fine motor skills. https://www.ebay.com.au/itm/283804050375 LO3 Children enhance their fine motor and hand eye coordination as they manipulate and manage tools with competence and skill. LO4 Children express wonder and interest in their environments, are curious and enthusiastic participants in their learning, investigate, imagine and explore ideas, following and extending their own interests with enthusiasm, energy and concentration, emerging from their own ideas. Children manipulate objects and experiment with cause and effect, trial and error, and motion, transfer and adapt what they have learned from one context to another, making connections between experiences, concepts and processes. LO5 Drawing helps our communicative range as it allows us to express in a different way what we feel, what we want, what our vision for something is, etc. Children use the creative arts such as drawing, to express ideas and make meaning. NQS 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

20.01.2022 BUTTERFLY COLOURING AND DESIGN This morning we connected with yesterday's Butterfly interest, allowing opportunities for children to express and engage in creativity. Colouring in has an important place in child development and can easily be incorporated into a child’s day. It provides an opportunity to practice and develop many skills such as concentration, fine motor and coordination for early writing skills and correct finger grip. It also gives the experience of creativi...ty, colour awareness and recognition and develops a sense of achievement. Using different colours gives children an opportunity to explore different combinations and lets them see how they can change the appearance of the picture. Colour recognition/naming/matching/exploration Fine motor/Hand eye Coordination Develop and practice pencil grip Sense of achievement Symmetry, pattern and design Opportunities for creativity and self expression. LO3 Drawing activities enhance fine motor development through pincer grip, hand control, and developing hand preference, as they manipulate and manage tools with competence and skill; learning a skill for future schooling and life itself. Children learn to manipulate and manage resources with competence and skill. LO4 Children are confident & involved learners as they focus on an activity. Children are building an understanding of colour names. The use of drawing materials assists children in building skills of conservation, classifying, comparing, ordering and patterning. Children are curious and engaged learners; achieving learning goals through play. LO5 Children are developing language and communication as they engage with, learn from and interact with others. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

19.01.2022 BABY PLAY... Today's morning play guided Miss A to the dolls. She will have a little sister soon; Mum and Dad have been preparing her, by talking about it alot lately. This is definately coming out through her interests and play this week, as she is more drawn to the dolls. Miss A was nurturing and gentle during her pretend play. During play, Miss A was heard saying "Baby", "Shhh", "Gentle", "Mummy", "Bottle", "Sleeping", "Eat". Reflection: Miss A is demonstrating her knowle...dge of baby care. An important social skill that children learn when playing with dolls is how to process emotions such as empathy and compassion. Just like caring for their doll teaches responsibility, it teaches them to empathize with those around them and allows them to grow up into caring people. Building social skills Learning responsibility Developing empathy & Compassion Developing imagination Developing language and communicative skills LO1 Children engage and join in play as they develop their autonomy, independence, resilience and sense of agency. LO2 Children's imagination helps them interpret their world, and learn how to interact with others. LO3 Children are strong in their social and emotional wellbeing. Baby play/group activites teaches empathy, kindness and respect towards others. Children develop social skills: practising negotiation skills, turn taking and sharing. Baby play enhances emorional development, as children build an understanding of feelings through the re-enactment of certain experiences. LO4 Children develop dispositions for learning, such as curiosity, creativity, enthusiasm, imagination and reflectivity. Baby play encourages imagination; children can be anyone in the pretend world. LO5 Children use verbal and nonverbal language, and gestures, to communicate with others and role play. Children develop language skills: practising listening, looking and talking. Children connect with others through gestures, sounds, expressive & descriptive language & assisted communication. NQS 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

