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Authentic experiences generate real understanding

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1 Centre Handbook

2 C&K Paddington Community Kindergarten

10-12 Charlotte St

Paddington

Q 4064 C&K Paddington Community Kindergarten, a branch centre owned and operated by C&K Qld,

has two educational units, thereby offering 88 places for kindergarten aged children.

Kindergarten is offered during that one year prior to entry to Prep which is offered solely in state and private primary schools.

PROGRAMME TIMES & GROUPINGS in both Unit 1 and Unit 2 for 2011 Five day fortnight

Group 1 (Monday, Tuesday, Wednesday one week

Monday, Tuesday following week) 9.00 am – 2.30 pm Kindergarten

Group 2

( Wednesday, Thursday, Friday one week

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Thursday, Friday following week) 9.00 am – 2.30 pm Kindergarten

UNIT 2

Unit 2, C&K Paddington LOCATION: 10 Charlotte Street, Paddington 4064

TELEPHONE: (07) 3367 3723

FAX: (07) 3367 8949

EMAIL: [email protected]

mailto:[email protected]


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Welcome & History

C & K Paddington Community Kindergarten, a branch centre of C&K, is one of Brisbane‟s best kept secrets. Tucked away in tranquil, leafy, Charlotte Street, in the heart of Paddington, as a result of the hard work of community parents, it opened it‟s doors in 1916 as a crèche and kindergarten. In 2011, C & K Paddington will celebrate 95 years of service to the Paddington community. During the last 95 years the kindergarten has responded to changing community needs. An example of it‟s community response was in 1919 when Brisbane was in the grips of the flu epidemic, when it cared for children as a child care service, 24 hours per day for three months as parents stricken by the flu, were unable to care for their own children. In the 70‟s and 80‟s, it also operated a bus service to collect and return home it‟s young kindergartners and preschoolers, when the service provided an educational program for our local indigenous population. As the area changed and the needs of the community changed so too did C & K Paddington. Today C & K Paddington provides two units with two groups within each unit. Waiting lists are long and parents are advised to request an application form as soon as possible after the birth of their child. C & K Paddington is housed in two beautiful, spacious buildings in the traditional Queensland style and thanks to successive grants from the Community Gambling Benefit Fund, the children enjoy a new exterior paint job to unit 1, filtered water, new shade sails in the playground, a new play structure and recent upgrades to our attractive playground including a dry creek bed and bridges which lend themselves to all manner of creative play and a beautiful garden that has been designed to excite all the senses. We have been successful yet again and in 2010 unit 2 is enjoying new flooring thanks to the generosity of the Gambling community benefit fund. C & K Paddington embraces C&K‟s nationally acclaimed and highly regarded curriculum entitled Building Waterfalls - a play based curriculum which gives emphasis to encouraging children to express their own ideas and understandings in play and through the visual and performing arts. In the process of representation, as they play with others, engage with materials and ideas, children‟s language and social abilities are fostered. They are encouraged to think flexibly and creatively as they seek solutions to conflicts and problems.


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Parent Advisory Group (PAG)

C&K values your involvement and participation. One way you can participate is through the parent advisory group.

What is a PAG and what is its role in the centre?

A PAG is formed by parents of children currently attending both units of C&K Paddington. This takes place at the beginning of each year and any decisions made by the committee are based on a majority vote of the parent committee elected members and are binding on all members of the centre.

The primary role of a PAG is:

o to assist C&K and centre staff in developing and maintaining the centre to the highest possible

standard o developing parental and community interest in the centre through fundraising, social

events and functions.

What positions are integral to a PAG?

A small group with a maximum of 8-10 members is recommended. The executive of a PAG consists of the president, vice president, secretary and treasurer. Other positions which involve varying levels of commitment and specific skills also play an important and valued role within the group.

Roles and responsibilities

President

provides leadership to the PAG

liaises with director and C&K Central

acts as chairperson at meetings

delegates responsibilities

ensures that decisions are made and carried through

Assistant President

supports the role of the chairperson and adopts the chairperson's role in their absence

accepts the delegation for specific projects as required (e.g. maintenance, marketing and promotion, C&K liaison officer)

Secretary

The position can be shared by two people (e.g. a minutes secretary and a correspondence secretary).

prepares a written agenda for meetings in consultation with the president

records and distributes meeting minutes

records all incoming correspondence in a register


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presents actual correspondence to the meeting and responds to correspondence as agreed by the PAG

Treasurer

responsible for keeping tabs on all fundraising monies raised by the parent group

ensures that all accounts that are the responsibility of the parent committee are forwarded promptly to C&K for payment

Non-executive positions (these are optional and may vary between centres)

Non-executive positions assist in supporting the PAG and a member can assume more than one role.

Committee members

will be involved in the social, fundraising and maintenance activities

may be part of any necessary sub committee

should attend meetings regularly

Jobs coordinator

(No real "handyman" skills required)

is responsible for coordination of the parent jobs register

liaises with the director on maintenance tasks required

should report to the committee regularly

Fundraising coordinator

prepares an annual program of fundraising and social activities – organizing and delegating duties for these functions with representatives from each group

Marketing/promotions officer

needs to be accessible to the media/community

works with the director, under C&K guidelines, and C&K communications coordinator to promote the C&K community kindergarten.

Note: all C&K promotional material and media releases must meet C&K guidelines (available on the C&K intranet) and be approved by the C&K communications coordinator. Check out C&K's intranet for useful information, located under the Main Menu.

