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Why go outside?
Learning in the sandpit
When children use cameras
What do children learn at mat time?
The blog - swap meet of our minds

ISSUE THREE March 2011

 NEWS & VIEWS issue no.3

Great
community.
Great
education.
Great
kids!

GERALDINE KINDERGARTEN
News & Views Magazine
25 Wilson Street, Geraldine 7930
HEAD TEACHER: Tania Boland
OTB EXPERIENCES: The camp fire experiences;
PHONE: 03 693 8888 The whare/bean frame layering and bean tepee; Bird
EMAIL: geraldine.kindy@xtra.co.nz Feeders; Following on from the fire drawing with charcoal;
BLOG: www.blogspot.co.nz Spider web art and searching for them; Poultry: caring for
Geraldine Kindergarten them daily, having the clucky hen, hatching the chickens
and building the coop with James; Sowing the crop;
DESIGN & PRODUCTION Measuring/recording the crop and the sunflower;
Numeracy and literacy using; flowers, sticks, stone and
Saltmine Design leaves; Dramatic play; Introducing the Bokashi
24 Hislop Street Geraldine 7930 composting system into the programme; Child initiated
CREATIVE DIRECTOR: Fi McCafferty games such as What’s the time Mr Wolfey and Hide and
PHONE: 03 693 8237 Seek, treasure hunts and ‘feather hunts’; aking using
EMAIL: fi@saltmines.co.nz
produce from the gardens and eggs from the hens.
 from the EDITOR |2

Why go outside?
“Nature must be seen as an essential component if we needed it? Less formal structure and play equipment
of the experiential world of childhood, designed allows for a greater depth of reflection on our own practice,
and our interactions with the children.
into every childhood habitat.”
ROBIN MOORE AND NILDA COSCO (2001) WWW.NATURALEARNING.ORG In developing the area further to enable it to be used more
often, we are mindful that sometimes less is indeed best.
YESTERDAY WE WERE able to enjoy, along with the children and Introducing too many different elements may detract from the
their whānau, another fantastic visit to Peel Forest. The trip special flavour OTB has. The children, teaching team and
links closely to the interest we have in the development of the parents have been consulted, their ideas and preferences
nature garden area. We apologise for the time it is taking as valued and recorded. Tunnels, bridges, water, sand and rocks
we work through this process, but assure you we are taking were high on the list and interestingly so were introduced
time to reflect, to explore research articles, to visit other ECE objects, such as dinosaurs and tea sets.
centres, to have discussions with ‘Kids First’, the architect and
the landscape architect; all of which will be beneficial in the
long term. The play space affectionately called ‘OUT THE BACK’
(OTB) has recently been recognised as a legitimate catalyst in
stimulating, provoking, and providing for rich and challenging
play experiences. Shown here are pictures of some of the
experiences we have enjoyed in the area with the children
over the past several months (more detailed descriptions, WATER TUNNELS STONES SUNKEN INTRODUCED PATHS TREES
MUD SAND BRIDGES ITEMS PLANTS
photographs and a powerpoint presentation are available if you BRIDGES ANIMALS

would like more information).