18.01.2022 R u Ok? Day. " , ." Today is R u Ok Day. Recognizing the inner feelings and emotions of oneself and others is an important component of emotional intelligence. Today we engaged in emotion and feeling activities and discussion, through educational expression puzzles and templates, feelings/emotions books, and calm down squishy balloons. Children engage in learning different facial expressions and emotions, it's ...funny how when looking at these images, their faces change accordingly, showing empathy towards a picture. This year of all years is most important as we all tackle so many highs and lows during this pandemic. Everyone has a story, struggles, dramas or issues we may not know about, it's not our place to judge others, but to be a positive in their lives, wether we know this person or not; a simple Hello, a simple smile, shout that elderly person her coffee, smile at that Mum who's toddler is cracking a tantrum in the shopping center, small things could just make their day...or save their lives! In my life, I know someone fighting depression, where every day is a struggle, I know someone who committed suicide...Yep, it's not nice to talk about, but it happens, and more than we realise. A hard and deep topic, yet an important one, be the positive in the world, don't contribute to the negative, and together we can build a better more compassionate, more loving, more caring world! A big Thankyou to my Scheme Kath Dickson Family Centre for my cool new emotion resources! LO1 Children gradually learn to ‘read’ the behaviours of others and respond appropriately; beginning to contribute to fair decision-making about matters that affect them. Children have a strong sense of identity, developing their emerging autonomy, inter-dependence, resilience and sense of agency. LO3 To support children’s learning, it is essential that educators attend to children’s wellbeing by providing warm, trusting relationships and respect for all aspects of their physical, emotional, social, cognitive, linguistic, creative and spiritual being. Children are building their emotional wellbeing and social connections; building a foundation for intellectual learning. LO4 Activities to initiate desires to explore, imagine & learn, connecting and learning about feelings and emotions. LO5 Children interact verbally and nonverbally; expressing stories, feelings and emotions. Children are interpreting objects, images and people, beginning to make meaning from images. NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 5.1 Respectful and equitable relationships are maintained with each child.

18.01.2022 , , - It was time for a change. These beds were 15 years old, and still in fantastic condition. I couldn't see a reason to buy new, so I painted them! Super happy! ... Reflective Practice: Reflections are an ongoing occurrence that enables us educators to think honestly about our professional practice and ideas; continually respond and reflect.

18.01.2022 SPRINGTIME COLOUR EXPORATIONS. " , , , ." Todays outdoor adventure was inspired by the colours of Spring. We used this cool colour chart thanks to #teachbesideme. Children had a great time exploring nature and the colours on offer. The children gently explored different colours and textures around them. This activity allowed the children to look around more, appreacting nature at it's best. ... LO1 Children show interest in others; as they engage in group experiences. Children have the opportunity to explore freely. LO2 Group participation actively support children to develop emotionally, socially, intellectually and creatively as communicators. Children learn about nature though oppotunities to explore and appreciate their surroundings.. LO4 Children are confident and involved learners as they learn colour recognition planned natural experiences. Children persevere and experience the achievement of satisfaction. Children begin to understand how symbols and pattern systems work; recognising, naming and matching colours. LO5 Children use verbal and nonverbal communication as they describe their thoughts, feelings and ideas with others. Children respond to what they see, describing, questioning, predicting, and observing their experience. NQS 1.1 The educational program enhances each child’s learning and development. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play. NQS 5.2.1Children are supported to collaborate, learn from and help each other.

18.01.2022 ? Extending our morning The Hungry Caterpillar theme, into feeding the Caterillar. An invitation to play, explore, and recreate The Hungry Caterpilar story. An opportunity for children to communicate, develop langauge and build confidence to reenact the play to their friends. This was a great opportunity to extend our discussion on healthy and sometimes foods. Implementing Health and Nutrition policy and guidelines.... Health and Nutrition discussions Hands on explorations Teachable moments through play Enhancing Vocabulary and Communicative skills. Concentration, persistance, determination and focus. Manipulation, sorting and fitting; trial and error processes. Stimulating creativity, discovery, imagination and curiosity. Develops visual learning. Problem solves, critical thinking, judgement, visual-perceptual skills and memory. LO2 Children explore roles, take turns, share materials, help others, and interact with respect; as they gain an understanding of their world. Children are connecting to their world through play, as they broaden their understanding of the world. LO3 Children take increasing responsibility for their own health and physical wellbeing when they begin to understand aspects of healthy lifestyles and good nutrition. Educators promote this learning when they engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition. LO4 Children are persistent and curious learners as they engage in play. Children express wonder and interest in their environments, are curious and enthusiastic participants in their learning. LO5 Children are developing language and communication as they take on new roles, express ideas, negotiate and interact with others. Children begin to be aware of the relationships between oral, written and visual representations. Children listen and respond to sounds and patterns in speech, stories and rhyme. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

