Pre School / Kindergarten Open Day Invitation

Welcome to Palmerston District Primary School.

     Starting preschool is a very special time for you and your child. It

       is a time for your child to discover, develop, and explore. Your child will develop self-control and decision making through play. They will develop their critical thinking skills as they begin to learn to read and write, and explore numerical concepts. They’ll expand their social skills, forging friendships with their classmates and teacher. The social skills developed at preschool, such as learning to share, waiting, respecting others, and cooperating, will help to develop essential skills that will benefit your child for the rest of their life.

 

Many different feelings are associated with this special occasion: a mixture of excitement and anticipation tinged with the uncertainty of a new experience.  We want your child’s introduction to preschool to be both nurturing and stimulating, setting the stage for a lifetime of positive learning. Please take the time to talk to your child about their feelings and discuss all the wonderful things that happen at preschool. This will help your child look forward to each new day with confidence and enthusiasm.

 

Developing a successful partnership with your child’s teacher and the preschool will contribute greatly to the quality of your child’s experience. Together we will nurture your child’s character, confidence, natural curiosity and sense of adventure. Together we will help your child develop the skills and strategies needed to successfully manage the social, emotional, physical and cognitive aspects of preschool.

 

Always remember: you are your child’s first teacher, and everything you’ve taught them, everything you’ve done to nurture their personality, to guide and shape their understanding of the world has been important preparation for the exciting adventure of preschool that lies ahead.

 

As children are very tired in the first few weeks of preschool, one of the most important things you can do as a parent is to ensure that your child goes to bed early and eats well. You can also help to avoid disappointment for your child by helping them to understand that it will not take long to get to know the children in their preschool class, and to make friends.

 

If this is the first time you have sent a child off to preschool, arrangements may appear a little bewildering. Please contact us if we can be of assistance. We endeavour to make the transition from home to preschool as smooth as possible for you and your child.

 

We look forward to a long and happy association with you and your family.

 

Vivienne Blundell	Catriona Meere
Principal	Deputy Principal

Starting Preschool can feel a little overwhelming!

 

The transition from home to preschool is a significant time for you and your child. Every year we see the same pattern of events as families start preschool - excitement, anticipation, joy, anxiety, confusion…the list goes on. These are normal feelings as we try to cope with the challenges of a new experience. How we deal with these feelings is of great importance for us all.

 

Children like adults react differently to change. Most children are dependent on their parents and other family members, and are secure in their home situation. They may find it difficult to face a new challenge out of that environment. Basic things like eating arrangements, toileting, different people, new ideas, and different rules, can feel new and overwhelming. Many children need constant reassurance before they can accept the change – a process that takes time. For children who have not been to child care, preschool is a dramatic change from the secure home environment that your child is used to.

 

One of the most obvious differences that your child will encounter involves peers, lots of them. Playing with other children in the preschool setting involves learning the skills for positive social interaction like:

 

¨       sharing toys and possessions

¨       waiting turns

¨       respecting others’ rights and property

¨       being aware of how one’s actions affect others

¨       controlling impulsive physical responses

¨       being able to make one’s needs, desires and ideas known to others in an acceptable way

¨       being responsible.

 

 

 

At preschool children learn to express their feelings in positive and socially acceptable ways. With increasing competence, comes positive self-esteem and confidence. These are important elements for future achievement and the formation of satisfying relationships. Self-esteem is also closely linked to positive cultural identity. A child moving from the security of the home culture to a different one at preschool will need support by both parents and preschool staff, so this relationship needs constant nurturing also.

 

To overcome some of these initial anxieties around starting preschool, it is helpful if you leave your child cheerfully and brightly and without lingering too long. Simply say something like “Goodbye, have fun today, I’ll be back at lunchtime”… It is important that you do not sneak off after waiting until your child is preoccupied or not looking, as such action can cause distress.

 

Please don’t feel embarrassed or annoyed with a distressed child. It is a big step for a little child to leave you and stay in a strange place with strange people no matter how much fun you say it is going to be. The more sensitive your child the more he/she may feel uncomfortable at first. Be prepared for your child to be hesitant and reluctant for you to leave. Be comforted and confident in the knowledge that the staff are experienced in dealing with such fears and distress, and are sensitive to each child’s needs.

 

By enrolling your child in preschool you have entered into a partnership with staff to foster your child’s social and emotional development by extending learning opportunities from your home to the broad range of experiences we provide in the educational program at preschool. It is this partnership we are seeking to strengthen through increased understanding. We invite you to share your thoughts and concerns with staff so that we may be more supportive and understanding of your needs and those of your child.

 

Preschool session times…

 

 

 

	PENGUINS GROUP			WHALES GROUP
MONDAY	9.00 – 3.00		WEDNESDAY	9.00 – 1.00
TUESDAY	9.00 – 3.00		THURSDAY	9.00 – 1.00
			FRIDAY	9.00 – 1.00
	SEALS GROUP			PELICANS GROUP
MONDAY	9.00 – 1.00		THURSDAY	9.00 – 3.00
TUESDAY	9.00 – 1.00		FRIDAY	9.00 – 3.00
WEDNESDAY	9.00 – 1.00

The children’s first session will be in Week 2 starting from Monday 9 February 2009. There will be no preschool sessions during Week 1 as individual interviews will be held for each child and their family.

 

This is an opportunity to enable families and children to familiarise themselves with the environment and to get to know staff. It also provides a confidential opportunity for families to share any concerns or issues regarding their child and his /her start to preschool. Together we can develop strategies to ensure there is a productive and supportive transition into preschool.

