Giggles Early Learning in Smithton, Tasmania | Childcare service

Giggles Early Learning

Locality: Smithton, Tasmania

Phone: +61 3 6452 1150

Address: 19 Smith Street 7330 Smithton, TAS, Australia

Website: gigglesearlylearni.wix.com/giggles

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• Childcare service
• Nursery

25.01.2022 Literacy is the confidence, capacity and disposition to use language in all its forms (DEEWR, 2009). We provide children with a range of reading materials and texts to support outcomes and encourage children to become effective communicators. Children begin to understand that pictures and words are a means of communicating ideas and transfer this knowledge as they develop emerging literacy skills. ... We value and respect the learning opportunities that are created when we explore text.

25.01.2022 Flower and ice sensory experience. Following on from our flower discovery, the children have had the opportunity to explore their senses as they explore the flowers in ice. The children demonstrate persistence as they manipulate the pipette tontrancpsfer water from a vessel onto the ice. The children express wonder and curiosity as they watch the water fall onto the ice and flowers.... Master two points to the tray, he shares, Flower, as he uses his fingers to touch the ice. Through sensory play the possibilities are endless. As the children explore the sensory materials, they develop their sense of touch, which provides the foundation for learning other skills, such as identifying objects by touch and using their fine motor skills.

24.01.2022 "Come and see what weve made" The children proudly invite members if the community to come and explore our art about town display.

23.01.2022 Circular head town planners The children explore the recycled resources, working both independently and with their peers to plan and construct, homes, roads, garages, parks and businesses for their city. Exploring images of construction vehicles and worksites, the children persist to mimic the images throughout their time at the experience. ... While grouping and joining the structures together, the children continue to share in conversations with their peers and educators, incorporating their own knowledge and community into the play. Master 3 constructs a train track around a number of the boxwork homes, confidently sharing to his peers, Look I made the road for my car to my house.

23.01.2022 "Its looking in the colourful sea" - Miss 4 Exploring the glasses, the children share their observations, noticing the transparency of the cellophane. Master 3 gathers a pair of glasses discussing with his peers, "Mummy on face" lifting the glasses to cover his eyes. He shares aspects of his culture and home life as he shares knowledge of the purpose of glasses. ... The children continue to explore, layering the cellophane over the lenses discussing the changes that occur with their peers. This prompts further discussions about their findings. Miss 2 notices, "Like a rainbow" and Master 3 adds, "Cant see these ones", holding a pair of sunglasses outward. They are using feedback, gathered previously, in their exploration to revise and build on their ideas as they investigate the glasses. We will continue to investigate, noticing how the different colours change what the children can see.

22.01.2022 Children explore the tinkering experience, recognising that some of the tools are like their Daddys. Wishing all our Fathers and father figures a very happy Fathers day on Sunday.

21.01.2022 It looks like the Sun! Master four shared as he completed his flange joint. We have been supporting the older children to explore different techniques to develop a variety of skills for their box work experience. The children transferred their knowledge from the previous day with their peers, Miss four shared, If we make these two squares here, then cut a little bit in the middle you can join them together.... The children demonstrated persistence as they began to explore the different techniques, sharing their successes with Peers and Educators once completed. We will continue to support the children to learn skills that will foster opportunities to resource their own learning.

21.01.2022 I wonder how we can hang our houses in the garden? Master four shares, We need string, and those things that make holes into the paper. The children gather the resources needed to prepare the houses they made earlier this morning to hang in our front garden. The children demonstrate persistence and co operation as the wrk together to make holes into the cardboard, Miss four shares, You need to press really hard, its a bit tricky. ... Miss four collected the string and shared, Look there is pink string in there, its the same as our houses, we can use that. The children each took it in turns to thread their string through the house. Master three shared, We need some sticks to tie it onto, peer Master four shared, Great idea, then we can tie the string into the sticks and put it in our garden for everyone to see. Through these experiences the children develop a sense of belonging to their community and become active community participants. #CHarts #artabouttown

19.01.2022 Following on from our fire evacuation drill and discussions about safety the children explore the fire environment. The younger children engage with enjoyable interactions with one another as they move their fire trucks through the environment. Miss two shares, He has his hat on, as she observes the fire fighter figurine. Master four shares his knowledge of who to call in an emergency, 000 its an emergency there is a fire.

19.01.2022 "Who is ...", asked Master five. "He is my baby brother", shared his sibling. He cuddled and began to tickle his brother playfully. Our family grouped service enables siblings to settle into care together and share playful interactions within a safe and comforting environment.