Newsletter editor

responsible for drawing up a monthly newsletter which outlines main items discussed at PAG meetings. This informs the parents body of the decisions made by the PAG

attends meetings regularly

Roles and responsibilities

C&K Paddington prides itself on its spirit of community and values the crucial relationship between children, their parents and the staff. As such, each family is encouraged to contribute to the community to the best of their ability. Whether this is through being on the joint PAG, attending working bees, being part of our programmes, helping out on your child day as part of the Parent Roster, being a parent


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representative for a child‟s group, or contributing any expertise or skills as much needed volunteers, it is all gratefully accepted and crucial for the smooth running of our centre. We have a special history of parent involvement in this centre that reflects our centres core value which is one of shared responsibility for children and co operative and supportive partnerships. There is a wide a variety of jobs to choose from and they are listed in the jobs folder at the sign in desk. In Unit 2 a jobs co ordinator is appointed for the year and they organize the delegation of tasks.

A big part of the relationship between families and staff is the attendance of all parents at Parent Information Seminars, whether they are in the form of morning or afternoon teas, information evenings, open days or workshops. We are committed to the philosophy of the centre and your children‟s education and we invite you to engage fully in the C&K Paddington community.

We sincerely hope to have a long association with you and your children and hope you will actively join us on their journey at C&K Paddington.

Team Vision Statement

The mission of C&K Paddington Community Kindergarten is the long term provision of a high standard of education through a play based curriculum for kindergarten children that fosters warm and trusting interactions between children, families and staff in a supportive, nurturing environment. The emphasis is on the development of skills and understandings that will create a community where children will respect and value their families and the society in which they live, where children know and value themselves and are comfortable with the challenges that lie ahead.

C&K Paddington Staff Unit 1 Vicki Hall - Director/ Teacher MEd; BEd; Grad Dip EC Studies ( Special Education); Dip Teach EC

Vicki, has been the Director of C&K Paddington and the teacher in unit 1 since 2000. Vicki, a mother of two teenage children, has over 30 years experience teaching in the field of early childhood education in various early educational contexts including C&K community kindergartens, state preschool centres, long day care and tutoring in early childhood at QUT. Special areas of interest include curriculum, early literacy, children‟s literature, and reflective thinking in young children (metacognition).

Michelle Lyons – Assistant Associate Diploma of Education ( Child Care)

Michelle has over 16 years experience working in early childhood services with C&K. Michelle, herself a mother of two grown up children, has a wealth of experience with young children and families. Michelle has a special interest in complementary medicine and family and child counselling.


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Georgie Salter – Clerical Assistant Georgie is herself a parent of two young children and has been employed as a clerical assistant for 2 years. Additional Needs Assistants are employed as required in accordance with C&K‟s policy of equity and opportunity for all children.

Unit 2

Anne Grant- Teacher

Dip. Teaching (Primary); B.A (Drama)Hons; Grad Dip Ed (E.C.) Dip. FineArts. QIT

Anne has worked in Primary and Secondary Education and as director in long day-care and kindergarten, is a mother of 3 grown-up children and also has worked, and continues to work, extensively professionally in theatre and the arts. She has worked as a consultant for C&K and has a special interest in Social Justice and Innovative Curriculum. She regularly mentors other educators and sees this role as vitally important. She is continually learning and is inspired by the schools and philosophy of Reggio Emilia in Italy and the natural environmental education movements of Europe. She recently undertook a tour of these curricula over the 2010/2011 break to see them in action in their authentic settings.

Kathy Eichmann – Assistant

Certificate III in Children’s Services, Diploma in Children’s Services (Early Childhood Education and Care) Kathy brings a wealth of experience in child care, both as an assistant and a group leader and also as a family day carer for 13 years. She is a mother to 2 grownup children. She challenges herself to learn all she can in her chosen career and will soon undertake the next stage of study in 2011– an advanced Diploma so she can be director in a child care setting in her own right. She is a wonderful photographer and is largely responsible for the vital photographic and video documentation of the programme. Kathy is particularly interested in sustainability and the outdoors as an educational stimulus. Jenni Muche – Art specialist and qualified primary and early childhood specialist will be working at times with the children in the creative programme in Unit 2 Team Work

All staff work as a team to ensure the highest possible standards are maintained. The responsibility for teaching is shared by all staff. They work together in planning for and working with small groups, large groups and with individuals. At times you will see staff working across all levels of involvement with the children, all with the shared input, responsibility and respect of a working team. We have an ongoing commitment to professional development which ensures that the quality and standard of learning that children experience is of the highest and most informed standard.


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The Hundred Languages of Children

Invece il cento c’è Il bambino è fatto di cento. Il bambino ha cento lingue cento mani cento pensieri cento modi di pensare di giocare e di parlare cento sempre cento modi di ascoltare di stupire di amare cento allegrie per cantare e capire cento mondi da scoprire cento mondi da inventare cento mondi da sognare. Il bambino ha cento lingue (e poi cento cento cento) ma gliene rubano novantanove. La scuola e la cultura gli separano la testa dal corpo. Gli dicono: di pensare senza mani di fare senza testa di ascoltare e di non parlare di capire senza allegrie di amare e di stupirsi solo a Pasqua e a Natale. Gli dicono: di scoprire il mondo che già c’è e di cento gliene rubano novantanove. Gli dicono: che il gioco e il lavoro la realtà e la fantasia la scienza e l’immaginazione il cielo e la terra la ragione e il sogno sono cose che non stanno insieme. Gli dicono insomma che il cento non c’è. Il bambino dice: invece il cento c’è. Loris Malaguzzi

No way. The hundred is there. The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred always a hundred ways of listening of marveling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream. The child has a hundred languages (and a hundred hundred hundred more) but they steal ninety-nine. The school and the culture separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy to love and to marvel only at Easter and at Christmas. They tell the child: to discover the world already there and of the hundred they steal ninety-nine. They tell the child: that work and play reality and fantasy science and imagination sky and earth reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way. The hundred is there. Loris Malaguzzi (translated by Lella Gandini)


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From Edwards, C; Gandini, L; and Forman, G. (1995) The Hundred Languages of Children. Ablex, New Jersey