It has been very thought provoking for the teaching team, Plans to install doors leading from the playroom to make the
recognising the different types of play that have developed, the area more easily supervised are currently being drawn up and
way the children have been challenged to ‘look to themselves’ a landscape plan for adaptations needed to further enhance
and to nature for inspiration, ideas and satisfaction, and to be OTB are also underway.
resourceful with few, or without any, man-made resources
We would like you to view, if possible (ask us to show you at
available. This in turn develops opportunities for ‘a relationship
Kindergarten if you don’t have internet access), the following
with the natural environment and knowledge of their own place
two videos on ‘you tube’ and appreciate you sharing your
in the environment,’ TE WHĀRIKI - GOAL 4 EXPLORATION.
comments with us. Guess what we might look into next!
The bantams have been very useful in helping to settle children
http://www.youtube.com/watch?v=OyhRzZbU1i4
and often these same children enthusiastically invite their
http://www.youtube.com/watch?v=d8bqISOTsCE
parents and whānau to come and visit the bantams. I would find
it difficult to identify a Habit of Mind that has not been evident
in the area. Have we too, been encouraged to look more
inwardly, to ourselves for inspiration/resourcefulness, that is,
Liz LIZ MILLS, N.Z.F.K UNION DIPLOMA
3| COURAGE & CURIOSITY adventures from the playground
Does ‘real learning’
happen in the sandpit?
OFTEN WE DISCUSS the value of children’s
play as learning and the common perception
that ‘real learning’ cannot happen outside.
Many people lack understanding about how
important movement is to the development
of: language, literacy and numeracy
development.
In our morning and afternoon sessions
children often use the sandpit in particular
as a secure place to begin their kindergarten
experience, to learn and test new ideas and
skills and to learn about working in a group
Wise words: (working interdependently).
In the photos alongside you will see children
"You can discover new to Kindergarten having their first day
more about a person photos taken in the sandpit. The sandpit
provides a comfortable place where they
in an hour of play feel confident and secure. From this space
than in a year of they can observe others, and learn the rules
and routines of this place. Many children
conversation." PLATO
return to this space as they develop further
social skills.
Here, several groups of children are working
together to negotiate with each other how
they will achieve each of their plans. Will,
Reon and Carlos are planning to make the
river travel all the way around the sandpit.
However, Jessica and Deja are using part of
the sandpit to bake. These children negotiate,
agreeing that the river will go around the
bakery as the water in the river will be useful
in the baking. Jacob, Ella, Charlie, Alex and
Bailey are playing in smaller groups and are
more interested in experimenting with the
properties of the water and sand to see how
it mixes, splashes, sets like concrete; and
feels on their hands, feet and faces. They
enjoy imaginative play using trucks in a
construction game to support the building
of the river.
The following are possible learning outcomes
of learners being engaged in work in the
sandpit and outside. Some of these
experiences are not available to children inside.
KNOWLEDGE
• Science – forces and gravity, texture,
changes in the state of materials, chemical
reactions, geography
• Social sciences – learning culture,
protocols of groups, how to get along
with a diverse range of people
• Language and Literacy – building
vocabulary for asking questions, making
statements, negotiating, taking turns,
expressing an idea or thought, writing
and drawing in the sand , construction
plans and signs, using reference materials
to source information and improve plans,
• Numeracy – measuring volume and
weight, the concepts of shape and
3-dimensional objects, patterning
• The Arts – dramatic play, natural sculpture
SKILLS
• small and gross motor skills
• social skills
• perceptual motor skills
 |4

DISPOSITIONS
• Self-confidence (sense of belonging)
• Working as part of a group (team work)
• Problem posing and flexible thinking
(generating alternative ways to solve a
problem)
• Communicating with clarity and precision
• Gathering data through all your senses
• Using prior knowledge
• Creativity, imagination and innovation
TANIA BOLAND
5| it takes a COMMUNITY to raise a child

Getting out and about

DURING DECEMBER we visited Waihi Lodge and McKenzie Health Care;
the children sang their Christmas songs to the residents and
afterwards chatted with them.
 OUR KIND OF PEOPLE |6

We are their
role models
I HAVE READ ATTENTIVELY your GK News
& Views magazine and have so marveled at
the contents and the goals you have set up
to educate the children, that I felt motivated
to spend one morning with you and observe
the work you do.
I was delighted by the fact that you give
freedom to the children and support their
decisions to choose area of ‘work-play’
according to their own interests and you
encourage them to continue to satisfy their teachers of Perú) makes me reaffirm my
Recently we were fortunate
own curiosities. Freedom that helps the boy opinion of how important is the interaction to have Nori Roja visit the
or girl to acquire security and confidence in between the children and also with adults. Kindergarten while she was
him or herself, as well as develop their own That way they cultivate values like; respect, staying with her family in
creativity which allows him/her to resolve solidarity, responsibility, collaboration, Geraldine (Nori is Carlos
with success any future situation. Johnson’s grandmother).
honesty, and integrate naturally into society
by practicing every day until they learn Nori is a Peruvian writer,
Another relevant fact is the time dedicated
them and form part of their lives. Also, singer song writer and
to read stories to them, that they not only Lecturer at the National
importantly, is the need to form good habits,
enjoy because of the content of the story but University of San Marcos
the most important being; toilet training,
also in this brief moment, several processes (UNMSM) and the University
cleanliness, punctuality and tidiness as well Human Sciences (UCH) in
that are very important are happening, like
as the ability to express through music, Lima-Perú.
the discipline, the attention and
dance, drama, painting etc.
communication in the interacting with the She wrote this article
teacher who reads it. In the education of children we should not especially for GK News & Views.