18.01.2022 As the children arrived at the service they immediately were curious and initiated opportunities to resource their learning. Master four shared initial discussions about the requirements for the creative construction experience, bringing his ideas to the group. He later moved to the train station and the Educator supported him and his peers to consider how they could construct tunnels and ramps. This prompted further wonder and they began to revisit new strategies and techni...ques. This supports the goal of using play to investigate, imagine and explore ideas. Master three noticed that the constructions needed further details, I can glue it for you, he offered. He carefully applied glue to the back of paper and then smoothed the paper onto the surface of the construction. He manipulates resources to assemble, invent and construct with increased confidence. The children arranged their constructions on the table, laying train track out. They invited peers to, Come, look at my city. Their peers joined in, moving the trains through the tunnels and over the ramps. We will continue to explore opportunities and recognise the progression of goals and the intention.

18.01.2022 It makes it a smaller square! Master four shared this finding with astonishment as he joined together two pieces of cardboard to create a pan insert. We have been supporting the older children to consider different techniques to enhance their box work experiences and further resource their learning. The children became engaged in what they were doing and worked persistently to manage the scissors through the boxes. Master four and peers Masters three were curious about the fl...ange joint and they persevered to snip into the end of their cardboard. They demonstrate competence as they manage to stop the scissors from snipping too far in. Miss four and Master three mimicked the actions of their peer creating an insert, and they problem solved to ensure that they didnt cut too far through the cardboard. Master four shared his successes. The children used multiple thinking strategies to complete the task. We will continue to support the children to learn skills that will foster opportunities to resource their own learning.

17.01.2022 The Early Childhood Teacher listens to the childrens requests, gathering resources to support them within their learning journey

16.01.2022 Mary mary quite contrary how does you garden grow? Children participate collaboratively in everyday routines and experiences, contributing to decisions of the needs of the plants. Miss 3 shares, "The plants are thirsty like us, they need a drink."... The children investigate the plant care cards, demonstrating an increasing knowledge of and respect for natural and constructed environments. Miss four recognises the difference in the peace Lily, sharing, "Its going down and the picture is up maybe we can help it." Continuing to explore the indoor plants the children, begin to learn the nursery rhyme, Mary Mary quite contrary, listening to the lyrics as they explore. Miss three shares, "Mary how does your garden grow? This big" placing her hand above her head, demonstrating her knowledge of growth.

15.01.2022 The children recall the procedure of our fire drill. Masters three and five place helmets and safety vests on and suggest that their peers move to the, "Green sign. The boys make a sign to denote the emergency meeting point. This role-play enables Educators to establish that are children are well informed of our procedures.

15.01.2022 Its like a cowboys lasso. Master four recognised that the wool we were about to explore looked like a lasso. Thats a cowboy rope. My dad has one of those, she further discussed with her peer. We began to experiment with knot tying, exploring how we could make a macrame hanger. Over and under, chanted Miss four. Master three declared, I can try and do that too. ... Miss one wrapped the rope around, modelling the actions of her peers. We continued to experiment with knot tying, recognising that our lengths of rope were inadequate. The Early childhood teacher, brought along some different rope and shared this with the children. She modelled the techniques she was using. Miss four looked closely at the Early childhood teachers completed planter, declaring, That is way better than ours. As Educators challenge their own skills, the children learn alongside them, embarking on a journey together.

15.01.2022 Creating a bird seed feeder. The children explore the text Your wild child, investigating how they could create a bird feeder. Master three explores the images in the text, sharing with his peers, Look, you stuck the bird seed on the pine cone. He directs his peers to look at the images, pointing out what he has noticed. Master three uses the text to gain understanding about natural materials being used to construct and invent. ... Miss three contributes to the project, looking throughout the text.sge notices that the children are outside. They are making pretty things, she considers as she looks at the images more closely. The children consider strategies to adhere the seed with the peanut butter. They push the peanut butter onto the pine one and then roll the pine one through the bowl of seed. They proudly share the covered pine one with their peers. Creative construction cones in various forms and children are applying concepts with a range of natural and man made materials.

15.01.2022 How long is your name? The children were interested in exploring the measuring tapes last week. With this in mind, we have incorporated them into our transition to school curriculum. This is our prekinder program, offered to the children of the service to prepare for school readiness. We considered different ways that we could measure our name. We explored counting the letters, clapping the syllables and running the tape along the length of the letters. ... Master three declared that his name was, Too long, as he held the tape out. Miss four considered this and shared, Mines just little. Peer Master five recognised the numbers on the tape measure and he discovered, Mine is 4 metres long. Master four head the tape up and considered a larger number. Mine is 23, he giggled. Upon their sharing of their findings, the children asked if they could explore the game scrabble and confidently marcged letters tiles onto the board. As we explore our letters, children are investigating and using feedback to revise and build in their ideas. We will continue this exploration.

