Bream Bay Kindergarten Video

Monday, February 19, 2018

Process Cooking

Last week I offered children the opportunity to engage in process cooking. 

Process cooking is when children follow a recipe using a process of step-by-step instructions to create their own individual portion of food. On the menu this week ...scones!

Process cooking benefits children in so many ways: physically, socially, emotionally, and intellectually (Wairarapa REAP, 2014).
Children develop their awareness and skills in literacy and maths as they write their name on their baking paper, as they 'read' each step of the recipe, and as they measure and count the ingredients. 

Children develop socially as they work alongside others, watching what other children are doing, as they wait for a turn to make a scone, and as the more experienced scone-makers offer help to their friends.

Children develop emotionally as they increase their confidence through their increased independence and achievements in making a scone by themselves.

Children develop physically by using small muscle control to stir, pinch, and pour, as well as using their senses to observe, taste, feel, and smell.

“It smells nice” said Ella-Breeze.
“It feels smushy on my fingers” said Georgia.

Most of us are all well aware that sometimes things don’t turn out the way we planned when we’re working in the kitchen, and the same can be said for the children. While making a scone was a learning opportunity for all of the children, for some of the children there were additional learning opportunities.
Some children learned that when you didn’t follow the recipe the scones were “too spicy” (salty),  that other scones didn’t colour up during the baking process, and other scones spread out instead of rising up. This enabled and encouraged opportunities to reflect with children on the scone-making process. 
I wondered with Georgia about why her scone looked like a large cookie? After some thought Georgia replied “I know… I put too much stuff in, ...I put too much white stuff (milk) in.”

Hancock (2006) states"The more actively involved children are in the cooking process, the more they learn from it. The independence of process cooking maximises the learning opportunities for each child" 

Friday, February 9, 2018

Imaginary Play -"Who wants an ice-cream"?

Imaginary play is a great way for children to express themselves, to pretend to be someone else, and to take charge and to have fun.
Last term I set up an ice-cream shop to see if it would attract any children, and it did. The provocation went from an ice-cream shop to a cafe where children could purchase tea and coffee to have with their ice-cream.

"Imaginative play is essentially when children are role playing and acting out various experiences they may have had or something that is of interest to them. They are experimenting with decision making on how to behave and they are also practising their social skills. Children learn from experience: from what happens around them, from what they see, hear, smell, taste and touch. To obsorb those experiences and to make sense of their world, they need to be engaged in imaginary play". (Learning for

Building communication skills

Creative play is a great way to build your child's communication skills in a fun and supportive environment.  When children are engaged with their chosen material you'll notice they talk to themselves about what's happening. This in turn leads to building their vocabulary and developing their imagination. (Kiwifamilies,

"Um its closed - what time do you open?" - Manaaki

"Well 6 o'clock" - Jessica

"Who wants an ice-cream?" - What do you want Manaaki? - Jessica

"Look how much money we have"- Manaaki

"What one do you want"? "Give me your money" - Brooklyn

"I want a chocolate one, cause that's my favourite"- Mathilda

"Here Emma one for you" - Ella

"Do you want a cup of coffee with your ice-cream? Go and sit down over there and I'll bring you a cup of coffee o.k" - Olivia

"So what do you want, you can have anything" - Zoey

"I have a cup of tea"- Lily

"You have to take my money sweetie" - Sophia

"Which one do you want, it's on the sign see?" - Trelise

"Oh I like ice-cream"- Noughtin

 "Drink your coffee, coffee for me. I'm going to do ice-creams now" - Finn

"Do you want a ice-cream they only $3.00?" - Hunter

"Um Noah are you buying ice-cream?" - Finn "No I'm in the shop"- Noah

"This is coffee time now"- Noah

"You want the cup of tea?" -Mia

"Yup but we saving it to later" - Belle

"So whats the promblem" - Belle

"Now it's closed - ice-cream shop is shut have a nice day" - Jessica

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)