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Curriculum / Philosophy

Our Philosophy… We value each child who travels with us for a while, as a unique individual - one who comes to us with many talents, competencies and endless possibilities. Working together with parents we will listen to, nurture, respect and guide each child to grow in understanding and responsibility to be an active, participating citizen in life. We firmly believe in the potential of an interested adult in a child's life to foster curiosity, skills in observation, a desire to learn, and to encourage and provide opportunities for investigation. We strongly believe that

”Authentic experiences generate real understandings”

C & K Paddington embraces C&K’s Building Waterfalls curriculum which is a play based, emergent and co-constructed curriculum giving emphasis to encouraging children to express and transform their ideas and understandings in play and the many languages of children. Children are encouraged to represent their own world in order to learn about and understand their world. In the process of representation, as they actively play and interact with others, engage with a rich variety of materials and ideas, children’s language and social abilities are fostered. They are encouraged to think flexibly and creatively as they seek solutions to conflicts and problems. Children are empowered to make their own decisions and choices. They have many opportunities to respond to the beauty and order of the natural world, in an environment that is aesthetically appealing, offering opportunities for encounters of all kinds (social, intellectual, emotional and spiritual). Most significantly, children learn best when they have available to them a knowledgeable and informed adult, capable of engaging them intellectually as well as emotionally, and who is in turn capable of being engaged intellectually and emotionally by them.


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Authentic experiences generate real understandings 1

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Relationships with Family and Friends We value dialogue with families. The staff believes it is important to maintain regular contact with you. This enables the constant two-way sharing of information regarding your child for the program to take place.

Parental/Caregiver Involvement

Parents are welcome to participate in the room at any time via a parent roster which begins end term 1/ beginning Term 2. Experience has proven parent involvement too early in Term 1 can cause distress for the child or others in the group. In Unit 2 a calendar located at the sign-in desk allows you to pencil in a day or time to suit. In unit 1, a calendar is located on the notice board above the children‟s lockers. Staff are delighted when parents are able to give of their time and expertise to enrich the program or to just become involved with the children and their play and various projects. In Unit 2 an open door policy applies in response to parents own personal timetable and the needs of their child. However every Wednesday will be a PFD ( parent free day) unless otherwise negotiated.

cooking

sharing interests

sharing of workplace skills During the year, we hope that parents will become involved in discussion and information sharing sessions about the….

work of the children

issues in education

via being a parent representative for your group at a meeting once a month

We also have special occasions when parents are invited to attend. These events may be organised by the centre or by group representatives:

coffee and morning teas

information evenings

sharing days

parenting day

family fun and celebration days

art shows

sports days

grandparent days

book fairs

C&K Paddington's PAG meets monthly to plan social and fundraising events. Anyone wishing to attend is always welcome. Meeting date is the second Tuesday evening at 7.30pm in each Month.

Our Gardens and Playgrounds

Our gardens and playgrounds are a very important part of our curriculum.

Our philosophy:

Curricula related: The centre grounds are valuable resources to enhance learning and foster concern and responsibility for our natural and cultural heritage.


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Collaborative process: The collaborative planning and design process is instrumental in the development of our centre‟s landscape.

Dynamic development: Our centre's landscape will evolve to respond to changes in educational, cultural and environmental requirements and desires.

Unique product: Each design facilitated through the centre incorporates the desired educational, environmental and social outcomes particular to the centre community.

Our objectives:

To promote and extend environmental awareness, knowledge and understanding within our centre and its communities with an emphasis on:

conservation principles, concepts and values;

biodiversity and ecologically sustainable development;

sustainable management principles and practices

the development of commitment to action and lifestyle change.

Children are actively involved in recycling including composting and worm farming, and water conservation.

We are members of the Early Childhood Environmental Network for Queensland.

Excursions

Every two years in Unit 2 we do an “Out of the Box” excursion. On all excursions an adult/ child ratio of 1 to 2 is strictly observed with most instances staff being “ child free “ to co ordinate the excursion. Strict guidelines according to C&K policies are adhered to.

In Unit 2“Out of Gate” excursions are arranged between parents to the local community. No excursions are undertaken that are not relevant to the interests of the children at that particular time to support investigations. This programme is parent managed and does not begin until Mid Term 2. More details will be forthcoming in 2011.

Visitors

Visitors will become part of the programme to support areas of interest and investigations the children are pursuing. Also we have visiting teachers and student teachers observing our programme as part of their studies or in instances where the centre has undertaken a mentoring role as part of their professional development. Be aware also that , as a centre of excellence, other educators and colleagues will time to time be present to observe the programmes.


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Settling your child in..... All children, just like all adults, are individuals and they will have their own strategies for dealing with new situations. Kindy in the beginning is very exciting, but it can be very scary:

what will happen?

what will people be like – staff and other children?

Children may have fears that they don‟t know how to express:

going to the toilet

when will mum or dad come back? As a parent you may be excited but also have some concerns:

what is expected of me?

will my child manage?

how will staff treat my child? Expect your child to be tired so after kindy, if possible:

go straight home

don't have shopping to do

be on time at both drop off and pick up For some children, starting kindy can be an exciting adventure. For other children, this time can be quite overwhelming. We aim to make the transition a natural progression that is both as familiar and welcoming as possible. No matter what your child's experience before starting at the centre, realize they will become very tired initially. Try to minimize your child's after-school activities. Allow them to rest and aim for an early bedtime.

The Day Begins in Unit 2…….

Morning Routine

Mornings are a busy time for us, so we ask if you could please follow our morning routine, to ensure that all flows smoothly.

8.50 am Outside door opens. Parents and children place belongings; bags, shoes, hats lunches and sheets, in their appropriate places. Change of circumstance, medication, waiting lists and authorization forms may be found in the white folders on the timber shelves in the entry foyer near the sigh on desk. We know you understand that this is a busy time. At the start of the day it is difficult for staff to devote large amounts of time for one-to-one

discussion but nonetheless I like to take some time to talk with parents exchange notes and anecdotes and to make appointments if you need to see me to discuss anything. It is advisable to schedule mutually acceptable times after 2.30 pm in the

afternoon..Alternatively, you are welcome to email me at - [email protected]

Emails will be responded to promptly either before 9.00 am or after 2.30pm.

