Week 5 Term 2 2015

May 17, 2015

Wonderful news! Our new website is live and it is fantastic. Please have a look and give us your feedback.

I would like to take this opportunity to give a HUGE THANKS to Liani and Kim from Project […] (parents of 2 children in the Early Starter and Fern rooms) who have worked so enthusiastically over a number of months to ensure we had this great product ready before our open day.

I would also like to express my gratitude to Kate (a parent from the Early Starter room) who has updated our brochure to link it in with the website so successfully. It looks fresh and vibrant.

What great families we have here!


Visitors to our centre often comment on the calm atmosphere that they see in the classrooms. The key contributing factor is the environment with many and varied activities from which children can choose according to their interests and which responds to their developmental needs. They engage with the environment in a purposeful manner, this engagement supports concentration and development of physical, social and cognitive skills. The challenge, risk and achievement these activities offer the children also boots their self esteem and self worth. The outcome is usually a satisfied child behaving in a reasonable reflecting he example set by the older children and the adults in the environment.

Modelling is an important aspect of children’s learning during the early years. They do not only model what their older or more able friends do but they often model how they work with the materials. The teachers are also very important in the modelling process as they too set an example for the children. Often, they are the first adults outside their families with whom the children establish a lasting and meaningful relationship.

Whilst the children are engaged in solitary activities, or working in pairs or threes and fours, they are well aware of being part of a social unit which expects politeness and respect. In practical terms it means that children will be encouraged to use ‘please’ and ‘thank you’ appropriately. They will be shown how to ask to be shown an activity.

Integral to the calmness is the grace and courtesy we see in the room. There is an expectation from the teachers as well as the children that they act in a respectful and polite manner. Calm voices are insisted on and time is taken to explain consequences of inappropriate behaviour. The ground rules are set with the well-being of the group in mind. “May I work with you?” or “May I join you?” is more effective than snatching. Offering a piece of fruit to a friend, knowing how to behave during snack or lunch times, knowing what to do before going outside or how to welcome a visitor are all part of helping children adopt an appropriate etiquette, encouraging co-operation and respect. These behaviours can be demonstrated to children but above all they need to be present, visible and evident in the behaviours of the adults as well as the older children in the classroom. That way they will become part of everyday life for all the children both at pre-school, school and home. They reflect children’s ‘social embryonic stage’ as well as their ‘sensitive period’ for social aspects.


  • Friday 5 June: Curriculum Day School Closed
  • Monday 8 June: Public Holiday School Closed
  • Friday 26 June: Term 2 Finishes
  • Tuesday 14 July: Term 3 Commences
Week 2 Term 2 2015Week 5 Term 3 2015
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