Important Dates It’S Lovely Sitting at Reception and Listening to the Conversations the Children Have with Their Parents

A.B. Paterson College

June 2021

Volume 5, Issue 6

Inside this issue

Dear Parents, Welcome! 1 Be You 2 The children have had a Dolphins Classroom 3-4 very busy month learning about our oceans and how Koalas Classroom 5-6 throwing rubbish into the Caterpillars Classroom 7-8 ocean can harm our sea life. Walking on Country 9-10 I have heard a number of What’s Cooking? 11 children telling their parents all about what they have learnt on their way home in the afternoons.

Important Dates It’s lovely sitting at reception and listening to the conversations the children have with their parents. Parents you are doing a wonderful job raising kind and caring children who will one day be the leaders of our NAIDOC Week country.

begins the 4th of July. Next month we have NAIDOC Week and National Pyjama day to look forward to. This year’s theme is Kind Regards, “HEAL COUNTRY” Charmaine Guymer Assistant Director of Early Childhood Centre

A.B. Paterson College Important Dates Early Childhood Centre 05 June World Oceans Day

PO Box 460 14 June World Environment Day Helensvale, Qld 4212 1-5 A.B. Paterson Drive 23 June Pirate and Princess Day Arundel, Qld 4214 Phone (07) 5571 5333 04 July Beginning of NAIDOC Week Enquiries: [email protected] 12 July Centre Closed – Professional www.abpat.qld.edu.au ABN 68 067 085 388 Development Day

16 July National Pyjama Day

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Self-management

The main skills include: Be You’s approach to SEL is based on the model developed by the Collaborative for Academic, Social and Emotional • impulse control Learning (CASEL), an internationally recognised organisation in • stress management* this area of research. • self-discipline • self-motivation The model defines ﬁve social and emotional skill areas essential • goal setting for the development of good mental health. Each of these skill • organisational skills. areas includes a number of specific elements. Intentional teaching of the competencies is also crucial to implementing Social awareness effective SEL, as are opportunities for children and young people to practise and generalise them. The main skills include:

Teaching SEL works best when the focus is on helping children • perspective-taking and young people learn skills from each domain so that they • empathy gradually and progressively build their skills and knowledge • appreciating diversity throughout early learning and school. It’s an ongoing process • respect for others. across all year levels. Relationship skills

The main skills include:

• communication • social engagement • relationship building • teamwork.

Responsible decision-making

The main skills include:

• identifying problems • analysing situations • solving problems • self-evaluation • self-reflection • ethical responsibility.

Self-awareness Five areas of social and emotional learning - Be You The main skills include:

• identifying emotions • self-perception • understanding strengths • self-confidence • self-efficacy.

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Supporting Children’s Social and Emotional Learning There are moments where children can develop attachments to people and things, which can make it difficult for them to share. Therefore, not wanting or being able to share, wait or turn-take is a normal part of their development. As educators, we support children when conflicts occur. In the Dolphin’s room, we help We have started introducing, “Personal space,” children develop social skills and communication skills, greetings explaining sitting or standing too close to other and farewells, problem-solving, flexibility to learn resilience, people might be uncomfortable for them. being motivated and patient. Therefore, our children check to see if they are in someone’s personal space by keeping one During group time, we do multiple social situation role-plays to arm’s length apart. show children how we share our toys at kindy, by using our manners to ask, “Can I Play with this after you?” and we could We are dedicated to supporting children’s answer, “Yes,” if we would like to share, or if not children learn social and emotional learning. they have to walk away and find other toys to play with. Miss Jenny Our Dolphin children have also discussed as a group and made up a, “Dolphins rule contract,” showing things that we should or should not do such as, hitting or grabbing, kicking and using our manners (Thank you, excuse me, please and sorry). We then painted our fingerprints onto the contract to say that we agreed to these rules. This intentional teaching experience allowed the children to share their ideas, contribute to the project, and give them a sense of belonging.

Throughout this month, the Dolphin children have been exploring and learning about different social situations that may occur during the day and what can they do to help all our friends to feel safe and secure.

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The Dolphins Children have been learning about resilience and how to overcome difficulties or sad feelings.