Inner door opens access to the room. Parents are encouraged to sit with their child and perhaps read a book, engage in a numeracy or literacy game with your child whilst the teacher and staff prepare for the morning, greet children and parents. We ask you to gather in our lounge room as other areas may be set up for activities or surprises for children to discover later in the day, as part of the programme. Take time for yourself and your child:

to sit and read a book

solve a puzzle

observe the animals

sit with your child for the initial conference

9.10 am Programme starts. The staff asks that parents please be considerate of the children‟s space and learning at this time, as it is an important part of the day. Parents are welcome to sit with their child and are asked to keep siblings restrained,

as this is when the day is planned and new idea‟s are introduced and discussed. If you wish to gather socially, you are welcome to use the table and chairs outside, under our shady tree. The welcome song will be sung and this is the signal for leave taking. The song is sung twice ( at the start and end of the session so children running late do not feel they have missed anything). It can be distressing for children to feel they have missed the start of the day otherwise.

Siesta Time

This is a period of the day to allow children and staff to recoup their energies. It is a quiet time, with soothing music and relaxing activities. Children do not necessarily have to sleep at this time, but are encouraged to relax and unwind for the end of the day. There will be times when the children will be provided with a special “siesta bag”, with changing activities inside. Younger children are encouraged to rest on their bed during the first term. Later in the year quiet activities or further work on projects may be undertaken.

Afternoon Pickup

Please advise early if you are picking your child up prior to 2.30 pm. See C&K policy, regarding authorization of others to do pick-up or changes in routine. If you arrive early please wait outside until door opens unless pre arranged or come to side door. It can be very disruptive and distressing for other children if this is not handled correctly. Parents are asked to continue discussions and social chats outside after the end of programme in the afternoon to allow staff to set up for the following day.

The Day Begins in Unit 1…….

Morning Routine

Mornings are a busy time for us but nonetheless I like to take some time to talk with parents exchange notes and anecdotes and to make appointments if you need to see me to discuss anything. Unit 1 8.45 am

Outside door opens. Parents and children place belongings; bags, shoes, hats lunches and sheets, in their appropriate places. Please note that shoes are to be placed directly in their lockers, not in their bags. Any notes for Vicki or any other staff members are to be placed on Vicki‟s desk. These will be addressed A.S.A.P. Change of circumstance, medication, waiting lists and authorization forms may be found in the plastic folders in the sign-in book. We know you understand that this is a busy time. Take time for yourself and your child:

→ get involved with your child in the program if you would like

9.00 am onwards Parents may leave to get on with their day.

Rest Time

This is a period of the day to allow children and staff to recoup their energies. It is a quiet time, with soothing music and relaxing activities. Children do not necessarily have to sleep at this time, but are encouraged to relax and unwind for the end of the day. Younger children are encouraged to rest on their mat during the first term. Later in the year quiet activities or further work on projects may be undertaken.

Afternoon Pickup

Please advise staff if you are picking your child up prior to 2.30 pm. See C&K policy, regarding authorization of others to do pick-up or changes in routine. If at any time you would like to talk with me about an issue, your child‟s progress or anything that is of concern please know that I am always available and happy at this time to see you. Please see me to arrange a time to talk.

Policy Guidelines for Parents

Please refer to the accompanying C&K Parent Handbook for all policies relating to the centre. For more detailed information refer to the C&K policy Handbook on the brown timber shelves (Unit 2) in the foyer or shelf (unit 1).

Food

Morning tea and lunch are required to be supplied from home. Please ensure both are packed separately. In Unit 2 - Morning Teas are to be placed in the bottom shelf and drawers of fridge which are marked. All lunch boxes go to the top of the fridge. In unit 1 -morning teas are to be placed in the the fridge in the kitchen. Lunch containers are to be placed in the fridge in the dining room. Before your child attends the centre put some time into helping them identify their own lunch boxes and their name. Make sure they achieve success in supplying a lunch box they can open themselves. Sistema is a great brand for enabling children to be independent with opening containers. Many containers are very difficult to open. Try to find those your children can open easily. Another brand that is easy to open is Fresia We have a policy of a litterless lunch. Please see over leaf for details. In keeping with C&K’s ecologically sustainable environments policy, we are encouraging our children to be aware of reducing the amount of litter that we contribute toward the environment in order to keep our environments as clean and pristine as possible, usable for us now and for future generations and safe for our wildlife

Some hints on preparing your child's morning tea and lunch to encourage your child's sense of independence:

pack two separate containers, one for morning tea and one for lunch. This helps your child distinguish what is for morning tea and what is for lunch.

children are asked not to be bring a drink as water will be available all day – filtered water in unit 1 and a water cooler is available in Unit 2

a fridge is available to store all food for children, this is located at the back of the kindy, Unit 2

fridges in unit 1, in kitchen and dining room

Please see “Lunchbox Guidelines” for further details.

Birthdays

We love to celebrate birthdays as they are such special milestones, so please supply a birthday cake or small cakes on your child's special day! If supplying shared food please ensure you inform staff as they may have some information about other children‟s allergies.

