What is the Early Year Learning Framework

The EYLF is a national framework for the early years sector. It aims to provide a

nationally consistent guide for early childhood educators to extend and enrich

children’s learning from birth to 5 years of age and includes transition to school.

The Key elements of the framework are a strong emphasis on play based learning.

The Framework also recognises the importance of communication and language

(including literacy and numeracy) and social and emotional development.

World Asthma Day -----------------3rd

Mothers Day ------------------------ 8th

Food Allergy Awareness week --15th-

21st

Australia’s Biggest Morning Tea-26th

World No Tabaco Day -------------31st

Early Years Learning Framework (EYLF)

LIVE SO THAT WHEN YOUR CHILDREN

THINK OF FAIRNESS, CARING, AND

INTEGRITY, THEY THINK OF YOU.

– H. JACKSON BROWN, JR.

A NEW YUMMY

HEALTHY RECIPE YOU

AND YOUR CHILDREN

CAN ENJOY!

SOMEWHERE ELSE IN THE WORLD More information on the final page;

The Early Years Learning Framework describes childhood as a time of Belonging, Being and Becoming.

Belonging it the basis for living a fulfilling life

Being is about living here and now. Childhood is a special time in life and children need time to just ‘be’ – time to

play,try new things and have fun

Becoming is about the learning and development that young children experience.

The Early Years Learning Framework addresses five key learning outcomes which are:- 1) Children have a strong

sense of identity; 2)Children are connected with and contribute to their world; 3)Children have a strong sense

of wellbeing; 4)Children are confident and involved learners; 5)Children are effective communicators.

All elements of the framework including principles, practices and learning outcomes are guided throughout our

daily indoor, outdoor and group time programs as well as captured in children’s portfolio’s and room

documentation.

FOOD ALLERGY AWARNESS WEEK – 15TH – 21ST

Australia has one of the highest reported incidences

of food allergies in the world, and the numbers are

growing at an alarming rate. In fact, one in 10 babies

born in Australia today will develop a food allergy. An

allergic reaction can quickly become life threatening

and people can die from food allergy. While the risk

cannot be removed, it can be managed.

Find out more at www.foodallergyaware.com.au

Oatmeal Cookies Book Reviews

Coconut & Caramel Popcorn

Ingredients

1/3 cup So Delicious® French Vanilla Coconut Milk Creamer 1/2 cup un-popped kernels (~10 cups popcorn) 1/2 cup vegan butter 3 Tbsp. agave nectar, amber 1/2 cup dark brown sugar 1/2 Tbsp. cinnamon 1/4 tsp. salt 1/4 cup dried coconut flakes, unsweetened, toasted 1 tsp. vanilla

Method 1. Pop favorite popcorn from yellow corn kernels over stovetop or use favorite microwave popcorn brand. Spread on baking sheet and set aside.

2. In a saucepan, melt vegan spread and stir in the agave, brown sugar, cinnamon, and salt until dissolved.

3. Take the pan off the heat and slowly whisk in the creamer until well combined. Return to heat, and continue to whisk for 10 minutes or until sauce reaches an amber color and thickens enough to coat the back of a spoon.

4. Stir in coconut flakes and vanilla. Let cool slightly before drizzling over popcorn.

5. Drizzle mixture over popcorn and blend in with a spatula. Serve immediately.

Tip: This recipe is allergen free; find more recipes’ at http://www.kidswithfoodallergies.org

AUSTRALIA’S BIGGEST MORNING TEA – 26TH

Australia’s Biggest Morning Tea is an opportunity for friends,

family or workmates to come together, share a cuppa and

some delicious food, and help those affected by cancer. The

official date for the next Australia’s Biggest Morning Tea is

Thursday 26th May 2016; you can hold your tea any time

during May or June. To find out more information and to

register go to www.biggestmorningtea.com.au

This and That By Mem Fox

The brilliant team that brought you the best selling - Where is the Green Sheep? Have a new story to tell. A story of THIS, and a story of THAT is an utterly delightful bedtime story.

