April 2015

Educator Practices The National Early Years Learning (EYLF) Framework for preschools and childcare services across

Australia provides key outcomes for all children in the years before they commence school.

This framework also discusses key educator practices that will support children to become successful

learners, confident and creative individuals, and active and informed citizens.

Educators provide responsive contexts through what we say, what we do, as well as what we provide.

What we say and do are our practices. EYLF expects educators to ‘draw on a rich repertoire of

pedagogical practices to promote children’s learning’.

These practices include:

Intentional Teaching: working with deliberation purpose and thoughtfulness. Intentional teaching

does not mean telling children what to do and what they should learn. It is recognizing that learning

occurs in social contexts and that interactions between children and educators and between children and

children are vitally important to learning.

Learning through Play: Play is children’s work, it is how they make sense and meaning of the world,

it is the medium through which young children learn. Through play environments educators encourage

children to explore, solve problems, create and construct. Play enables them to enjoy being but also to

explore becoming. Supportive play environments allow children to ask questions, engage in

conversations that extend their thinking, problem solve.

Responsiveness to children: Educators are responsive to all children’s strengths, abilities and

interests. They value and build on children’s strengths, skills and knowledge to ensure their motivation

and engagement in learning.

Cultural Competence: Educators who are culturally competent respect multiple ways of knowing

seeing and living, celebrate the benefits of diversity and have the ability to understand and honor

differences.

Assessment for learning: Educators aim to notice the learning process and recognize changes in the

child, rather than the end product, by gathering information of what children know, can do and

understand. This approach to learning and assessment deepens our appreciation of the individual child

and provides us with richer information for documentation and for planning for future learning.

What educator practices do you see at WCCC?

Celebration Cookbook and Tea towels We have a good stock of our celebration cookbooks and tea towels for sale. The sale of these items is raising additional funds for the development of our new outdoor adventure play space. This will be developed in coming months on the triangle piece of land at the entrance to the Centre, corner Paratoo and Waite Rds. The focus of the space is to provided more physically challenging experiences for children to support the development of proprioception and large muscle strength. Both the cookbook and the tea—towels make ideal and very unique gifts for family and friends as well as being a memento of your child’s time at WCCC. Great for grandmothers and aunts for mothers day. A special gift for family and friends overseas that is also not too heavy to post. Simply order using the order slips on the reception hob. Orders will be invoiced on your childcare account.

WCCC only does fundraising activities for special celebrations so this is our first major fundraiser since 2005. Please support us with this.

PARENT NEWSLETTER

AUCS Board and WCCC PAG Matters 2015

The Adelaide University Childcare Services

Inc (AUCS) Board meets on the last Monday

of the month. The AUCS Board continues

strategic planning for 2015-16 and will hold a

strategic planning session in May2015.

The AUCS Board is currently working on the

2015-16 budget. At this stage we anticipate a

fee increase of $5-$6 per day.

The WCCC Parent Advisory Group (PAG) and

Sustainable Futures Committee is and plans

for our adventure play space on the corner of

Waite and Paratoo Roads.

New PAG members are welcome.

Please speak to Kaarin if your are interested in

joining

Events Diary: Please put the following dates in your diaries Saturday May 16th 10 am-12.30 pm working bee in Pliyabilyangga. Planting, weeding and mulching. Wednesday June 24th Parent Evening 7-9pm Mindful parenting presented by Sarah Richardson from Kids Matter. Australia Sustainable Schools Initiative (AUSSI SA)WCCC community planning. An evening in May (date will be confirmed soon) NRM Education will work with parents and educators to revise our SEMP

Key Outcomes 2015 Our draft outcomes for 2015 are focused on mindful practice, strong relationships and engagement Children’s strengths, capabilities, ideas, and culture guide educators in engaging children to opti-

mise their learning (QA 1,5, 6)

Children’s learning at the Centre is made visible to families (QA 1,6)

Healthy eating and physical activity are fostered and promoted (QA 2,3)

Childrens’ wellbeing is supported through effective practices and procedures (QA 2, 3, 4)

The outdoor environment is the third teacher (QA 1, 3,4,5)

Educators engage in critical reflection to examine events and experiences from different perspec-

tives (QA 1,4,6)

Educators work collaboratively and learn from each other (QA 4)

Leadership supports and promotes a learning culture (QA 7,4)

Families, children, and educators are supported to adopt sustainable living practices ( QA 3,1,

2,4,5,6,7)

Families and children have a strong sense of belonging to WCCC (QA 6,5)

Family engagement in Centre programs and activities is supported (QA 6,1)

The service takes a leading role in supporting and promoting a sustainable future (QA 6,3,7)

Community connections are enhanced (QA 6,7)

A process for assessment and continuous improvement is integrated into the service (QA 6,7, 4)

Each outcome is linked to all relevant quality areas of the National Quality Standards.