We have learnt to understand different emotions we experience throughout the day and what can we do to handle big feelings such as:

• Taking deep breaths • Talk to an adult • Focusing on their strengths (“I Can do this” or I will keep trying”) • Finding a quiet activity (Painting, puzzles, read a book)

We have created a, “Calm Corner,” in the Dolphins room where the children can calm down and regulate their emotions with some personal space. This is a safe and cosy space with cushions and a big cuddly teddy bear, weighted lap bag, magic sensory bottles and calming books. There are also calming down strategy posters to remind children what to do to calm themselves.

The children understand this is a place to calm our emotions down, if there are children in the corner, other children are not allowed to disturb them.

As educators, we support our children and help them grow their resilience during big emotional conflicts. We get down to their eye-level and listening to them, so the children feel heard. We use role-modelling, problem-solving and positive thinking to help children with their emotions.

Some quotes we are using in our class are:

• “You get what you get, and you don’t get upset.” • “It’s okay to be sad.” • “We will talk about your feelings after you have calmed down.”

• Taking deep breaths • Talk to an adult • Focusing on their strengths (“I Can do this “or I will keep trying”) • Finding a quiet activity. (Painting, puzzles, read a book)

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Reconciliation Week 27th May 2021 – 3rd June 2021

Fostering children’s understanding and respect for Aboriginal and Torres Strait Islander cultures, and challenging biases can impact on children’s future attitudes towards cultural diversity.

National Reconciliation Week is a time for all Australians to learn about our shared histories, cultures and achievements, and explore how each of us can contribute to achieving reconciliation in Australia. The dates for NRW remain the same each year, 27th May to 3rd June. These dates commemorate two significant milestones in the reconciliation journey, the successful 1967 referendum, and the High Court Mabo decision respectively. Reconciliation must live in the hearts, minds and actions of all Australians as we move forward, creating a nation strengthened by respectful relationships between the wider Australian community and Aboriginal and Torres Strait Islander peoples.

Cultures and histories of Aboriginal and Torres Strait Islander people is embedded into our everyday practices and children’s learning experiences. It’s about exploring Aboriginal culture and learning about ways of coming together. As Educators we are reflective and inclusive in our practices, so that children are not disadvantaged by an Educator’s bias or views.

We are learning the Acknowledgement of Country and we practice it every morning during Group Time.

Here is the land

Here is the sky

Here are our friends and here am I

We thank the Kombumerri people for the

land on which we learn and play Hands up, Hands down,

We’re on Kombumerri ground.

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Miss Siberry came to visit our rooms for our Library lesson and read Bula stories – ‘Little Counting to 5 in Yugambeh Birds Day,’ a simple universal story of a day in the life of Little Bird as she sings the world alive, One– Yabru flies within the Clouds, travels with the wind, Two – Bula nestles with the moon and dreams of flying Three – Bula Yabru among the stars. Four – Bula Bula Five – Bula Bula Yabru This book is written by Sally Morgan and illustrated by Johnny Warrkatja Malibirr. Words in Yugambeh we are learning. Miss Siberry also talked about reconciliation Turtle - Pingin week and making many friends. Friendship and Echidna – Buneen respect can be learnt from a very young age. Emu – Murun

Hello - Jingeri Kangaroo – Muni

We have extended the children’s learning during Reconciliation Week by reading many stories. One of the stories we read was “Pingin’s Journey to Happiness”.

It was created and written by Jenny Sheward, Spence & Gary Spence. Illustrated by Lynne Hudson. The book is dedicated to the local people of the Yugambeh language group of the Gold Coast.

The teaching in the book is to learn basic Yugambeh words and how making “Bula Bula” friends can make you happy as it did for Pingin in our story.

At Activity time this week we painted the Aboriginal flag, painted boomerangs with dots, painted Borobi and experimented with leaf stamping using leaves from the garden. The children also learnt some of the Yugambeh language.

The children learnt what the 3 colours on the Aboriginal Flag represent. Black on the top half represents the Aboriginal People, the red at the bottom represents the land, our mother earth and the yellow circle in the middle represents the sun, the constant giver of life.

Miss Pam

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Toddlers Learning to Share

It's chanted on every playground, and it's enforced in parks, parties, and playdates. It's an expression that has become a social expression for parents and teachers of toddlers all over the world: Share!

Toddlers do not understand what sharing entails, and therefore are unable to learn something they do not comprehend.