17.01.2022 KOALA FORK PAINTING Connecting with 'September Save the Koala month" and our learning about Koalas this morning, the children had the opportunity to express their creativity, using a fork to mimic their representation of the Koala. I just love them! Super cute.... LO2 Children are connecting to their world; learning about animals that we share it with. LO3 Children are enhancing fine motor development and hand eye coordination as they manipulate and manage craft with competence and skill. LO4 Encouraging children's creativity and imagination through self expression. LO5 Visual learning; Children are interpreting animals NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. NQS 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 6.2.3 The service builds relationships and engages with its community. https://www.savethekoala.com/donate

16.01.2022 FIRE SAFETY EDUCATION, EVACUATION and LOCKDOWN PROCEDURE * Sound both smoke alarms. * Discussed calling 000; locating the numbers on the phone. * Stop, Drop and Roll... * Crawl under the smoke. * Fire extinguisher check. * Revise evacuation plan/map; getting to our safety spot. * Campfire safety * Fire safety discussions. * Lockdown procedure. * Youtube fire safety videos. * Certificates! Whilst learning and following proceedures, the children had hands on fun sounding smoke alarms, looking for 000 on the phone, and exploring a fire extinguisher. We looked at the house map, and disussed evacuations, locating doors to exit. The children performed the Stop, Drop, and Roll well, rolling around to put the fire out. as well as crawl under the smoke. We learnt about safety around a campfire, keeping a safe distance, not playing with the fire and not touching without an adults permission or supervision. After our evacuation today, we practiced our Lockdown proceedure; discussing and implementing in child related terms to get to our "safe place". It was Miss I's first drill with us today, she followed the others cues, mimicing and getting involved, learning through play based, hands on, fire education. She was super proud of her certificate! LO3 Children become strong in their social and emotional wellbeing as they show an increased awareness of fire safety and follow Evacuation and Lockdown Procedures. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. NQS 2.1 Each child’s health is promoted. NQS 2.2.2 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. NQS 5.2.1 Children are supported to collaborate, learn from and help each other.

12.01.2022 SEPTEMEBER IS SAVE THE KOALA MONTH. Today we learnt about the Koala through books, YouTube and discussion. An adult can weigh up to 14kg. They have super sharp claws to climb the tree. ... A Koala is a marsupial; has a pouch for its baby. A baby Koala is called a Joey. The Koala got its name from Aborigninal origin meaning 'No drink'. Koalas sleep up to 20 hours a day! We need 100 trees per Koala to provide enough fresh eucalypt. Eucalyptus leaves are poisonous to most animals. The Joey stays with Mum for its first 12 mths; 6mths within her pouch, then 6mths on her back. We extended our learning reading a super cute story "Koalas big day" and with Koala teddies. Super cute as the children cared for and cuddled these fluffy toys. Koalas are in serious decline suffering from the effects of habitat destruction, domestic dog attacks, bushfires and road accidents. The Australian Koala Foundation estimates that there are less than 100,000 Koalas left in the wild, possibly even smaller as few as 43,000. The Australian Koala Foundation (AKF) is the principal non-profit, non-government organisation dedicated to the conservation and effective management of the wild koala and its habitat. The AKF is completely self- funded and does not take one dollar from any level of Government. This gives the AKF an incredibly free voice for the Koala and for the protection of its habitat. If you would like to donate or adopt a Koala, follow link below. https://www.savethekoala.com/donate LO2 Children are connecting to their world; learning about animals that we share it with. LO5 Connecting with technology as we learn through stories and youtube videos. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 6.2.3 The service builds relationships and engages with its community.

12.01.2022 TRANSIENT ART BUTTERFLIES - Today we are connecting with Spring, learning about the Butterfly. As we have seen them slowly emerging, the children shared an interest in Butterflies recently. We started with books and a Butterfly card, pointing out the ones we have seen around JoJo's house. The most popular ones we have seen around here is the little Yellow one, we learnt is called a Lemon Migrant. ... Children had the opportunity to create their own Butterflies, enhancing fine motor, hand eye coordination, creativity and pattern formation through art. An opportunity for sorting, pattern making, discovering textures and learning about pattern and symmetry with play-based, hands-on learning. Extending this further with Butterfly wallpaper images as the children played. Miss M adored these beautiful visual images, venturing to the TV often to watch them flutter around and listen at the tranquil tunes. "They Beautiful", "Look, on a flower now". LO1 Children develop knowledge and self confidence through new skill development. LO2 Children connect to their world learning about seasons and insects. LO3 Children are developing hand-eye coordination and fine motor. Children are establishing hand preferences and learning to hold objects and use of pincer grip. LO4 Children are curious and engaged learners, taking an interest in arts. Children persevere and experience the satisfaction of achievement. LO5 Children connect with technology, as they engage in visual images, learning about the Butterfly NQS 1.1 The educational program enhances each child’s learning and development. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 3.2.2 Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.