forget that we are the biggest example to

The experience of working with children in
imitate and that the parent-teacher-child
my country, Perú, and in Bolivia, Argentina,
relationship must be strong.
Scotland, and teaching at university level
(teaching future kindergarten and primary NORI ROJAS MOROTE
7| LEARNING IS FUN so be a learner every day
DISCOVERY AND WONDERMENT:
When children
WE HAVE OBSERVED the children using the
cameras and as a teaching team we have
discussed the learning that arises from this
and I would like to share it with you.
• Children found wonderment and awe –
‘The most wonderful experience in the
world is the experience of the
mysterious’ ALBERT EINSTEIN
• Children were able to communicate what
was important to them - ‘We need to
view young children as experts in their
own lives as well as being skilful
communicators.’ JAMES AND PROUT 1997
• Children use the camera as a tool for
settling in both the morning and
afternoon sessions.
• Children use the camera to help initiate
and maintain relationships, both with
their peers and teachers.
• Children using the camera are aware
of, and enjoy humour.
• Children use the camera to take
photos of objects that promote a sense
of belonging.
• Children use the camera to become
explorers as they begin to develop the
feeling of becoming; competent, confident
learners who ask questions and make
discoveries.
• The camera also offers opportunities for
the children to recall and retell what and
why they have taken the photos-
communicating with clarity.
‘Photography by young children offers
interesting possibilities as a tool for
listening, understanding this visual medium
as one of many languages of children.
Children’s choices of images can open up
individual shared perspectives of their
everyday lives and the wider world
community.’ ALISON CLARK
SHUT AND OPEN. SHUT AND OPEN.
WHO WAS THIS I spied with the camera?
Zac, of course! Zac had noticed Iluka
getting a camera so of course he decided

use cameras
that it looked like fun. I observed him for a
few seconds, watching his curiosity as he
tried to work out what to do.
‘I wonder what button you have to push to
turn it on.’ Zac looked all around the camera,
turning it this way and that way and he then
tried the circle. His wonderment and awe
showed as he discovered that he was right.
‘Shut and open, shut and open, open and
shut.’ This was said as he pushed that button
he had discovered. My next question was
‘What do you need to do to take a photo?’
Zac kept looking around the camera and
with a question in his voice he said, ‘the
long one.’ ‘What happens when you push it?’
I asked. ‘It works!’ he said. With that, Zac
started to click away. ‘I took a photo of that,’
and he pointed to the mat. He didn’t take
just one photo of the mat but about 20.
‘So, Zac, tell me what button do you push to
turn it on?’ I questioned. Well. Zac had
obviously worked that out because he
confidently told me. ‘The little circle one
and the long one takes the photo.’ You are
so right, Zac.
After taking a few photos of me and
laughing, he became quite serious saying,
‘There’s something wrong with my camera…
batteries are flat.’ Again, he looked all
around the camera, then whatever the
problem had been was fixed and he
exclaimed, ‘Not flat, it’s right.’
GAEL WILLIAMS
|8
‘Humour has been found
to liberate creativity
and provoke such higher
thinking skills as
anticipation, finding novel
relationships, visual
imagery, and making
analogies. People who
engage in the mystery of
humour have the ability to
perceive situations from an
original and often
interesting vantage point.
They tend to initiate
humour more often and to
be verbally playful when
interacting with others’
Costa,A and Kallick,B (2000) Habits of
Mind: A Developmental Series. Alexandria,
VA: Association for Supervision and
Curriculum Development.
9| play is WORK