Treats

The next time you want to give your child a special treat in their lunch box, instead of reaching for a rollup or cake, why don‟t you try some of these feel good alternatives:

Notes from Mum or Dad

A flower

A lipstick kiss on paper

Please ensure that your child has eaten breakfast. A child without food in their stomach will have difficulty focusing for reasonable periods of time and become sleepy and distracted. Involve your child in the selection of food. Staff do their best to provide a space and enough time for your child to eat, so please reinforce with your child the importance of being responsible for eating the food provided. Do not pack too much food. Small amounts of food eg. ½ an orange, ½ a banana that the children enjoy is far better than a large quantity of food that children resent having to eat. They are home in plenty of time for afternoon tea. Staff will advise you of your child‟s eating habits at the centre. Sometimes they may not particularly like a food or may need extra food during times of growth. All uneaten food will be returned home in children‟s lunchboxes daily so that parents will know how much food your child has consumed for each meal during the day. Please talk with us if you are at all concerned. We do not heat meals. This is a lengthy process as according to health regulations food must be heated to a very high temperature to kill any possible bacteria and then must be allowed to cool and be tested via thermometer before children can consume it. We do not have the time to ensure that reheated food is safe for

consumption as we are working directly with the children all day.

Clothes

Parents are advised to dress their child appropriately to the weather for that day. Please keep in mind that children will be actively involved in numerous activities, where their clothes may come off second best at times! In winter please be aware the buildings are very cold and children may need extra layers of clothing. Do not send your child in “Fancy Dress” and

dress ups to the centre. They are impractical and sometimes dangerous in the playground. We have plenty here if children do wish to transform themselves. Footwear needs to be sturdy and practical. We recommend Velcro runners as they are easy for children to manage themselves. Sandals and thongs are easy to slip off, especially when the children are using outdoor climbing equipment. In warmer months shoes are taken off as a matter of course and placed in their locker with their hats. Please clearly name all articles of clothing, including socks and underwear. We recommend name tags to be sewn on as iron tags fall off and marker pen writing washes off. We do our utmost to keep track of your child’s clothing but sometimes pieces do go missing. It is required that you please send along a complete set of spare clothes for your child. Sun Safe Policy

C&K Paddington is a sun safe centre. We adhere to C&K „s sunsafe policies and endeavour to keep our outdoors play outside the hours of 10.00 and 2.00pm as much as possible. Since we do have a good deal of shade in our playground in the summer months we may stay out until

10.30am. Children need to have sunscreen on each day and parents are asked to ensure that this is done at home. If not there is sunscreen available at the centre for your use. Please complete our sunscreen register daily upon arrival at the centre. It is situated beside the sign in book.

The only hat that children are able to wear in accordance with our sunscreen policy is a broadbrimmed hat or legonnaires design covering the ears at all times. No caps are allowed as they do not cover ears and neck. If girls or boys have clothing which reveals their shoulders they will need to have a shirt covering their shoulders. They will either need a t-shirt or loose fitting shirt to go over their top whilst in the outdoors area. All staff are good role models for children in terms of sun safety, wearing sunscreen, broad hats, and sun shirts to cover bare shoulders.

Sheets

The mattresses at the centre have a very specific

size. Years of dealing with them and witnessing the frustration of many children (and staff) attempting to get cot sheets to fit has resulted in us being very explicit in what is required. Anne Fraser Ph 3359 6026 supplies sheets to our centre at a very reasonable price that ensure success for every child with minimal

frustration. Please ensure that you give her the dimensions if your child is in unit 1 or unit 2 only. You are quite welcome to make your own, bring along a tape measure, but please adhere to the construction of the sheets for your child‟s sake. Sheets go home at the end of the weekly session. Blankets are not required until we ask for them in the newsletter. Pillows are allowable if desired. Named sheets and bags are stored on the back verandah in the big wooden box ( Unit 2) and in the basket near the paint storage area ( Unit1). Please ensure your child’s name is on the outside of the sheet bag and extremely obvious. Also please ensure that all morning

tea and lunch boxes are named very clearly. If food containers are not identified it can be very frustrating for everyone and very upsetting for a hungry child. As humans we tend to like our routines and rituals and food choices. It can be very disconcerting if your food is eaten by another. It is also a grave matter of concern where children have food allergies or worse anaphylactic reactions to certain food products. Sheet dimensions are: Unit 1- 122cm (L) x 61cm ( W) x 5cm thick. The bottom sheet is flat made to the mat dimensions

122x 61cm. Elastic is positioned diagonally on each corner approx 12 cms from the corner both sides. The top sheet is made bigger to cover your child‟s body comfortably eg 145cm x 85cm. Unit 2 dimensions to be advised or phone Anne Fraser – our expert sheet provider of many years association on 3359 6026 or 0400441044 .

We have some of her sets of sheets and sheet

bags for sale at the centre also. Their cost is $40 and are excellent value. There are also a limited number of second hand sets available for use. Please see staff.


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Litter-less Lunches

Lunch box 1: Litter-less lunch VS Lunch box 2: Litter lunch

sandwich

2 slices bread .23c

Filling .22c

(wrapped in cloth serviette) .00c

yoghurt

(from 1kg tub in reusable container)

sultanas

(from 250g box in reusable

container)

cheese & crackers

(in reusable container)

½ apple

TOTAL

.45c

.25c

.18c

.40c

.25c

$1.53c

sandwich

2 slices bread .23c

Filling .22c

(in plastic wrap) .05c

yoghurt

(60g disposable container)

sultanas

(40g disposable box)

cheese & crackers

(25g in disposable container)

fruit bar

(in disposable wrapping)

TOTAL

.50c

.98c

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A LITTERLESS LUNCH!

LOTS OF LITTER! plastic wrap

yoghurt container

sultana box

cheese & cracker pack

fruit bar wrapping


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Lunchbox Guidelines The nutrition of your child is very important to us. Young children at

kindy often want to take and eat similar things. For example, if one

child has chips or chocolate then other children want chips or

chocolate in their lunchbox as well. To help us promote healthy

eating at our kindy we ask that you would consider only sending

foods in the ‘Great Food for Kindy’ list and keep the other foods for

treats at home. This will give your child not only a healthy lunchbox

but will help us in our effort to promote good nutrition. Thank you

for your help. Please feel free to talk to any of our staff about any

questions you may have concerning these guidelines.