But, we just want our children to be able to share. It is critical to share. The generosity of our children will determine the world's future. We worry that if we don't remind our kids to share, they'll grow up to be outcasts.

Wait until toddlers are psychologically and emotionally able to see sharing as a loving act before encouraging them to do so. About the age of three, this begins to happen.

For toddlers, trying to get them to share is overwhelming. Since they don't understand why, then sharing can become a habit for them.

Toddlers aren't sure whether they're the same person or not.

Model sharing for toddlers until they are able to do so on their own. Forcing toddlers to share is problematic because it delays the growth of sharing skills. Before they will share, children must feel confident in their possession.

"Can I please have a turn when you are finished with the car?”

We normally encourage the other child who need the toy to ask the child. The majority of the time, this results in a positive outcome for both children.

Miss Versha

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Save Our Oceans

World Oceans day celebrated on June 8th

This month, we are learning about, "How to save our beautiful oceans," in the caterpillar room. We began our study of sea animals. To learn more about sea species, we used reference books, photographs, and internet research, which included videos and information.

We watched the movie, "All the Way to the Oceans," in which James puts a wrapper and a plastic bottle down the drain, not realising it’s heading all the way to the ocean. James’ friend “Isaac” cautions him about the dangers of littering.

The children have learnt about sea animals; the plot of, "Save Our Oceans,” is a little tough for 2 year old’s in the Caterpillar room to comprehend, but they did learn not to throw rubbish into the ocean; if fish consume that waste (plastic bags, water bottles, etc.) they will become sick.

Miss Versha

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Walking on Country

Reconciliation week was held between May 27 and June 3

The 2021 National Reconciliation Week theme graphics are drawn from artwork Actioned by Jessica Johnson

Elements of the artwork include

• Spirit souls = thinking/awareness • The undulating landscape is shown through the contours at the base of the artwork. • Moons/planet = Represent cycle and time. • Stars = Navigation and knowing the way. • Boomerang = Coming full circle. 20 boomerangs represent the 20 years of Reconciliation Australia. • Reflection = Reflecting on our actions. • Central river = The crying river represents the degradation and needed renewal. The land is suffering from inaction.

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2021 ARTIST

Jessica Johnson is a descendent of the Warumungu / Wombaya people north of Tennant Creek.

Born on Larrakia Country, Jessica spent her formative years among the diverse community of Canberra on Ngambri/ Ngunnawal Country.

Now residing in Sydney, Gadigal country Jessica is an established designer, artist and owner of Nungala Creative. Her work often reflects the nostalgia of her youth, an era of passionate united community committed to realising equality and justice for First Nations peoples.

Jessica attributes much of her creative practice to her late father who was a contemporary Aboriginal artist and a political activist in his own right. She belongs to an extended creative family who use art through all aspects of life, much of which is healing.

As an artist, Jessica works across mediums and methodologies. Renowned for her experimental aesthetic, she uses her work to address issues of injustice and celebrate culture and people through her recognisably bright positive aesthetic.

Jessica explains, “There’s an obvious appeal to bright vibrant colours and positivity but for me it often comes from a challenging place of addressing the harsh realities of being Aboriginal in a largely racist society who deny us our belonging, authority and struggle.

“Much of my work has developed organically as a therapeutic response to managing and combating the external and sometimes internalised stigmas and experiences. “ https://nrw.reconciliation.org.au/posters-and-resources-2021/

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Zucchini Bread

Ingredients 2 cups plain flour 1 cup wholemeal plain flour 1 tsp salt 1 tsp baking powder 1 tsp bicarbonate of soda 2 tsp ground cinnamon 1/2 tsp allspice 3 eggs 3/4 cup vegetable oil 1 cup sugar 2 tsp vanilla essence 2 zucchini (grated)

1. Preheat the oven to 170°C and line and grease a loaf tin (15cmx25cm). 2. In a medium size bowl sift the first 7 ingredients. 3. In a large bowl add eggs, oil, sugar and vanilla. Whisk until well combined and thick (approx. 1 minute). 4. Add dry ingredients to wet mixture and beat to combine. Add zucchini and fold until well combined. 5. Pour into loaf tin about 3/4 full and bake for one hour or until skewer comes out clean.

https://www.kidspot.com.au/kitchen/recipes/zucchini-bread-recipe/xpi3vnw9

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