15.01.2022 Oh, its so cool. These were the words of Master three as he found the bug image projected onto the glass room wall. He closely observed the microscope slides as his peers placed them under the light. He is becoming more confident to use ideas and theories using imagination, creativity and play. Master one was eager to join the group. He noticed, Bug, bug, bug, and giggled. He is using play to investigate, project and explore ideas as he engages in group learning experien...ces. Master three excitedly noticed parts of the insects in the microscope blocks. Snip, snip, snip, he declared as he pointed out the pincers. He then discovered a, Lady bug, and communicates this to his peers. Up there, he points out, sharing the lady bug on the screen. Its under the light, Master three discusses. He then moves off to sketch the bug that he was exploring. I will need green, Im drawing my bug. Master three is also using play to investigate, imagine and explore ideas. Come, Look, theyve even got hair on their legs, Master four excitedly shares his discoveries with his peers as he contributes to the experience of bug investigation. He then transfers this knowledge to the sketching experience, again discussing that bugs have hair on their legs. Master three was curious about the microscope slide and moved to place it under the microscope. Its legs, he announced. Master three is participating in meaningful inquiry based experiences with increased confidence. We will continue to support children to meet their goals as they embark on learning journeys.

14.01.2022 How do you celebrate Christmas? As the children arrive at the service, they are eager to explore to ‘town’, creating their own homes in readiness for Christmas. Master five discusses the need to pack things away into the garage. He is preparing to move and shared his culture with his peers. He cleans the furniture from the house, placing it into storage. Master five reflects on what is happening, transferring events into his play. ... Master two is curious about the cabinetry. His peers, Miss three excitedly shared that Giggles was getting ready for Christmas. We put up the tree, she enthused. She is considering Christmas traditions, discussing her ideas and understandings. Master three walks the figures through the house, Gotta go up here. He continues to move the figures in and around the house. He listens as his peers share their ideas about Christmas. When his peer, also Master three arrived, he shared, I got a real Christmas tree. Big as me. His Mum confirmed that they will keep it growing. Masters three broaden their understanding of their world as they discuss different types of trees. Miss four lays out the furniture, preparing the bedroom. We have to go to sleep ready for Santa to come. Miss four creates storylines as she considers Christmas culture. We value the traditions, backgrounds and heritage of all families as we explore culture and diversity at Christmas

10.01.2022 R U Ok? We explore the colour yellow and share discussions about asking our friends, Are you ok?. Miss four shared that its on the hay bales in the paddock and Master three wore yellow like his siblings who were wearing it to school to acknowledge it. Dont forget - we dont need a special day to check on someone. I hope that you are ok.

09.01.2022 Box Work City Construction. With Educator support, children are beginning to share ideas about how they can resource their own learning to support the morning experience. Miss three independently gathers boxes from the basket to begin constructing using her ideas. Miss three begins to make gentle brush strokes onto her egg carton and shares, I am making a Cruise Ship. Miss three continues to construct using her ideas.... Miss four joins the Educator who is creating actrain with the box work, Miss four shares, Can you show ne a picture of what the train looks like. The children have the opportunity to explore technology to look up their ideas, Miss four shares, I need wheels and a train track for the train to drive along. Master two demonstrates persistence as he begins to manipulate the scissors to begin to cut his box, he explores the other creations that have been made previously. We will continue to work alongside the children to resource their own learning and continue to create additions for our city.

08.01.2022 Exploring light and shadow enables children to appreciate the wonder of the world around them and provides an environment where children can develop their natural curiosity. The children are curious about the reflected images they see, demonstrating their interest as they attempt to touch them, to work out whether or not they are real. The BBC hildren continuebto discuss the colour pink, revisiting their learning from this morning sharing, "Makes pink like our houses."

08.01.2022 My beetle is red Following an exploration of the insect resin block, Master 3 creates lines and shapes across his page as uses a range of creative materials to express his ideas and make meaning. He confidently shares that his bug is red as he sketches. The opportunity to sketch their ideas prompted the children to share their thoughts and ideas. Miss four announced, Some bugs fly, demonstrating what she has noticed about other living things. ... Master four displayed awe and wonder as he investigated and shared, Some bugs are spiders. He could transfer his knowledge of spiders into his sketching experience. My spider has eight legs, he expressed. He confidently uses language to engage and to imagine ideas. Peer Master four broadens understanding of the world in which he lives, contributing to the discussion, Spiders make cobwebs. He is aware that the symbols he creates are also a powerful means to communicate these ideas. Masters three added, My bug has wings, and This bug punches, nphe looks like a crab, as he noticed the scorpion. The children are intrigued and notice the different body parts of the bugs, building their understanding about what different bugs look like. Master four concluded, Some bugs live inside, some live outside and witchety grubs hide in big trees. We will continue to explore the bugs and will consider how we can live interdependently with them as we develop social responsibility and respect for the environment.