Great food for kindy Fresh fruit

Salad vegetables, vege sticks with

healthy dip eg hommous, avocado

Sandwiches (eg chicken, meat, egg,

tinned fish, vegemite, cheese,

banana, baked beans)

Leftovers (pita bread pizza, quiche,

meatballs, pasta) although be aware

we cannot heat food

Tinned fish, baked beans or a boiled

egg with a small roll

Scones, pikelets – with butter but

best with no jam/honey

Corn thins/rice cakes

Rice crackers healthy choice ones-

least amount of salt and sugar

Crispbreads

Plain milk only, no fruit juice

Slices of cheese and crackers

Fruit yoghurt, watch sugar content

Vanilla custard watch sugar content

We would appreciate if you kept

these foods for treats at home: Chewy or chocolate/yoghurt covered muesli

bars, or cakes, or buns, LCM bars

Dried fruit bars and dried fruit, roll ups

Potato crisps/chips, corn chips

Oven baked savoury biscuits, sweet biscuits

Two minute noodles

Chocolates, lollies, easter eggs

Cordial, soft drink, poppers, juice

Corn chips

Flavoured dairy desserts

Cream/chocolate biscuits

Chocolate pastes on sandwiches

Guidelines for packing a

healthy lunch box:

Each day we would love you to pack:

Salads

Sandwiches or leftovers

Fresh Fruit

Healthy crackers/crispbreads

Cheese, yoghurt

A few vegetable sticks/pieces


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Supporting your Child’s Learning in the Centre Environment

The Centre Environment is the Third Teacher

In the centre our literacy programme is not a formal programme but is intertwined in our everyday life. A love of literature is developed through the sharing of all types of books. We also create our own stories and love to share these with each other. These can be individual stories or stories written in a small group. Together we can create new endings for well known stories as well as bringing stories to life through drama and puppetry. A fun approach to letters and sounds is taken through games such as rhyming and the first letter and sound of the children‟s names. Phonics is gently introduced in line with children‟s growing interest. Children gain further understandings of print through creating invitations, thank-you notes etc… as well as messages to friends. As understanding progresses they engage in role-play, writing and the writing of their name and then the names of their friends. Communication boxes are provided. Children love to receive messages and notes from home and also create mail for their friends. This all builds healthy relationships as well as practical literacy.

Projects

Young children arrive with many skills and understandings and our curriculum aims to capture and extend these developing competencies. Learning takes place through interactions with other children and teachers and when the experiences are meaningful. Therefore, children work together mostly in small groups on projects that are planned and developed by:

listening to the children

analyzing their thinking and understanding

negotiation and collaboration with the children

Projects are developed through children‟s expressed interests, ideas introduced by the teachers, or things happening in the environment of the centre. These projects can last over several weeks, the whole year or just a day. They can involve all of the children or only a small group. The children are asked to be a committed member of the project:

sharing their ideas and theories

revisiting and extending their thinking

using different mediums to express their understanding

Integrated Units

Integrated Units of work are based on a topic of interest, or may be suggested by current world or local events. The topic may encompass as much of the curriculum as suited to the topic, for example: “Minibeasts” – Science, Technology, Art, Writing, Reading, Mathematics - scale, & measurement. A series of related activities is taken over many days or weeks. This allows groups of children to investigate, research, problem-solve, perform and present many aspects of the topic; using a variety of learning styles. Through a collaborative learning approach, children are encouraged to practice the social

skills necessary to build and maintain positive relationships among group members, and the skills necessary for the group to accomplish the set task:

co-operation and self control

sharing ideas

both self and group responsibility

leadership

respect for other children and their ideas and opinions

opportunity to develop personal skills and organization

participation in group discussion to develop tolerance, acceptance and compromise

A Guide for Supporting your Child’s Learning in the Home Environment

Literacy

Parents are children‟s first and most significant teachers. At C&K Paddington, we encourage parents to continue to participate in their learning and to further develop the home/centre partnership. Valuing literacy in both home and centre setting ensures that literacy is nurtured and success can be shared and celebrated.

Helping your Child to Develop Literacy Understandings and Skills

The following information has been provided to promote understanding of the process of learning to read and to provide you with some strategies that may assist you to encourage your child to enjoy books. This information should assist all parents of children aged four to eight to understand the very complicated process which your children are engaging in as they learn to read and write. This is a process which will take many years to master. It can become a joy for children as they discover a whole new world of interacting with the world around them. Equally it can become a time of loss of self-esteem and difficulty for children who are not given the support that they need. We urge you to read carefully the information provided and to revisit this information frequently to remind yourself of the very difficult task you are watching your child undertake. Particularly note:

Reading should be FUN!!!!!

Model reading and writing for your child as much as possible. (Here‟s an excuse to sit down and read a novel or two.)

Read to your child at least three books a day.

Activate old knowledge before attempting to read a text.

All children will take a different path to reading competency.

Children frequently plateau to consolidate understanding and skills before moving on.

Reading should be a pleasure and have a purpose.

Real Life Literacy Partnerships:

follow a recipe

prepare a shopping list and go shopping

talk about a TV program

look up a street directory

prepare invitations

send greeting cards

tell jokes

play a computer game

read signs

repeat riddles

hold a conversation

write a lunch order

read a book and talk about pictures

join the local library

Make a regular time for reading together. Share books brought from the centre or old favourites. Read old favourites again and again to promote familiarity and confidence. Let your child see you reading. Provide a range of materials to encourage writing, drawing and publishing e.g.: pencils, paper, scissors, paste, old magazines. Encourage your child to exchange greetings and farewells in various situations. Model the use of nodding and eye contact, to show how to be an active listener.

Note the strategies your children are using to decode print and encourage them to develop a wide range.

Accept that children need time to develop the understandings and put all the pieces together, with some children „getting it‟ as late as seven or eight.