One Thing By Lauren Child

10 PREP

10 COOK SERVE

4

Brave as can be By Jo Witek

The life of a toddler can be full of frightening things: the dark, the neighbor’s dog, and thunderstorms, just to name a few. As children get older, they

begin to feel braver around these everyday events, but how do they build this newfound confidence? In this lyrical, insightful picture book, an older sister explains to her younger sister all the things she used to be afraid of, along with some tricks to help, whether it’s a special blanket for bedtime or singing during a storm. Now, big sister assures little sister, the fears that once felt as big as a mountain feel as minuscule as a speck of dust.

I have this little sister Lola. She is small and very funny. Sometimes for a treat, Mum says, "We are going to the shops and you may choose

one thing." "One thing to share?" says Lola. I say, "One thing for you and one thing for me, which means two actual things." Charlie and Lola return in a perfectly funny, perfectly formed picture book that sees top negotiator Lola take on numbers in everyday life and bend them to her endearing and unique will. This is a brilliant book to introduce the non-scary nature of counting and sums to very young children.

Focus Article: How to…Protect and optimise your child’s vision

Rebecca Jamieson shares some simple tips to help children

enjoy optimal vision.

A child's world is loaded with technology and intense study

throughout the school years, and it's easy for them to fall

into bad habits that can affect their vision. Fortunately,

there are a number of measures we can take to encourage

children to protect their vision.

Ensure adequate lighting in study areas Room lighting alone

is fine, as long as it also illuminates the reading matter.

Rooms should also be well lit when children are watching TV.

Limit TV time Children’s vision develops better during

activities such as reading and active play.

Encourage regular breaks from close-up work Our visual

system is designed to 'move' by looking up close, far away

and mid-distance. When we spend prolonged periods staring

at screens or reading books, the visual system can exhibit

signs of stress. Ensure children take breaks every 15-20

minutes to keep their eye muscles moving. Get them to look

up, focus on other objects around them, close their eyes and

roll them widely a few times before resuming work.

Encourage children to read at the appropriate distance

Children often hold written material too close; knuckle-to-

elbow distance between eyes and a book is ideal. A

computer screen should be 70-80cm from your child; to help

measure the distance, get them to hold their arm out

straight like a policeman when stopping traffic. The top of

the screen should be 10 degrees below the 'straight ahead'

eye position; the middle of the screen 20 degrees below.

When watching TV, encourage children not to sit closer than

they have to.

Establish workspaces that encourage correct posture

Where possible; get children to read and work at slope-

topped desks to encourage a balanced body posture. It’s

recommended your child's eyes be knuckle-to-elbow

distance away from their work materials; both of their eyes

should be used equally.

Ensure pens/pencils are held correctly Children should grip

the pen or pencil between their thumb and next two fingers

so they can see the tip of the pencil while writing. A rubber

pencil grip can help.

Understand the purpose of glasses If your child wears

glasses, make sure they are kept clean, well adjusted and

worn straight on the face. Ensure your child wears their

glasses when needed and for the purposes prescribed.

Don't put pressure on eyes when unwell When children aren't

well, prevent them from doing large amounts of reading or time

in front of the TV or computer. Illness lowers the body's energy

reserves and reduces visual skills.

Don't read in the car The movement of the vehicle puts too

much strain on their eyes when they try to focus.

I recommend the entire family have their vision checked every

two years, regardless of whether or not there is a vision problem.

A regular eye test enables an optometrist to check for eye

diseases and ensure the visual system is functioning optimally.

Rebecca Jamieson is a behavioural optometrist and board

member at the Australasian College of Behavioural Optometrists

(ACBO). For more information about how to protect and

improve vision visit www.acbo.org.au

This article was sourced from

http://www.childmags.com.au/child/health/4600-how-to-

protect-and-optimise-your-childs-vision

Penny the Pirate

OPSM have developed a story called Penny the Pirate. Written

into the story are three eye screenings, for distance vision,

colour vision and depth perception. There is an iPad app and a

physical book available. This is the first step in understanding

your child’s vision, but it does not replace a full eye test.