07.01.2022 Its growing ants and snails. Master three was eager to discover that the strawberry plant had provided a habitat for some other living things. We decided that they needed to be re-homed, as the hot house isnt a good place for theses creatures to live. This discovery has been made as we assessed the care required for our hothouse this week. The strawberries were in need of some foliage removal and repotting. The children showed their care for the plants as they prepared them...selves to assist. We snipped the dead foliage away, recognise that pulling at the leaves may damage the plant. Master four shared, We got to cut them away. He directed his peers to cut the, Brown leaves. The children curiously investigated the snails as they moved away from the plants, noticing the antenna and the shell of the creatures. We cant touch their head, declared Miss four. The children show respect for other living things as they tend to the garden.

06.01.2022 We continue to be ever so thankful of our kind community. A new collection of hand towel dispensers have arrived, courtesy of Jandi’s Mum, Lorraine. Or maybe that was courtesy of Dad, Colin? We continue to use washable hand towels to support sustainable practice, another initiative that we embarked on throughout the pandemic.

06.01.2022 Building a city. With Educator support, children are beginning to share ideas about how they can resource their own learning to support the morning experience. Miss four independently gathers boxes from the basket to begin her journey. She adheres an egg carton and a large cereal box together, using tape. Miss four demonstrates persistence as she manipulates the scissors in an attempt to cut openings from her box. She shares, Im making windows and doors for my house. Mi...ss four demonstrates increased confidence in resourcing her own learning and sharing her skills. Miss two is becoming more confident in recognising that age use creative arts to express her ideas and declares, Making Daddy, as she attaches paper to a tube. She works independently and spends longer periods of time to create her designs. Master three works alongside and is observed, chatting to himself, Im making a house. Another Educator began creating with the materials and children invited themselves to contribute to the project, each adding something to the creation. Upon complete toon they decided that they had made a digger. Through scaffolding childrens play they gain new ideas and skills in their creative expression. We will continue to work alongside the children to resource their own learning and continue to create additions for our city.

06.01.2022 We have engaged the children in various experiences today that have prompted them to use different materials to construct creatively. Miss and Master four challenged themselves to recall techniques to create snail houses, a friendly trap to prevent the snails from eating our lettuces. Master four was very concerned that snails like lettuce, with Miss four showing worry about where the snails could live. Miss two appreciated the opportunity to be seen as competent and cap...able, attempting to squeeze glue from the hot glue gun. We will further investigate the creation of teacup bird feeders tomorrow. Masters two and three went to check on the location of our bird feeders made yesterday. No birds, Master three recognised as he explored the outdoor environment.

06.01.2022 Collaborating in our play. The morning experience has enabled children to be supported to learn basic skills to resource their play. The large range of resources were well received by the children. Master five quickly discovered the motorbikes. Peer Master four was eager to construct a train track. As their play emerged, different ideas were shared.... Look, I made a garage. A garage for my bike, Master three enthusiastically called to his peers. He demonstrated how the door of his garage opened. He invited a peer to join him and they moved on to select and line up a range of vehicles. Master three uses resources to assemble, invent and construct with increased confidence. Master five moved on, designing windows in a building to place alongside the train station. As he drew windows, he counted. Upon completion, Master five concluded, My station has twenty seven windows. He uses his knowledge of numbers in creative expression to make meaning. Master four mimicked the actions of Master five. He too marked windows, For the airplane station. He took particular care to make small marks onto the building. Master is contributing to shared play experiences. The children will continue to explore opportunities to create a city, learning further skills as they create.

06.01.2022 Our box work city continues to grow. Master three shares, Im making my house today and then I will make another boat for my brother. Miss four shares, Inam going to make my family and a house too. The children have continued to develop their techniques as they demonstrate persistence as they explore and manipulate a variety of tools and mediums to construct their masterpieces.... Master four shares, I am making a rocket ship to fly to the moon. Miss two shares, Im making Mummy and Daddys house. The children resource their own learning through their creative experiences, they are able to design, invent and construct from their ideas.