Literacy is integrated into almost everything that the child does in the centre.

If you have concerns re-read this information.

If you still have concerns ask your teacher to clarify any issues you may have in this regard. This information should assist you to understand the process your child will undertake in order to become a competent reader who loves to read.

Stages of Early Literacy Development

Emergent - Early - Early Fluent - Fluent

The terms Beginning Reading and Writing or Early Literacy Development actually include several phases of learning through which children progress in different ways and at different tempos. It is an exciting and complex process that usually occurs between the ages of 5 and 8. As in most other areas of development, all children do not follow one clear sequential path in lock-step. Individual children may take a variety of routes to reading and writing mastery. Literacy learning is circular or "recursive"; learners may move forward in some areas and seem to step back as they consolidate understanding in others. Thus, reading and writing may not develop evenly. A child may be fluent in one area and emergent in another. Ultimately, however, whatever the timetable or path, the goals are the same, for all to, when developmentally appropriate:

become fluent and efficient readers and writers who can make sense of and convey meaning in written language

become thinkers and communicators who are actively reviewing and analysing information

enjoy reading and writing

feel successful as users of literacy for a variety of purposes.

Emergent Readers and Writers (typically aged 4 to 6)

understand that written language conveys messages

pretend to read and write: they turn pages of books, invent the story using pictures and their memory of a story

emerging idea of matching spoken words with print

may know some letter names and some letter sound associations

may recognize some words and letters in their environment or in texts, but not again in a different context; they may still be unsure of the concept of "word" or "letter"

can write some letters, usually those in their own names

in writing may reverse some letters, and may use mostly upper case letters

may make scribbles or strings of random letters with no spaces; one letter may represent a whole word

may "read" or attribute meaning to his or her marks; may not be able to "re-read" these marks at a later time.

Children in this phase benefit from:

seeing reading and writing modeled through listening to good stories and seeing others write meaningful messages

supported practice while reading engaging, predictable books with pictures that clearly relate to and illustrate the storyline

encouragement to experiment with writing

experience with sorting words and pictures to build letter and sound recognition

experience with rhyming and other word play

activities that engage students in using oral and written language

Numeracy

There are many ways that you can support your child‟s mathematical discoveries and understandings. You can give them the responsibility for working things out and encourage them to come up with the answers. Share your knowledge through conversation and allow your child to reflect his/her own understandings.

Make connections with maths and the activity in which you are engaging:

when driving – kilometers, signs, identify numbers in the environment

when shopping & cooking– measure grams/kilograms, money, sizes

recite nursery rhymes and sing songs that involve counting

talk about colours, time, days of the week, months and seasons

count collections of objects and identify patterns on bricks, tiles, fabrics

identify various shapes such as circles, squares, triangles and rectangles

there are many children‟s story books with math‟s themes

play dice and card games to encourage use of strategies and number recognition To help your child become more successful in math, it is vital to model a positive attitude towards the subject. So have fun!

How to understand tracking of your child’s development

At C&K Paddington we do not issue school reports in the format that you may have received in your school days. Our concern with assessment and reporting is that it reflects the child and the child‟s experience within the group; that it is valuable in tracking development; and that it is educative in that it assists in the planning of ongoing encounters. Our reporting is comprehensive and if you read the information below you will have a wonderful picture of your child‟s development and understanding.

We have a number of mechanisms that we use to track your child‟s emerging self and report our observations to both yourself and the child.

The Reflective Record in conjunction with The Emerging Child Profile

(used by teachers)

This record provides discussion of the whole group experience. It highlights the thinking of the staff as they guide the children through the year. During the term each group, will be emailed a reflection of the group’s interests which will keep track of emerging interests and areas of study.

From time to time a particular investigation will be analyzed by the staff and reported to the parents in a generic format. These investigations provide important information about the processes the children are using to learn and how staff can facilitate the ongoing development of understandings and skills. This is highlighted in the weekly group reflection and specific documents that record the process involved to reach an outcome. Staff regularly discuss and keep confidential notes on the development of values and attitudes, understanding and skills of individual children and the group as displayed in daily encounters. This information is used to plan encounters that will further develop understanding, and to discuss any concerns with parents if necessary. The notes act as a way of coordinating teacher input.

In 2009 C&K introduced a standard format for each child’s portfolio. Your enrolment fee includes the cost of these portfolios. Children and parents are invited to contribute towards the portfolio alongside teaching staff in terms of your child’s interests, progressing skills, projects they are involved in and their learning.

However Unit 2 requires a the provision of an A3 portfolio - as shown at interview – so that children can easily access / change the things they wish to put in. These are generally available from places like Officeworks or local newsagencies. The type that can have additional pages added to them is best but not essential.

A3 Portfolio

Portfolios display samples chosen by staff and your child of experiences and developments either within the group experience or on an individual level. Work samples from the beginning of the year to the end of the year would show a development of understanding and skills. Please read portfolios with your child, as this experience will give you added information about your child‟s understanding.

Project Downloads

You will be asked to provide a USB memory stick to download digital documentation of projects children have been investigating. We recommend at least a 4 - 6MB capacity.

Discussions

Parents are welcome to request a discussion with the staff at any time. Staff are happy to discuss with you any issues about your emerging child or centre experience.

Guidelines for investigating concerns about your child’s development

If you are worried about your child‟s learning or kindy experience here are some suggested guidelines for investigating your concern.

1. Identify what it is that is of concern, write these concerns down and then observe your child to confirm your feelings.

2. Read information we have given you to see if the concern has already been covered.

3. Make an appointment to discuss your concerns with your child‟s teachers giving them your

list prior to the meeting so that they too can consider and investigate the problem. You may have identified something that they have missed and the staff will be grateful for your input.

4. Listen to what staff have to say. They will be able to advise you on strategies to assist the

problem or reassure you if they consider that your child is developing appropriately.