11.01.2022 Banana Berry Cupcakes . Learn healthy eating habits.... Make healthy and nutritional choices. Develop principles for lifelong health and wellbeing. Learning about food choices. Healthy balanced lifestyles. Strategies to encourage healthy eating in childcare. In an extension to our story time "Milo goes Bananas!", we decided to use bananas in today's cooking class; incorporating healthy eating habits whilst learning basic kitchen skills. This recipe is fantastic for adding in fruits; in today's recipe Banana's and Berries. This recipe has no added sugar, using the berries for the sweetness. Children learnt to mash, pour, combine, crack eggs and measure today. Reflection: A delicious recipe I whipped up freeflowing one day So easy, yet so delicious and filled with the nutritional benefits of banana and berries. All children loved these, they truely are simple and delicious cakes! Miss EH and Miss A cracked their eggs perfectly, with no scooping our any shell! Yay! LO1 Cooking activities help develop children's sense of belonging by encouraging turn taking and cooperation. LO3 Children show and implement an awareness of personal hygiene practices; through washing hands before and after, not taste testing the food in between, and helping to clean up their environment. Children take increasing responsibility for their own health and physical wellbeing. This experience allows children to show an increasing awareness of fruit and vegetables. LO4 Children learn kitchen skills (measurements, mashing and cracking eggs ). Children learn about nutrition, healthy and sometime food. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 2.1.2 Effective illness and injury management and hygiene practices are promoted and implemented. NQS 2.1.3 Healthy eating and physical activity are promoted and appropriate for each child. NQS 5.2.1 Children are supported to collaborate, learn from and help each other.

11.01.2022 GIANT WATER BEAD EXPLORATION. Wow! These things are awesome! After so much interest in our small water bead play, I stumbled accross Giant ones on eBay. Children were instantly engaged, loving the feel and look of these giant beads. They are so enticing! Colorful, smooth, squishy and super cool! I added in jars and spoons to entice play and colour sorting. Miss EM remembered our 'marble maze water bead play', suggesting we get them out. I showed her these beads were way too b...Continue reading

10.01.2022 INTERNATIONAL COUNTRY MUSIC DAY.. ' .' When you love country music and the children respond with happiness, love and approval, melts my soul! I'm a country girl at heart, so this day is just perfect. The happiness in the room right now is exceptional! We added in some musical instruments to engage and enhance our Country music experience. ... Connecting with our community through music. Children connect with and engaged with others. Dance can improve flexibility, stability and Balance. Dance and music releases a feel good hormone, reducing stress. Dance and Music instills a love of music and culture in children. LO1 Children confidently explore and engage in a social environment. LO2 Dance and music broadens children’s experiences, can teach about diversity, teach new ideas and concepts. Children explore the diversity of culture, heritage, background tradition and that diversity presents opportunities for choices and new understandings. LO3 Children share humor, happiness and satisfaction, responding through movement to traditional and contemporary music, dance and storytelling. Children have a strong sense of wellbeing. Children develop gross motor through dance and movement activities; jumping, hopping, rolling, twirling, swinging, swaying and bouncing. LO4 Children are confident learners. Children explore, identify, negotiate and create meaning. Children respond to sight, sound, movement, expressing emotions supporting cognitive learning. LO5 Children engage in enjoyable interactions as they listen and respond to sound; moving their bodies to the sound patterns. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included. NQS 6.2.3 The service builds relationships and engages with its community.

09.01.2022 Exploratory Learning with Rainbow Water Play. Yay, it's finally water play weather again! What better way to entice the children into play with a Rainbow colour theme! Children have the educational purpose of sensory play; stimulating curiosity, encouraging interactions and enticing exploration through colour sorting water play. Children had a great time sorting and matching colours, using cups to scoop and pour and enjoy the sensory aspect of splashing. ... LO3 Children engage with and enjoy sensory experiences. Sensory activities facilitate exploration and naturally encourage children to use scientific processes while they play, create, investigate and explore. Children interact with respect as they share, include & cooperate with eachother. LO4 Children express wonder & interest in their environments as they reason, predict, observe, inquire, evaluate, experiment & reflect processes; promoting scientific thinking. Children learn through trial and error, cause and effect, as they manipulate objects and experiment, learning about density and mass through hands on investigation. LO5 Children develop language and communitive skills; slippery, wet, soft, ball, blue, red, yellow, orange, purple, green, tip, pour, scoop, boat, fun, splash, empty, full, mine. Educators hypothesis & expand children's thinking. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. NQS 2.2.1 Reasonable precautions and adequate supervision ensure children are protected from harm and hazard NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.