COMMUNICATION & SOCIAL SKILLS

What do children
H ealth ye
ce
M ues li S li
Snacks don’t need to come in packets.
Try baking some home-made, healthy
snack options for the lunchbox. They can
be tasty, low-cost and easy to prepare.
INGREDIENTS
2 TB oil
1/4 cup sugar
1 TB golden syrup
5 Weetbix (crumbled)
1 egg
1/2 cup dried dates (chopped)
1/2 cup dried apricots (chopped) FOLLOWING OUR ERO REVIEW the teaching need arises, we discuss ‘general business’,
1/2 cup brazil nuts (chopped) team was prompted to spend some time like which bin to use for your lunch scraps,
1tsp ground cinnamon evaluating our mat times. We looked or the importance of washing your hands.
1/4 cup shredded coconut critically at issues such as: our motivations At the end of mat time we conclude with a
1 cup rolled whole oats (why have a mat time?); intended outcomes Karakia – a blessing in te reo Maori – that
1 1/2 cups wholemeal flour
for children; activities and experiences; expresses our wish for a peaceful day.
1 tsp baking powder
and timing.
100ml water During mat time children are learning
METHOD An initial discussion led to trialling different important social protocols such as sitting
times to see when children were most and listening attentively, concentrating, and
Place all dry ingredients in a large bowl.
responsive. We felt that earlier in the day conversational skills such as taking turns to
Mix the golden syrup, egg and oil
together and add to the dry ingredients.
worked better because mat times are a great talk, communicating with clarity, and
When combined, add water and mix opportunity to reach the whole group. We questioning. These are skills children will use
lightly to combine. Press into a slice tine often use the time to have group discussions as they transition into primary school and
lined with baking paper Bake at 180ºC about our expectations around behaviour, beyond, and like any skill, the earlier you
for 30 minutes. Cool for five minutes. safety and respect. start to practice the better.
Cut into approximately 20 pieces
Mat time provides an ideal opportunity to Sometimes we will introduce a new concept
introduce new children, parent helpers or or experience at mat time, and we find that
special visitors to Kindergarten. When the children often feel safe to take a risk and try
 |10

learn at mat time?

Lately we have noticed an increased
interest in numeracy, so we have used
mat time to look at numbers and
counting in ways that are interesting
and authentic for children. Some
examples we have used are: making
graphs using the children’s favourite
holiday activities; recognition and
familiarity with the order of numbers;
and counting using hopscotch-style
numbers on the floor for stepping on.
We often find that children take
the ideas triggered during mat time
and work on them throughout the
session or at home, and this, we
know, is the most powerful way that
children learn: following their own
interests and consolidating their existing
something new in this environment – knowledge and ideas with new information.
something that they would otherwise not EMMA YOUNG
try. An example of this is when we used mat
time to encourage the children to each draw
a self-portrait which would be used to make
a tea-towel - part of the GK Kitchen Walk
fundraising project. We began by talking as a
group about how we would go about making
a self-portrait. ‘What shape is a face?’ ‘What
features need to be on there?’ ‘Where do
they go?’ ‘What makes our faces unique?’
Many children who wouldn’t ordinarily be
interested in drawing were happy to ‘give
it a go’, and we received feedback from
some parents that children took this interest
in drawing themselves home and practiced
it there too.
11| geraldinekindergarten.blogspot.com
Healthy
eating ideas
• Involve your children in
selecting, preparing, cooking
or serving the evening meal.
• Eat together as a family as
often as you can. Set the
table for dinner and breakfast
to encourage this to happen.
HAVE YOU VISITED OUR BLOG RECENTLY?
The swap meet of
GERALDINE KINDERGARTEN is finding ways of just as we would place them on the wall in
working together and becoming immersed the Kindergarten, creating another way to
in a two way process of communication. connect with our families and community.
Children and their families are at the core of
The connections made came from a far
our early childhood curriculum. Learning is
the collaboration of ideas that we share, the
wider community than we anticipated and
our global community developed.
conversations and discussions we have with
one another. The blogspot is only one tool
where ideas and expectations can be shared
between family and Kindergarten that are
powerful influences on children’s lives
(Te Whāriki, 1996, p30).
Through the ICT research carried out over a
three year period, we used internet tools
such as ‘skype’ and the ‘blogspot’ to share
our ideas and events with other
Kindergartens that were also on the
programme. We followed the idea of placing
the children’s group stories on the blogspot,