Our QIP which provides more detail on strategies for achieving each outcome is available in the parent

library on the bookcase. All feedback, comments, ideas and suggestions are welcome.

Just email childcare.waite@adelaide.edu.au

Staffing changes 2015 Kathy is currently taking an extended holiday Kathy will return as a relief educator in July.

Our new team member for Room 2 will be Stefani Bochenski. Stefi will commence on Wednesday April

22nd. Thank you to Room 2 parents Ben and Simon for giving their time to recruitment and interviews.

There has also been a small change to the Room 3 team. Annie has taken planned leave and decided not

to continue at WCCC on her return. Daphne who is well known to all as a regular relief educator will

join the Room 3 team in a permanent part time position

Welcome to the children and their families commencing at

WCCC in March/April

Tom to Room 1 and Yijie to Room 3

Managing winter colds: Bringing sniffles and sneezes and perhaps a sore throat and annoying cough, the common cold catches

all of us from time to time. With kids getting as many as eight colds per year or more, this contagious

viral infection of the upper respiratory tract is the most common infectious disease and the No. 1 reason

kids visit the doctor . Most colds are caused by rhinoviruses that are in invisible droplets in the air we

breathe or on things we touch. More than 100 different rhinoviruses can infiltrate the protective lining of

the nose and throat, triggering an immune system reaction that can cause a sore throat and headache, and

make it hard to breathe through the nose. Air that's dry — indoors or out — can lower resistance to

infection by the viruses that cause colds. And so can being a smoker or being around someone who's

smoking. But despite what old wives' tales may have you believe, not wearing a jacket or sweater when

it's chilly, sitting or sleeping in a draft, and going outside while your hair's wet do not cause colds.

The first symptoms of a cold are often a tickle in the throat, a runny or stuffy nose, and sneezing. Kids

with colds may also have a sore throat, cough, headache, mild fever, fatigue, muscle aches, and loss of

appetite. Nasal discharge may change from watery to thick yellow or green.

Colds are most contagious during the first 2 to 4 days after symptoms appear, and may be contagious for

up to 3 weeks. Your can catch a cold from person-to-person contact or by breathing in virus particles

spread through the air by sneezing or coughing. Touching the mouth or nose after touching skin or

another surface contaminated with a rhinovirus can also spread a cold. Virus particles can travel up to 12

feet through the air when someone with a cold coughs or sneezes:

To help prevent children catching a cold:

wash their hands thoroughly and frequently, especially after blowing their noses

cover their noses and mouths when coughing or sneezing (have them sneeze or cough into a shirt-

sleeve, though, not their hands — this helps prevent the spread of germs)

Do not use the same towels or eating utensils as someone who has a cold. They also shouldn't

drink from the same glass, can, or bottle as anyone else — you never know who might be about to

come down with a cold and is already spreading the virus.

Do not pick up other people's used tissues

Children do not need to stay home with a common cold unless they are feeling miserable and need

constant comfort. However children with colds needs plenty of rest and sleep.

Parents should also be alert to symptoms that may mean the child has more than a cold, such as high

fever, hoarseness, wheezing or difficultly breathing and seek medical advice.

As always, good nutrition with lots of fresh fruit and vegetables and plenty of clear fluids will also help.

Educator/Family Communication Communication between parents and educators is an essential part of providing high quality care that

meets the individual needs of children and families. Brief discussion about your child’s day can usually

occur at drop off and pick up times. Information is also shared via newsletters, notices and email.

If you would like to have a more extended conversation about your child’s learning and development

and/or if you do not have an opportunity to talk to educators on a regular weekly basis we strongly

encourage you to make a time to discuss the program with your child’s primary carer/educator or the

room coordinator either by phone or at an agreed meeting time. A phone discussion can be arranged

during the educators non contact time and is particularly useful for parents who are not able to do the

daily drop off and pick-ups.

The Centre newsletters provides important information on Centre happenings and events, policies and

procedures, early childhood education and opportunities for you to contribute to Centre development.

The education and care of your child is important to us. The feedback we receive from you and the

discussions that we all have support us to provide a service that is responsive to and inclusive of

our Centre community.

PARENT NEWSLETTER

WCCC GREEN PAGE

20th birthday celebration

Thank you to all the families and friends who attended our birthday

celebrations. It was great to see so many current and past families, including

several 20 year olds who had attended the Centre in 1995.

Our butterfly murals are now a shining example of what we can do

to recycle waste.

Educators and families from 1995