09.01.2022 WATER WOW MAGICAL COLOURING BOOKS When Miss A bought her book into show her friends a little time ago and they loved it, I just had to find them! This book is amazing! A fantastic sustainable resource, as you can paint over and over and over, with just water!... https://m.facebook.com/story.php?story_fbid=2030327513768329&id=571876099613485 LO1 Children are building confidence through active learning; expressing happy emotions as they show off their new-found knowledge. LO3 Resources are provided to develop fine motor and improve hand eye coordination as they build and construct. LO4 Drawing/Painting activities allows children to engage in symbolization and representation, make comparisons, classify, learn about directionality and sequencing and experience divergent thinking and logical reasoning; How does the colours magically form? Why do they disappear? LO5 Children use verbal communication; discussing their construction ideas. Sharing resources encourages language, social engagement, cooperation and problem-solving. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

08.01.2022 ' . Miss A insisted on taking the Koala outside with her today. She just adored the soft feel, seen hugging it often. I watched as Miss A included the Koala in her play experiences. The Koalas first adventure was a ride on the back of the Truck "Hold on" she stated. Miss A ventured to the cubby, she sat the Koala at the table, gathering a "cup of tea", "Icecream", and some "pizza". Sh...e was heard telling the Koala to "Eat up", "Yummy", and "Wipe your mouth". Off to mow the lawn she went, having a bit of trouble keeping the Koala to balance on the mower as she pushed it. Miss A lost interest in the mower, venturing to the construction site. She sat the Koala perfectly in the tyre tube, and began driving trucks over it, the Koala fell forward "Oops" she stated "You ok?" patting its head. Miss A began to feed the Koala rocks, "Yummy, cake". Miss A ventured back to the bikes, this time gathering the Trike, she placed the Koala on first, then herself, and rode around happily. Reflection: I adored how Miss A found a connection with the Koala. She has always liked soft feel teddies. She guided her play to adapt the Koala. Her vocabulary was extensive. She showed care and affection, cuddling it often. Miss A expressed sympathy as she knocked over the Koala, asking if it was ok. Miss A showed little interest in the other children for outside time, engaged in her own self guided play. Allowing children to take toys they enjoy outdoors encourages them to play and explore in new ways, inspiring little imaginations. Imagination and self guidance Enhancing Vocabulary and Communicative skills. Connecting to her world through toys. Uses facial expression and speech tones. Expresses love, care, affection, emapathy and sympathy. LO1 Children express a wide range of emotions, thoughts and views constructively. Children explore different identities and points of view in dramatic play. LO2 Children are connecting to their world through play, as they broaden their understanding of the world in which they live and demonstrate a sense of belonging and comfort in their environments, using play to investigate, project and explore new ideas. LO4 Children are confident and involved learners, when they are provided with opportunities to explore their own ideas, experiment concepts, and hypothesise. Through play, children create representations to communicate ideas. LO5 Children are effective communicators as they interact verbally and non-verbally. They are given the opportunity to use language and representations to share and project meaning. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

08.01.2022 Routines: Opportunities for learning and connecting. "Wakey Wakey time". Children slowly wake up ready to tackle the afternoon. Children's wake up routine is to put their teddy and book away, and join me in the toyroom. Today, Mr Y took a little longer than normal to join us, so I went to check on him. Mr Y was making his bed, rollling up his blanket and gathering his pillow! Mr Y smiled at me, with a sense of pride. Well done buddy! Routines are a big part of our lives. The...y give us order and stability and the reassurance that comes from reliable, consistent patterns of activity. They support us to regulate our lives in a world that is often fast-paced and busy. And they provide a framework for ensuring the important ingredients for staying healthy, for maintaining a strong sense of wellbeing and a sense of purpose. LO3 Mr Y is strong in his social and emotional wellbeing as he seeks out and accepts new challenges, makes new discoveries, and celebrates his own efforts and achievements. Mr Y has a sense of security and control over his environment as he is begins to participate in routines, experiencing a sense of satisfaction at being able to perform part of a role, task or routine. Children begin to assert their capabilities and independence. LO4 Children transfer and adapt what they have learned from one context to another, experiencing the satisfaction of achievement. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 1.2.3 Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.