our minds
WHY USE THE BLOG?
Our thoughts on possibilities for having an
accessible blogspot for everyone to use:
• If you lose or misplace a notice from
Kindergarten it is now available on
the blog.
• Important messages, such as term dates
are posted by the Board of Trustees.
• Have a conversation with your child about
what has been happening at Kindergarten.
• Families can comment on, and contribute
to the Kindergarten programme
• When families are away it may be a means to
be able to communicate, be updated, and be
informed of the happenings at the
Kindergarten. Maintaining the important link.
• A way for new families to find out about us.
The two way communication tool is only
effective if comments are made on the blog.
The comments make the entries to the blog
meaningful and authentic for the children
and provide boundless opportunities for
learning (GK Teaching Team Philosophy,
2011). These ideas, suggestions, and being
made aware of the points of view of others
support how we formulate our thinking and
allow us to create a more stimulating and
varied learning environment for all.
HOW DO I POST A COMMENT
ON THE BLOG?
Simply click on ‘comments’ at the bottom
of the entry, the box provides a space to
respond to what is read and seen.
The ‘comment’ is emailed to Geraldine
Kindergarten, the teachers then read the
comment before transferring it to the blog.
This is a safety measure.
We believe that there are many ways to
communicate. As a small stand alone
kindergarten in a vast global world we are
proud to share what we know and challenge
ourselves to find new and novel ways to
collaborate with our families and the wider
community. We eagerly await your
comments! LOUISE SHERRATT
|12
Your feedback
‘I realised this year how important
the social skills and relationships
learned at Kindergarten are when my
sons began Geraldine High School,
They effortlessly reconnected with
friends made at Kindergarten when
they were three and four-years-old.’
HEATHER PAYNE
‘I really want to thank you the
teaching team, the wonderful
children and the great community of
Geraldine for the care and welcome
that was afforded us on our stay in
Geraldine following the Christchurch
earthquake. Where do I start to tell
you the ways you took care of us? I
refer to the way we were accepted so
quickly after a brief phone call, the
special attention Catherine received
on arrival, the warm clothes for baby
James, the baking that one of the
parents brought for us… I am welling
up just thinking about it. Your love
and care for us was overwhelming.
I also want to comment on what a
well run, richly resourced, super
environment you have created at the
Kindergarten. Again, you are to be
applauded for the many ways you
have taken initiatives and innovative
in you thinking for example with
learning stories (wikispaces
collaborative voice). As a Board
Member of KidsFirst Kindergarten
it was wonderful to observe the way
you run your Kindergarten so well
and I look forward to sharing that
with our team. Catherine misses her
new friends very much but we will be
in touch again soon. We will forever
hold Geraldine, its people and your
kindy in our hearts.’
CAROLYNE & CATHERINE
13| BEHIND THE SCENES our Board of Trustees

Kindergarten children in a
picture for the Kitchen Walk
thank you card
R SITE YET?
BEEN TO OU