Go to http://www.opsm.com.au/eye-care/children/penny to

find out more.

Your child might have only one of these symptoms, or several of them. You may think it’s just a cold or bronchitis. If the symptoms recur, that’s a clue that your child might have asthma. In addition, symptoms may worsen when your child is around asthma triggers, such as irritants in the air (smoke or strong odors, for example) or allergens like pollen, pet dander and dust mites.

Any asthma symptom, whether mild or severe, is always serious; even mild symptoms can quickly become life threatening. Poorly controlled and undiagnosed asthma in small children can result in trips to the emergency room, hospital stays, missed workdays for parents and suffering that small children are unable to express. It’s very important that an asthmatic child receive proper treatment.

The treatment will depend on the severity and frequency of the symptoms. To read more go to https://www.betterhealth.vic.gov.au /health /conditionsandtreatments/asthma-and-young-children

Health & Safety: Asthma

May 3rd is world Asthma day; it is a good time to become familiar with the signs and symptoms of asthma. Asthma is a disease of the airways, the small tubes which carry air in and out of the lungs. When exposed to certain asthma triggers the sensitive airways react. They can become red and swollen, (inflamed) which causes the airway muscles to tighten and produce excess mucus (phlegm). This makes the airways narrow and difficult for a person to breathe.

Determining whether a child has asthma can be difficult. Asthma is typically diagnosed with a medical exam and a test that measures the airflow in and out of the lungs. Children who are of preschool age or younger may not be able to complete the airflow test, which requires blowing very hard into a tube. And since infants and toddlers can’t describe how they feel, parents, other family members and caregivers need to be alert for symptoms.

Tell your child’s pediatrician if anyone in your family has asthma or allergies, such as hay fever, hives or eczema. Both allergies and asthma run in families.

Most children with asthma have symptoms before they turn 5. In very young children, it may be hard for parents, and even doctors, to recognize that the symptoms are due to asthma. The bronchial tubes in infants, toddlers and preschoolers are already small and narrow, and head colds, chest colds and other illnesses can inflame these airways, making them even smaller and more irritated.

The symptoms of pediatric asthma can range from a nagging cough that lingers for days or weeks to sudden and scary breathing emergencies.

Common symptoms include:

• Coughing, especially at night

• A wheezing or whistling sound, especially when breathing out

• Trouble breathing or fast breathing that causes the skin around the ribs or neck to pull in tightly

• Frequent colds that settle in the chest

What's "old hat" to you can be new and exciting to toddlers and preschoolers. When you talk about everyday experiences, you help children connect their world to language and enable them to go beyond that world to new ideas. • As you get dinner ready, talk to your child about things that are happening. When your 2- or 3-year-old "helps" by taking

out all the pots and pans, talk about them. "Which one is the biggest?" "Can you find a lid for that one?" • When walking down the street and your toddler or preschooler stops to collect leaves, stop and ask questions that require

more than a "yes" or "no" answer. "Which leaves are the same?" "Which leaves are different?" "What else grows on trees?" • Ask "what if" questions. "What would happen if we pull out the weeds?" "What if that butterfly lands on your nose?”

Source: http://www.readingrockets.org

Your Berry Special to Me This year instead of buying that special women in your life cut flowers why not buy her a strawberry plant! Strawberries are easy to grow and taste delicious!

Getting started - Buy virus-free stock from nurseries, as strawberries are prone to disease. Prior to planting - dig over the soil to remove weeds and add in plenty of compost, animal manure or blood and bone.

Tot Talk Materials:

Yourself and your child

Position your plants about 30cm apart, in full sun. Strawberries do best in well-drained soil, so plant them into soil that has been mounded up slightly. Care and maintenance Water well, especially when the young plants are establishing, and during dry summers. Surround each plant with a layer of straw mulch so the fruit does not spoil by touching the soil. Harvesting For the fullest flavour from homegrown fruit, pick the berries at the right degree of ripeness. They are at their best when each fruit is three-quarters red.