08.01.2022 Oh my goodness! Thankyou Mummy E and family for my delicious gift!

07.01.2022 Building self-help skills: packing away/caring for the environment. "Pack up time, ready for outside" I stated. The children began to pack up, play, pack up, play, pack up, play...they're getting their slowly for 1 and 2yr olds who get distracted easily ;) . Miss M stated "Me pack this away" heading to the building set. Miss M began to pack up singing her little song "Pack away, pack away, pack away, pack away". I love how she stacks it all up. She gathered the lid, and attem...pted to put it on. "Hmmm", she sighed, pushing the toys down, and trying again. "Don't need a lid, we play later" she added putting the lid back. Well done Miss M! ' - . - . . , . , ' , . , . , . , . , . , . " , "?. ' , . ' , , . , , . LO3 Miss M has a sense of security and control over her environment as she begins to participate in routines, experiencing a sense of satisfaction at being able to perform part of a role, task or routine. Children begin to assert their capabilities and independence. LO4 Children transfer and adapt what they have learned from one context to another, experiencing the satisfaction of achievement. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 1.2.3 Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.

07.01.2022 ", , !" Extending the children's education into a 'Hurry Hurry, put the fire out' play based fire play scene. , , ,... , , , , , , -, -, -. , , , , , , , , , ' , ' , ! , , , , , , , , , , ,. , , , , , , , , , , , . A great opportunity for children to reenact these experiences through play. Children laughed whilst trying to operate the squirt bottles, squirting their faces often before learning to turn the bottle around. They were tricky to operate, but the children persisted and managed to get the hang of them. LO1 Children have a strong sense of identity as they engage in symbolism, organisation, cognitive integration; expressing ideas, story themes and symbols. Children have the opportunity to explore freely. Children engage and join in play as they develop their autonomy, independence, resilience and sense of agency. LO2 Social group experiences help children learn to cooperate in a group setting. Children are connecting with their world through play. Visual art helps children interpret their world. LO3 Children develop social skills as they learn to interact, contribute, and share play spaces. Children are strengthening their hand muscles as they learn a challenging new skill of squirt bottles! LO4 Children develop understanding of themselves and their world through active, hands-on investigation. Children demonstrate growing confidence and involvement in their learning, expressing wonder and interest in their environments. Children transfer and adapt what they have learned from one context to another. Children engage with and co-construct learning, making connections between experiences, concepts and processes. LO5 Children interact verbally and non-verbally with others for a range of purposes. Opportunity for discussion and questioning. Fostering language skills as children's imagination allows them create roles and scripts and extend vocabulary. NQS 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments. NQS 5.2.1 Children are supported to collaborate, learn from and help each other.

06.01.2022 SELF GUIDED PLAY PUZZLE PLAY This mornings indoor explorations guided Miss M to the 3D puzzles. She scooped them all from the shelf, and began to build. Miss M is learning through visual perception, as she matched colour and print finding the correct pieces. Miss M asked "Where is it" looking for her correct piece "Where the baby dog?", she found her piece moving onto the next one, then the other, then the other. Miss M competed these 3d puzzles with ease. She expressed happi...ness and praised herself accordingly, repeating the puzzles over and over. Basic concepts and skills; teaches the concept of a 'whole' and that each piece is a fraction of the bigger picture. Shape and size recognition. Concentration, persistance, determination and focus. A sense of achievement Developing hand-eye co-ordination and fine motor skills. Problem solving, critical thinking, judgement, visual-perceptual skills and memory. Manipulation, sorting and fitting; trial and error processes. LO1 Children are building confidence through active learning; expressing happy emotions as they show off their new-found knowledge. LO3 Miss M is developing and refining her fine motor skills. She is developing hand eye coordination, playing with puzzles requires a trial and error process which involves a lot of hand and eye manipulation. LO4 Miss M is developing strategies on how to approach in achieving this goal, a process of problem solving, reasoning skills and developing solutions. LO5 Children begin to sort, categorise, order and compare attributes of objects and materials. NQS 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. NQS 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play. NQS 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.