5. If both staff and parents confirm a concern, then develop a plan with the centre to address the situation that will achieve the maximum benefit for your child.

6. Remember that your child is unique and what is happening with other children or what might

work for other children may not be appropriate for your child; so please discuss concerns and strategies with the staff first.

7. If you are not sure about how the centre works then regularly spend time in the centre and get

to know the learning environments and strategies.

8. Ask yourself the following questions:

Is my child engaged in learning about life?

Does my child like to go to the centre and feel safe there?

Does my child communicate an increasing understanding about their world?

What is it that I do not understand about the centre curriculum? Then discuss any concerns with the centre staff.

9. If you hear rumors about any aspect of the centre which concern you, please ask your child‟s teacher to investigate and do not engage in discussion which may consist of misguided information. We suggest that you direct anybody who seeks to discuss issues that concern the centre to check out the concern with the centre staff.

2011 Term Dates Term 1 – 12 weeks

Term commences: 24th January 2011 Australia Day: Wednesday 26th January Good Friday: Friday 22nd April Easter Monday: Monday 25th April Parent Social Unit 2: Friday evening 4th February 5 – 7.30pm

Women’s Only IWD event for both Units: Monday evening 28th March in Unit 2 Unit 2 Reunion for children who attended in 2010: Friday 3rd March 3.30 – 5pm Unit 2 End of term “Looking Forward” Party A Group: Tuesday 12th April Unit 2 End of term “Looking Forward” Party B Group Thursday 14th April Unit 1 reunion TBA Unit 1 Family social Torches and teddies Ist Term TBA Term concludes: Friday 15th April

Term 2 -9 weeks

Term commences: Wednesday 27th

April

Anzac Day: Monday 25th

April

Labour Day: Monday 2nd May

Unit 2 Mothering/ Carer’s Event A group: Tuesday 10th

May

Unit 2 Mothering/ Carer’s Event B group: Thursday 12th

May

Queen’s birthday: Monday 13th

June

Unit 1 Mothers day dinner TBA

Term concludes: Friday 24th

June

Term 3 – 10 weeks

Term commences: Monday 11th

July

RNA Show: Wednesday 17th

August

Photos: TBA

Art Show Unit 1: TBA

Unit 2’s “Dad’s in the Dark” event: Thursday evening 1st September - for both A & B

Groups

Unit 2 “Grandparents/Significant Adult” Event B group – Friday 9th

September

Unit 2 “Grandparents/Significant Adult” Event A group – Monday 12th

September


September

Term 4 – 10 weeks

Term commences: Monday 3rd October

Unit 2 Art Show: Thursday evening 20th

October - for both A & B groups

Book Fair: Week two term 4

Unit 2 End of Year Family Celebration: Saturday evening 26th

November

Grandparents days Unit 1 TBA

Christmas Party Unit 1: Friday evening 2nd

December


December


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Parent Checklist

Signed & filled out all documents, including names, licence numbers, signatures of collection/emergency people

Supplied Birth Certificate

Supplied proof of immunisation

Allergies plan if required and C&K anaphalyxis paperwork

A3 folio preferably with plastic sleeves able to be added to

USB memory stick 4 – 6 size (Unit 2)

Organised Sheets to fit centre mattress from Anne Fraser – specific to unit 1 or 2 mattress size only

Labelled all children‟s items

Sun safe hat

Sunscreen

Family photo for every child please in a frame – to leave at kindy

Parent reflection on child – please write a reflection about your child as he/she is about to begin kindy, what are his or her special interests, and strengths. You could write about their life so far and important events, understandings of which you have become aware. You can make it into a story or express it in any way you please. These will begin your child‟s portfolio… a photo to accompany would also be great.

Treasure Bag (Unit 2)

Shhhh.. secret stuff….If you have not already painted a special Japanese cup for your child please be prepared to do so at a special coffee morning unit 1 TBA

Please remember to look at job lists to nominate a job that you would like to do for the centre in 2011, if you have not already done so.


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PLEASE NOTE

In our centre from time to time we have children enrolled with anaphylactic reactions to tree

nuts, dairy products, peanuts and eggs. Even exposure to a small amount of these items could

be potentially serious and life threatening. We can all play a role in preventing such a

dangerous and frightening situation at this service. Whilst it is a shared responsibility to

minimize exposure to allergies, staff and other children and their families can help to make

the early childhood environment safer. Your assistance is needed to:

Please check the list of ingredients on items you send to this service

Avoid sending foods or items containing nuts, eg peanuts, macadamias, walnuts,

pecans, pistachios, cashews, brazil nuts, beechnut, chestnuts, hazel nuts and almonds

with your child to this service

If sending eggs please use small label provided in each fridge to attach with a rubber

band to lunch container indicating that there is egg contained within

Teach your child/ren to understand this serious situation and offer support to this

child.

This may be an inconvenience to you, but please realize how important your assistance is.

We would take the same care should your child have such a health care need. We do

encourage the children to wash their hands before and after eating which should help to

minimize any risks associated with exposure to the allergen through skin contact.

Please see me if you have any concerns with this request. I am happy to work through all

possible issues, concerns and solutions

Thank you for your support. For more information call FACTS AUSTRALIA (ph 1300 728

000)

So far we have no- one with allergies requiring us to be nut free in 2011. Please advise

staff asap if your child is allergic to nuts or any other food products as we need to take

appropriate action to safeguard your child’s health.

If we do become a nut free zone in 2011...

That will include peanut butter, muesli bars, nutella and any other nut containing food item.

Since most children will have dairy products, egg and gluten included in lunches and

morning and afternoon teas and since they are of high nutritional value, these food items will

be acceptable. Precautions will be taken with the children concerned in relation to these food

items in consultation with each child’s parents. Thank you in advance for your care with

these matters.

We will advise you if we need to be nut free as soon as we know. Thank you.

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