In the Troubadour Room

In the Troubadour Room we have three core values –

caring for ourselves, caring for others and caring for the

environment

These values underpin the daily program, our room goals

and the expectations we reinforce with the children.

We believe that we are preparing the children not only

for school but for life. The life skills we strive to foster

are:-

Independence and being able to vocalise what

they are feeling or needing

Open ended discovery. We provide the stimulus

and tools and encourage the children in charting

their own direction.

Pro - social skills

Confidence in themselves so they are willing to

try new and challenging tasks.

Problem solving, creativity, imagination and

independent thinking

The organisation of our indoor and outdoor learning

environment reflects what is known about how young

children learn, which is through play. The environment is

safe and has numerous resources, places and spaces to

use, interesting things to see, hear and do. Arrangement

of the learning areas allows children to move freely

select activities and use a variety of materials on a

variety of surfaces. Our program allows the children the

time to practice and achieve competency through

familiarity. There is a balance between individual play

and small group work and whole group time. Language,

music and movement also form an integral part of the

daily program. Numeracy and literacy are incorporated

on a daily basis through play based activities and

through structured group time encouraging all the

children to join in.

Goals are set for the Troubadour Room and experiences

intentionally planned which then are included on the

weekly program for all children to participate in. Our

program is planned and evaluated weekly and reflects a

balance of all aspects of development. Children are

always encouraged to discuss their interests. These

interests are then investigated and incorporated into

the educational program.

There are numerous ways in which families can

contribute to our program and we appreciate your

input. Educators ensure there is an emphasis on sharing

children’s learning with families through the Daily

Journal and Centre Displays. Big Projects we have

undertaken so far this year are Under the Sea; the Solar

System; Living Eggs and the Life cycle of a Plant.

Thank you Troubadour Room staff Miss Connie, Miss

Krystle, Miss Melissa, Miss Sultana, Miss Louise, Miss

Natasha

In the Rainbow Room

In the Rainbow Room we recognise our Toddlers are unique

individuals who are naturally curious and eager to learn. We

encourage them to act responsibly and fairly towards each other.

Educators support this through role modelling and supporting

children to manage their emotions that arise from difficulties in

communicating or solving problems.

The Rainbow Room is set up to encourage smaller groups of

children at each activity, allowing for co-operative play and in

depth investigation. Resources are readily available on low shelves

Ifor the children to access on their own and use at will, without having to ask for help or permission. Educators change resources according to

children’s expressed interest, their inquiry based learning and intentional teaching plans. This ensures that resources and activities offered are

relevant and interesting for the children.

We prepare the Toddlers for the Troubadour Room through the fostering of self-help, toilet training, attending group time and building

relationships with all staff in the shared outdoor environment In the Rainbow Room we welcome a partnership between Educators and

parents to enhance the toddlers overall development and wellbeing. This partnership is actively encouraged through our day to day

communications and our parent teacher meetings. We encourage our families to share skills; ideas; resources and their culture to help us

enrich our program. Thank you Rainbow Room Staff – Mary Russell, Ellie & Karla

We recognise that Toddlers are unique individuals who are naturally curious and eager to learn. We strive to foster a sense of

belonging so that children feel confident becoming involved in experiences and that they are part of a community in which

they need to act responsibly and fairly towards each other. Educators support this learning through role modelling and

supporting children in their social interactions and managing emotions that arise from their difficulties in communicating or

solving problems.

Our Educators plan and set up the room to encourage smaller group of children at each activity area, allowing for co-

operative play and in-depth investigation throughout the day. Resources are readily available on low shelves for the children

to access on their own and use at will, without having to ask for help or permission. Educators change resources according to

children’s expressed interests, inquiry based learning, intentional teaching plans, based on observations taken of individual

children or group and family input. This ensures that resources and activities offered are relevant and interesting for the

children. We prepare the Toddlers for transition to the Troubadour Room through the fostering of self-help skills, toileting,

attending group times and building relationships with all staff in the shared outdoor environment.