06.01.2022 Flavoured Bananas for morning tea . Today we extended our book of the week '"Milo goes Bananas!" into revamping our Bananas into a delicious morning tea. Adding on top Vanilla Greek Yoghurt, Natural Hazelnut Spread, Honey and Crunchy Peanut butter, children enjoyed their enhanced bananas! The peanut butter not so much, but the yoghurt and hazelnut spread were favourites.... LO3 Children take increasing responsibility for their own health and physical wellbeing. This experience allows children to show an increasing awareness of fruit and ways to make them more appealing. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 2.1.3 Healthy eating and physical activity are promoted and appropriate for each child.

04.01.2022 WATER PLAY Boy oh boy; it's 35deg here today! A wonderful opportunity for water play! LO1 Children show interest in other children and being part of a group as they engage with and contribute to shared play experiences.... LO2 Children learn about sustainability as we use tank water, and recycle items for water play. LO3 Children engage with and enjoy sensory exploration. Children have a strong sense of wellbeing, interacting and building friendships. Children share hapiness, and humor as they engage with others in a fun experience. LO4 Childen have the opportunity to explore freely; using their imagination and creativity to explore their surroundings and follow interests. LO5 Children engage in enjoyable interactions using verbal and non verbal language as they imagine and create roles, scripts and ideas through play. NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. NQS 2.2.1 Reasonable precautions and adequate supervision ensure children are protected from harm and hazard NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.

04.01.2022 "MILO GOES BANANAS!" story time. Thankyou Kath Dickson Family Centre for new book for story time. Thismorning the children engaged in story time "Milo goes Bananas!". A fun story where one day, Milo wakes up and realizes he's forgotten something very, VERY important. It's his friend Mia's birthday and he hasn't got her a gift! Milo searches high and low, but will he find the perfect present? Milo goes on a hunt for the perfect banana for his friend Mia's birthday. A beautifu...l story which leads to all Mia wanted for her birthday was to share it with Milo, a beautiful story about friendships. During story time, the children and I added in healthy food choice discussions, and well as counting the bananas on the page and talked about being kind, building friendships. LO4 Children begin to visualise and implement recognisable pictures. LO5 Visual learning; Children are interpreting objects and visualising a story. Children make meaning from images. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. NQS 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play. NQS 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing. NQS 6.2.3 The service builds relationships and engages with its community.

03.01.2022 Invitation to play: Fire Fighter play scene. Extending the children's education into a play based fire play scene. Connecting and engaging in conversation with the children about fire safety awareness. A great opportunity for children to re-enact these experiences through play. Adding in building blocks to entice play and allow for imagination and extensions. During play we watched Fireman Sam in action. Re-enact learned health and safety education.... Connecting to our community through play. Enhancing imagination and exploration. Encouraging group play: sharing, interaction, negotiation. Language development. Visual interpretations. LO1 Children have a strong sense of identity as they engage in symbolism, organisation, cognitive integration; expressing ideas, story themes and symbols. Children have the opportunity to explore freely. Children engage and join in play as they develop their autonomy, independence, resilience and sense of agency. LO2 Social group experiences help children learn to cooperate in a group setting. Children are connecting with their world through play. Visual art helps children interpret their world. LO3 Children develop social skills as they learn to interact, contribute, and share play spaces. LO4 Children develop understanding of themselves and their world through active, hands-on investigation. Children demonstrate growing confidence and involvement in their learning, expressing wonder and interest in their environments. Children transfer and adapt what they have learned from one context to another. LO5 Children interact verbally and non-verbally with others for a range of purposes. Opportunity for discussion and questioning. Fostering language skills as children's imagination allows them create roles and scripts and extend vocabulary. Children are expressing their thoughts and ideas; encouraging active imagination. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

01.01.2022 Learning through water play. Today I observed Mr Y totally engaged in his own world of experimenting with water. Mr Y scooped and poured water from one cup to another, happily watching it move from one medium to another. His accuracy and motion was great, loosing minimal water. It was so calming to watch, so happy and content in his own little world. Mr Y is exploring, fostering his curiosity. Making sense of new sights and sounds stimulates brain development and provides ...a foundation for learning by encouraging discovery and exploration. Solo time provides a child with a variety of learning opportunities -- they can explore their environment at their own pace, become self-reliant, focus their attention, and develop confident self identities. Mr Y is developing life skills through play, scooping and pouring, as well as developing steady hand motion. Mr Y is learning mathmatical concepts, full, empty, less, more. LO2 Children are connecting to their world; coconstucting their own learning. LO3 Environments to facilitate exploration and naturally encourage children to use scientific processes while they play, create, investigate and explore, developing hand motion. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

