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Just as important as it is for our children to develop connections it is also vital that our parents feel welcome and connected to the centre, staff and to the other parents. We organised a get to know you morning tea where the children were excited to get to cook and make cake and chocolate balls for their parents. I know it was a great sucess because when l came in to share some things about the program there was excited chatter evrywhere, very hard to get their attention. Cooking is a regular part of our program at Gray Court Preschool and has many benefits for children. It is a wonderful opportunity for numeracy and maths concepts ( 1/2, 1/4) not to mention indepndence and heaps of fun. Take a look!

 

 

Why do we cook at kinder?Cooking is a wonderful experience for children, giving them opportunities to explore maths concepts such as measurement, volume and weight.Cooking is a sensory experience allowing the children to use all their senses, taste, touch, sights, smell, hearing, in a very concrete and relevant activity.Cooking creates a sense of purpose and achievement for children. Giving them opportunities to hypothesise, create and produce food that not only they, but others can enjoy.

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Great excitement today when some of our boys found the aprons in the home corner. One suggested they put the cooking things on so they could be chefs. Others quickly came across to try some of the food they were preparing. Staff entered to extend their conversations and add some terminology to the conversation such as aprons, spatulas etc and to extend their knowledge of foods such as eggplant, zucchinni, asparagus . The play then incorporated the use of the phone answering calls from mums. This then progressed to customers ringing in orders of food they wanted to come pick up. One of the children was answering and relaying orders to another who was pretending to write it down on his pretend note pad. Another child was then sourcing the ingredients and cooking it on the microwave. The boys all packaged the foods into plastic take away containers and placed them on the shelves next to the entrance to their restaurant . The boys called out when the customer arrived to the staff member so she could collect the money owing. Prices ranged from $500 to $1. ( Hope it was extraordinary ) This play continued to evolve with beautiful cooperative play occurring. Other children came into the play and the boys demonstrated inclusive play at all times. They were able to negotiate roles and take turns, listen to others ideas and use their imaginations for equipment they didn’t have. ( ex; notepad)

OUTCOME 2 : Children are connected with and contribute to their world.

Social play opportunities within the room support our connection to others, provide opportunities to role play and explore different people and points of view. Through our PLAY we discover and learn in this instance about food, restaurants, staff working as a team, names of some foods we may not have eaten and different ways to cook and utensils to use when cooking.

• Be playful and responsive to peers ( Wellbeing)
• Engage in complex cooperative play ( Community)
• Share resources and take turns, understand the rights of others
• Express ideas, feelings when playing
• Demonstrate the ability to listen to and respect others
• Express wonder & interest ( Identity)
• Extend own interests in play

Ways we plan to build on this experience include making our own dough this fortnight, doing some real cooking with recipes and measuring equipment. We will also add notepads for fine motor skill development writing orders etc and cash register, money, pictures chefs working and pots, pans and more utensils.

Play and Learning EVOLVING!

Nadine O’Brien

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Red Groups 1st Week

All children have been in now for their first official week of kinder. It can be very overwhelming at first for young children to come into a new rules and routines, new teachers, peers and a new space to navigate. Every child did a great job of following our 4/5 year old routine and interacting with many new children. Our program this fortnight is fairly basic initially as staff gather many observations to learn more about interests, knowledge and current levels of development.

The children came in half groups and as expected the interests were quite different each day. Our first half group were eager to do lots of hammering both inside and out using the real hammers and nails at the woodwork bench and using the small tap tap sets inside. Water play and using our keys and locks boards were also popular with this group of children. Our next half group were more physical outside with lots of rolling big heavy tyres, swinging and climbing. Inside was also a contrast with many of these children spending long periods of time making, creating in our inventing area.

 

Taking observations, sharing all staffs observations and documenting them helps us to plan a program that will use these interests to engage them and assist us to work towards the Victorian Early Years Learning and development outcomes in the 5 key areas.

• Identity: Every child to have a strong sense of self
• Community: Every child to be connected with and contribute to their world.
• Wellbeing: Every child to have a strong sense of wellbeing
• Learning: Every child to be a confident and involved learner
• Communication: Every child to be an effective communicator

 

 

The children also spent some time with me reflecting on how they were feeling through drawing themselves and communicating all the things they really enjoying doing. These are proudly on display in our kinder room so please come in and have a read.

The half groups will come together in another weeks time and the combinations will see many things change. Looking forward to learning, planning and growing together

 

Nadine O’Brien