ECE FUNDING CUTS Thanks go to the fantastic Kitchen Walk

Did you know ?
The effects of
quality ECE are evident
at age 16 years.
‘We found that high-
quality centres had a
positive, long-lasting
association with student’s
literacy, numeracy and
logical problem solving
competencies, and also with
their social skills.’
NZ COUNCIL FOR EDUCATIONAL RESEARCH, 2008
2011 TERM DATES
TERM 1: 26 January - 15 April
TERM 2: 02 May - 15 July
TERM 3: 01 August - 07 October
TERM 4: 24 October - 21 December
You would have heard a lot about these in
the media. At Geraldine Kindergarten we are
committed to 100% trained registered
teachers – the Government will only fund to
80%. The BOT are working hard to minimise
the impact on our families. At this stage we
are trimming our budget, maximising our
funding and increasing our fundraising to
help cover the shortfall. Please remember
our sign in sheets need to be signed for us
to receive funding
New Zealand Kindergartens Incorporated
(NZK), our national umbrella group,
represents 29 of the 33 kindergarten
associations throughout New Zealand.
NZK are 100%:
• about children, families and whānau
• committed to quality early childhood
education
• qualified and registered workforce
• home grown and community based
• not-for-profit
• Kiwi owned
Check out their FaceBook page.
RESPECT • EXCELLENCE • LEADERSHIP • TEAMWORK • PERSEVERANCE • ACCESSIBILITY
committee of Karen Pace, Pip Goldsbury,
Fra Mills, Hayley Simmons and Marcelle de
Bonth for the fantastic job they did
organising the recent Kitchen Walk
fundraiser.
Plans are being drawn up for the doors
leading to the nature garden and a copy will
be available to view once they are
completed. The BOT are committed to
meeting any shortfalls in funds for this
project
GDFKA ANNUAL GENERAL MEETING
• Wednesday 13 April 2011
• 7pm Drinks & Nibbles
Nominations for Board of Trustees
close 30 March 2011. All welcome,
for more information contact
Helen May on 693 7161.
 parents NOTICEBOARD |14

Meet Sarah Foley-Smith

GDFKA BOARD MEMBER
FAMILY I am married to Glen and have three children
Patrick, Conor and Quinn, all three
are at Geraldine Primary School. I am an
ex-Southlander and have been involved with Geraldine
Kindergarten since we moved to
Peel Forest three years ago. I currently have a term by
term fulltime teaching position at Geraldine High
School and Glen is the CFO for Rangitata Dairies. I have
held positions in Young Farmers and the Geraldine
Primary Home and school and I also run junior Tee Ball.
REASONS FOR BEING ON THE BOARD I am a strong believer in the benefits of
Early Childhood Education, and in particular the advantages of kindergarten
and that it should be accessible to all. The opportunities that my children were
given as a result of our involvement with kindergarten has enabled them to Bokash i
make successful transitions to school and some great friendships. So now I am Rec ycling System
using this opportunity on the BOT to use some of my skills and expertise for The use of
the benefit of the kindergarten today and the next intake of life long learners. Bokashi in
schools is a

Meet Ash Pace phenomenon that’s

small but quietly
GDFKA BOARD MEMBER growing. It has
great potential for our
FAMILY I am married to Karen and we have two boys, green future. Bokashi not
Reuben and Lewis. Reuben is five and now attends only deals effectively with
Geraldine Primary School and Lewis is about to embark organic waste but it fuels
interest in the bigger
on his Kindergarten experience as he turns three next
picture of recycling, re-use
month. I am a senior field agronomist for Biodiesel NZ,
and waste minimisation.
the leading supplier of Biodiesel in the country. I am It also encourages our
also a volunteer fire-fighter in Geraldine. younger generation to help
REASONS FOR BEING ON THE BOARD others, teaches them where
food comes from and the
It is a great opportunity for me to get involved in both
life-long skills of
the community and my children's early education. We
gardening and composting.
have had a really positive experience with Geraldine Kindergarten and I
want to help ensure that this wonderful facility continues for the future. www.zingbokashi.co.nz

RESPECT • EXCELLENCE • LEADERSHIP • TEAMWORK • PERSEVERANCE • ACCESSIBILITY

Wilson Street, Geraldine 7930 PHONE: 03 693 8888 EMAIL: geraldine.kindy@xtra.co.nz BLOG: geraldinekindergarten.blogspot.com