01.01.2022 Cs, s. A beautiful connection today as Miss EH reached out to Miss A. "Come follow me", "Me play cars", handing her a car. Miss A responded with a smile and began to follow Miss EH. " " ... "" " " " " . " , " " " " " " " Miss EH came across the Alovera plant, stopping to look. "It got sharp teeth" she stated "It bite me!". "It's spikey" I corrected "Did it scratch you?". I gathered a piece for Miss EH to explore "Sharp teeth" she stated again touching the spikes. "Look" she said to Miss A, "You want it?" she added handing it over. Miss A had a look, a little unsure and handed it back. Miss EH dropped it, making an Alovera print on the road track, this lead her to now using the plant to draw. "Me' stated Miss A. I gathered a piece for Miss A, and together they drew using the plant. Such beautiful curious imaginations as children connect with others and nature guiding their own interests and observations. Interactive, building friendships Connecting with nature Visual learning Language development Sensory experiences Responding to and mimicing others. LO2 Children are connecting to their world; coconstucting their own learning by observation. Children explore, infer, predict and hypothesize in order to develop an increased understanding of the interdependence between land, people, plants and animals. LO3 Miss EH and Miss A are building a friendship as they learn to share, communicate and interact with each other. LO4 Children express wonder and interest in their environment with opportunities for hands on investigation.Children use their own creativity & imagination emerging from their own interests to explore and guide their play. LO5 Children are developing language and communication as they engage with, learn from and interact with others. They use verbal and nonverbal language, sounds and gestures to convey and construct messages with purpose and confidence engaging in learning environments. NQS 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. NQS 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

01.01.2022 COLOUR RUN BUTTERFLY ART Extending our Butterfly theme today with an added extension from learning colours yesterday, into colour mixing with this super cool, and super easy coloured water absorption art. We began with primary colours, red, blue and yellow. As the children painted, the colours began to blend, creating secondary colours, green, orange, purple, and brown. During our activity, we revised colours and discussed what we think will happen. Miss M "Look, me make lot...s of blue" Miss A "Dab, dab, dab, dab, dab" Miss EH "Pretty, you like? me make colours" Mr Y "Dot, dot, dot, see" Miss M "Wow!" Miss A "Diss (this) one Mummy" Miss EH "Me made this" (points to her swirl) What happens? The coloured water moves through the paper towel by a process called capillary action. Paper towels are made from plant fibers called cellulose. In our painting, the water gets 'trapped' in the tiny gaps between the cellulose fibers, causing the paper towel to suck it up. LO2 Children are connecting to their world, learning about colour science, and how things work. LO4 Children develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence based conclusions, developing a range of skills and processes such as problem solving, inquiry, experimentation, hypothesizing, and researching. Hands on investigation as children learn about sensory science, and colour changes through mixing. Children engage with and enjoy colour science experiences, amazed at how beautiful the colours turned out! LO5 Children use langauge, communication and gestures to exprese their thoughts, ideas, sensations and feelings through play. Children respond to what they see, describing, questioning, predicting, and observing their experience. NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

01.01.2022 Our Identity Puzzles Extending Miss M's interest 07.09.20 in puzzles lately, we incorporated our identities, creating a puzzle of themselves. It's funny how the children are helped to complete the puzzle, but don't actually realise it is themselves until it's complete! A nice surprise for their hard efforts. Identity and self recognition.... Concentration, persistance, determination and focus. A sense of achievement Developing hand-eye co-ordination and fine motor skills. Manipulation, sorting and fitting; trial and error processes. https://m.facebook.com/story.php?story_fbid=1985919088209172&id=571876099613485 LO1 Children are building confidence through active learning; expressing happy emotions as they show off their new-found knowledge. LO3 Children are developing hand eye coordination, playing with puzzles requires a trial and error process which involves a lot of hand and eye manipulation. LO4 Children are developing strategies on how to approach in achieving this goal, a process of problem solving, reasoning skills and developing solutions. LO5 Children begin to sort, categorise, order and compare attributes of objects and materials. NQS 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. NQS 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.