06.01.2022 CHarts are painting the town pink Box construction provides opportunities for children to explore scientific and mathematical concepts as they combine boxes and other materials together into three dimensional structures. As children construct they develop skills for problem solving, investigating, applying and reflecting on learning. Were building houses to go at the front of Giggles, Master 4 shares as he persists to wrap pink card around his boxwork construction, proud...ly sharing his structure with his peers, adding, When we put it out the front everyone will see of houses. #CHarts #artabouttown

06.01.2022 Throughout the day we encourage children to be physically active inside. We have implemented some strategies to invite the children to join in as we engage actively indoors. Regular exercise and physical activity promotes strong muscles and bones.

05.01.2022 Happy birthday for Sunday Jandi. We like to share ideas with children that a gift can be simple and still bring so much joy to the receiver. The children thoughtfully collected flowers and made them into a bunch and wrote kind messages into the card to recognise Jandis day.

04.01.2022 Tinkering around With the addition of nuts and bolts the children begun to explore the resources, working to create and construct with the loose parts. Master 4 and Master 3 explore the concept of threading, working to screw the bolts into the discs, discussing direction and force as they persevere to achieve their goal.... Joining a number of the loose parts together, the children discover the effects the parts play on one another, Master 4 twists the door knob, proudly sharing, Oh look it moves the handle makes this part move. Educators listen to the needs and wants of the children, fostering their learning through inviting experiences.

04.01.2022 Have a great day!

04.01.2022 This little light... The children investigate the purpose of a torch, discovering the button and the wrist loop as they learn how to push the button to illuminate the light. They explore the experience with wonder and curiosity, moving on to stack cups after they have explored the torchs purpose. The children then discover the light projects from the torch. Master one says, Oh, as he shines it into his face. Peers Master and Miss two explore the movement of the light throu...gh the cups, fostering their understanding of projection as they investigate and explore ideas. The children manipulate the cups in a variety of ways. Master two use thinking strategies to make the cups higher, stacking them inside one another. Peer Master one then spends time, pulling them apart and setting them onto the tray. Miss three arranges the cup on the mirror tray and investigates how the light projects through the cups onto the mirror. She explores new ideas in her play. Master three further discovers his reflection, Look its me, he giggles as he shines the torch into the mirror. This experience further supports the intention as children explore, resourcing their own learning as they discover and construct.

04.01.2022 Did you know insects do not have a backbone like humans and many other animals do? In fact, insects do not have any bones; they have a hard exoskeleton instead. Exo means outside, so that means that the skeleton is on the outside of the insects body instead of on the inside like in our bodies. We have been looking closely at different insects comparing them. ... "A centipede wow look at all those legs!" Master 4 shared his observations. The Teacher spoke to the children about the importance of not touching Scorpions as they have a nasty sting in their tail. The children leant forward to see if they could see it. We share the natural world with the children.

04.01.2022 Master five challenged himself to create a tyre swing. He asked the question, Where can I hang it from? This prompted him to consider how he could create a support. He gathered two boxes and a tube from the basket and then explored the techniques board, deciding that a flange joint would be the best to support his tyre swing. Master five worked independently to complete his structure, seeking assistance from the Educator to place the glue onto the flange join before adher...ing it to the other box. Master five is challenging himself to resource his own learning and gather skills to complete more complex structures.

03.01.2022 The borders are about to open...we welcome our families home for Christmas.

02.01.2022 Children join in with the Early Childhood Teacher, mimicing actions of a clapping rhythm. Master two giggles and claps at various speeds, giggling as it gets faster. As children experiment with the beat, they are gaining skills that prompt them to contribute to group outcomes and follow instructions.

02.01.2022 Miss six shares her reading skills, sharing a Fathers Day text with her younger peers. She then challenges herself to tie a lasso, like she noticed in the story. Happy Fathers Day xx

01.01.2022 Just like my Dad on Fathers Day. Miss four shares her thoughts as she explores the creative materials available to create her sketch. She intentionally creates feet and fingers on her sketch. Miss four talked about her hair as she drew, and how if has grown bigger. She is still omitting details, such as clothing, which is natural in younger childrens drawing. Master four revisits our discussions about space. He marks a rocket onto his page. I made a rocket, see, its even ...got the fire coming from the bottom. As he discusses his ideas, he includes the extra features of the fire like he discussed. He uses language to discuss and create his sketching ideas. Miss three eagerly experiments with the oil pastels and notices how they move differently on the paper. She applies different pressure and speed as she investigates the oil pastels. She then uses a marker and recognises that she needs to press gently. She demonstrates the ability to use feedback gathered previously to revise and build on using the materials. We will continue to experiment with the materials as we intentionally make marks to express ideas,