We believe a partnership between Educators and parents enhances the Toddlers overall development and wellbeing. This

partnership is actively encouraged through our day to day communication, Parent nights and parent teacher meetings. We

encourage our families to share skills, ideas, resources and aspects of their culture that can help us enrich our program. Big

Projects we have undertaken so far this year are Farm Animals, Feelings and Emotions, Transport and Traffic safety,

Thank you Rainbow Room Staff Miss Mary, Miss Lamia, Miss Russell, Miss Ellie, Miss Karla

How can we make our

newsletter even better?

What information would

you like us to include?

Email: littleacademyelc@gmail.com

Phone 02 96425580 Fax 02 96425530

Little Academy Strathfield

Sleep / Rest Times

In the Rainbow and Troubador Room Educators

and families discuss the sleep / rest

requirements for each individual child on a

regular basis. Sleeping well and learning to rest

is vital to the overall development of children.

No child will ever be forced to sleep or

prevented from sleeping, however all children

will be encouraged to rest quietly on their beds

for a 45 – 60 mniute rest period. Provision is

made for those that require more sleep by

placing the beds of sleeping children together in

more quiet areas of the room. As the year

progresses and or the need for sleep decreases,

the length of rest time decreases and quiet

activites are provided for our non sleepers.

Educators ensure rest time is a time to relax

and unwind in a quiet, calm environment and

create a relaxed atmosphere by playing soft

background music, pulling down blinds, turning

off lights and ensuring children are comfortably

clothed. Children are encouraged to remove

shoes, jumpers, jackets and bulky clothing.

Room temperature will be considered to ensure

maximum comfort for the children.

Childrens beds are placed head to toe to

minimise the spread of infectious diseases.

Children are allowed to wind down, relax and

settle in at rest time. This may be done by

listening to a story on a tape or listening to soft

music. Children need sufficient time to wind

down after a busy morning. During this time

children are encouraged to go to the toilet and/

or have their nappies changed. We ensure each

child and their clothing is clean and appropriate

for sleeping. This is a good opportunity for

children to learn self help skills.

By providing a quiet, tranquil environment

children will choose to sleep if their bodies

need it. A gentle pat may be given until they

feel more relaxed.

South Korean education ranks high, but it’s the kids who pay In Korea, perhaps more so than anywhere else, educational success equals socioeconomic status. South Koreans view education as the main driver of social mobility, for themselves and their family. Graduating from a top university is the ultimate marker of high status and the pressure is on from an early age.

Competition and studying hard to be the best is deeply ingrained in the psyche of Korean students; the entire environment surrounding the child (parents, family, and teachers) is actively involved and geared towards the same goal: to be test-ready and succeed. Students have a clear path and a clear purpose in mind at the start of their educational journey.

Why do South Korean students consistently dominate league tables?

According to global expert on education reform Sir Michael Barber, Korean culture “prizes effort above inherited ‘smartness’”, and believes long hours studying and hard work will eventually pay off.

Research has found the attitudes and strong beliefs of Asian parents make an important contribution to their children’s academic success. Researchers from Stanford University say Asian children find motivation to succeed in parental expectations.

Australian children with East Asian parents outperform their Australian peers, with researchers finding East Asian children spent 15 hours a week studying after school (9 hours for Australians), and have a stronger work ethic and higher aspirations (94% of them expect to go on to university).

Experts and heads of state, from US President Barack Obama to former Australian prime minister, Julia Gillard, often cite Finnish schools or the “Asian Model” as the panacea to improve our education systems.

The fact that American children “spend over a month less in school than children in South Korea” will, according to Obama, in “no way prepare them for a 21st-century economy". This belief seems to increasingly resonate in the corridors of power in many parts of the educational world.

Source: http://theconversation.com/south-korean-education-ranks-high-

but-its-the-kids-who-pay-34430