Bream Bay Kindergarten Video

Tuesday, December 5, 2017

Time to Slip, Slop, Slap, and Wrap

The last few days have felt like summer is finally upon us. While the mornings still have a cool freshness to them, the days are warming up pretty quickly, and by the afternoon it's just plain hot!

In term 4 at kindergarten we reintroduce our Sunsmart programme, reintroducing strategies to protect children from the harshness of the summer sun. This is effective in developing children’s understanding of sun protection and the importance of covering up and being sun conscious.You may have noticed that the shade sails are back up over the swings, sandpit, and playground providing additional protection from the sun. 

You also might have noticed the sunscreen station just outside the back door, consisting of sunscreen and mirrors. The sunscreen is available all day for the children to apply and reapply as they need to.


Right alongside the sunscreen station is the hat box. While we encourage every child to bring a hat from home to wear at kindergarten, we do ensure that we have spare hats for those times when children's hats get left at home. The children have quickly remembered that they need to wear their hats when playing outside. Throughout the day you hear the children reminding each other "No hat, no outside play!" when they forget to put on a hat before coming outside to play.

With so many hats to choose from, sometimes it can be hard finding one that's just right!


And sometimes wearing a hat makes playing and learning a bit tricky as Mia found out while trying to do the monkey bars!


We were very fortunate to have Holly from Orrs Unichem Pharmacy Ruakaka join us on Friday 1st December to deliver the sun-sense message of 'slip, slop, slap, and wrap' to the children - 'that's slip on a shirt, slop on some sunscreen, slap on a hat, and wrap on some sunglasses.' The talk was an interactive one with the children sharing their knowledge and ideas about sun safety with Holly. 

The children were excited to show Holly the sunscreen station and how they could successfully apply their own sunscreen.

The early childhood curriculum, Te Whāriki (2017) states that "Children experience an environment where their health is promoted...Over time and with guidance and encouragement, children become increasingly capable of keeping themselves healthy and caring for themselves... Children demonstrate confidence, independence, and a positive attitude towards self-help and self-care skills."


We wish to extend a heartfelt thanks to Warren, Holly and the team at Orrs Unichem Pharmacy in Ruakaka for their ongoing support of our Sunsmart Programme. We are extremely fortunate to belong to a community that cares.

"Being in the community is not the same as being part of the community... Being in the community points only to physical presence; being part of the community means having the opportunity to interact and form relationships with other community members" (Bogdan & Taylor)


Friday, November 24, 2017

Creativity - needle and thread

“By exposing children to creative experiences, we give them the gift of a rich and memorable childhood while laying the foundation for a lifetime of creative expression – all topped off with a heaping helping of important learning skills” (Kohl, 2008).

I found this quote appropriate as I embarked on a creative experience with the tamariki. Sewing with needle, thread and sacking. 

The tamariki were invited to engage and contribute to the experience over a period of time. 

Through this observation and participation, the children had the opportunity to engage in a new experience that allowed their creative expression to grow and encouraged the development of numerous skills. 

As they worked with the needle and thread, the tamariki developed their concentration and thinking skills, perseverance, hand-eye    co-ordination and fine motor skills.

 “Fine motor skills involve the small muscles of the hands that enable such functions as writing, grasping small objects, and fastening clothing. Fine motor skills involve strength, precision and dexterity. They affect learning and living skills” (Villeger).

“Creativity focuses on the process of forming original ideas through exploration and discovery. In children, creativity develops from their experiences with the process, rather than concern for the finished product” (Kohl, 2008).

Working together, learning in small groups helps the exchange of ideas and increases interest among the children while also promoting critical thinking (Gokhale, 1995). The language and conversation shared within the group as the tamariki worked demonstrated a deeper level of thinking and concentration as they processed and focussed on their goal and creative product. 

As the children worked, with the needle and thread they developed and strengthened their finger muscles and small hand muscles, while also encouraging the use of the pincer grip between the thumb and forefinger. Important skills to develop both for now and into the future. 


“Children learn through play and open-ended activities. It allows them the chance to explore the world around them, ask questions, and see how things work” (Thomas, 1997).

“Children who feel free to make mistakes and to explore and experiment will also feel free to invent, create, and find new ways to do things. Grant the lasting gift of freedom to children – to make mistakes and learning from doing. The side benefit is that fostering creativity…gives children a zest for imagining and learning to last a lifetime” (Kohl, 2008).

Friday, November 17, 2017

This little piggy...

What a delight...a special new friend in the form of a rescued cute little piglet.

 "She's trying to eat the grass" said Sophia.
"Why does he eat grass a lot?" asked Jax.
"He's trying to get his nose off" replied Olivia.

 "She's really cute" said Asjah.

"She's making a hole because she's making a big home" said Mathilda.

"It's eating some dirt" said Jacob.

"It eats very fast" said Lachlan.

"He wagged his tail" said Jacob.

"Some pigs twirl their tails up" said Lachlan.

 "Why did he make that sound?" said Rowan.
"Because he's a pig!" said Jax.

"Maybe he's a baby pig?" said Zoey.

"It's a piglet" said Harper.

"He's trying to find his Mumma" said Sophia.

"I'm not his Mumma" said Brooklyn as the pig came over to her and snuffled around her feet.  (funny!)

Having a scratch.

"Have you got any questions about the there anything you want to know or find out about the pig?" asked Tania.

"I want to know why they eat dirt" said Terence.

"Yeah, why does it eat the dirt?" said Harper.

"Maybe it wants to eat dirt" said Jessica.

"How will we find out the answer to your question?" asked Tania.

"You can ask the farmer" suggested Harper.

"Papa knows everything, we could ask him" said Sebastian.

"Do you know who actually knows about pigs, my Uncle.  Unky Paul, he knows about pigs" said Jessica.

"Maxim and Jake are smart, we could ask them" suggested Sebastian.

"Ask my Mum" piped in Lachlan.  "My Grandad knows about chickens more than pigs.  He doesn't know about pigs" he added thinking.

"So maybe we won't ask him then" said Tania.

"No he doesn't know about pigs" replied Lachlan.

"I know" said Jessica, "we could make a pig machine and put it on the pig and then the pig could tell us!"

Hmm, I wonder what a pig machine looks like and how it will work?  
Wonder no more people, here is Jessica's idea of a pig machine...

"See it's got buttons on the side" said Jessica.

All through the day children brainstormed possible names for the piglet and we went with their suggestions... 

Hot contenders for names were Chime, Owna, Rainbow Dash, Sparkle, Tuesday, Twinkle, Piggles and Ebony 

 However, after much debate and high tension in election time, overwhelmingly children voted the winning name...

Sooky La La

We are excited to say that Sooky La La will be a regular visitor to kindergarten so tamariki can participate in what we like to call 'piggy time' (like hammer time, only piggy funny!).

We anticipate that 'piggy time' will give tamariki the opportunity to develop deeper knowledge and understanding of pigs.  We anticipate children learning to be gentle and calm around our new friend...we anticipate children's empathy growing, as well as a nurturing love, care and respect for these unique and precious animals...we have high hopes for piggy time!

Here are some pigtures of Sooky La La that some children have made...

Artist - Alannni

Artist - Asjah

Artist - Zoey

Artist - Violet

Artist - Nate

Artist - Nate

Overall our first pig visit was a huge success and we're all really looking forward to catching up with Sooky La La again next week.  For now that's all we've got.  
Thanks for visiting.

Ngā mihi nui