What I’ll be doing at preschool… The aim of preschool is to create and maintain a warm, supportive learning environment where staff, children and parents are engaged in developing cooperative relationships, and fostering the abilities and skills of the children. Many of the activities that your child will be doing at preschool closely resemble activities children have enjoyed at home or at childcare.

 

The preschool program is play-based, and will consist of literacy activities such as; listening to stories, sharing personal stories, becoming aware of print in the environment, talking about pictures, learning poems and rhymes and a variety of other language based activities.

 

Children will continue to develop concepts about number, sorting and counting objects and shapes, estimating size and length, using mathematical language, and playing number games.

Your child will continue to explore through practical and hands on activities and develop their fine motor skills and creativity through art and craft. Physical education, to develop gross motor skills is an important part of our program.

The planned program introduces children to the world around them by learning through play, participation, exploration and experimentation.

 

Within a happy, stimulating environment, staff endeavour to develop the following in each child:                      

•       self-confidence and a feeling of achievement

•       positive interpersonal relationships

•       independence

•       an acceptance of group rules

•       skills with hands and body

•       self-expression through speech, movement, music and art

•       literacy concepts

•       numeracy concepts

•       experiences in information technology

•       the ability to observe, question, evaluate and organise ideas

•       an eagerness for new experiences.

 

The new ACT Curriculum Framework – Every Chance to Learn, implemented in 2008 guides program development in the preschool. It is a curriculum framework identifying the learning that is essential for students as they progress from preschool to Year 10 through 25 Essential Learning Achievements. Essential Learning Achievements are statements of what is essential for ACT students to know, understand, value and be able to do.

A copy of the framework is available for loan through the preschool.

I learn through purposeful play…

Adapted from (Sharon Hinchey: Kindergarten: A Parent’s Guide)

 

 

Starting preschool is a magical time, full of wonder and discovery. Yet very often parents worry that their children are “just playing”. Always remember that play is purposeful and the primary means through which young children learn.

When a child plays with:

 

Blocks, they …

• tap into early maths skills of patterning and sorting
• use their imagination to create something from their own thinking
• learn about size and shape, weight and balance, height and depth, smoothness and roughness
• experience spatial relationships in a three-dimensional way
• use spatial relationship concepts to achieve a goal

 

Paints, they …

• focus on the joys and textures of painting rather than on a finished product
• learn about colours and how they can use them
• use their imagination and transfer ideas to paper

 

Puppets, they …

• learn to verbalise feelings using words and use their imagination
• begin to understand the feelings of others
• learn to role play and explore solutions to situations that concern them

 

Puzzles, they …

• see the relationships of parts to the whole
• learn the satisfaction of completing a project
• improve hand eye coordination                                                                  
• develop skills useful for learning to read

 

Cooking, they …

• learn to take turns, share and follow directions in a team setting
• learn to create a whole from parts
• learn to use different tools and equipment and improve small muscle coordination
• learn to see a project through to the final conclusion
• discover practical applications for maths and counting skills

 

Clean up activities, they …

•           learn to be responsible and accountable for actions

• learn how to cooperate with others

Outdoor playground equipment, they …

• learn how to use their body effectively
• develop motor planning
• learn safety and caution
• learn about taking turns and sharing
• develop ball skills

 

Sand and water, they …

• learn about playing alone or with others in a relaxed, non competitive way

•          learn about size, measurement, space, area and mass by experimenting with different sized containers

• have sensory experiences like warm, cold, soapy, coloured
• have opportunities to experiment with, and develop concepts of floating, sinking, measuring, pouring, volume, evaporation, etc

 

Dramatic play, they…

• have opportunities to play out experiences
• have opportunities for working out problems and experimenting with solutions
• have opportunities to identify with the adult world
• have opportunities to play alone or with others

 

Music, dance and circle games they…

•       develop coordination and body awareness skills

•       develop spatial concepts

•       develop concepts such as making circles, taking turns and choosing partners

•       use their creative imagination in connection to songs, rhymes and movement

•       develop concentration

•       develop an awarenes of rhythm

•       develop sound discrimination

 

Collage, they…

•       have opportunities for seeing, feeling and using a variety of materials

•       have opportunities for self expression in 2 and 3 dimensions

•       develop creative and manipulative skills

•       have opportunities to plan and follow through with a task

 

Computing, they…

•       develop an awareness of information technology

•       share their learning with peers

•       have opportunities to become comfortable using this electronic medium

 

What will I bring?

 

School Bag:

Any kind, but please ensure your child can identify it.

Please ensure it is large enough to hold required items.

 

Library Bag: To borrow a book your child will need a waterproof library bag.

 

Sunhat: A wide-brimmed hat is most suitable, as it will protect the eyes, ears and neck. All children must have a hat to play outdoors so you may like to leave one in your child’s work pocket so that it is not forgotten.

 

Hand towel: Please bring a hand towel with a hanger attached. The towel is to be brought at the first session each week and taken home for laundering at the end of that week.

 

Drink Bottle: Please provide your child with a drink bottle each day filled with water only.

 

Change of Clothes: Please provide your child with a complete change of clothes in case of an accident.

 

Food…

We aim to be an allergy friendly preschool, so please think carefully about the food you send as some child may have a severe allergic reaction.

 

Please send a sandwich (or equivalent eg rice cakes, vita wheat biscuits, pocket bread, wraps, rice or pasta, etc) with a nourishing filling like salad, meat, cheese, vegemite, etc to preschool for your child to eat. Do not cut off the crusts, as the muscles in the mouth area need lots of practice to assist with speech development. One or two pieces of fruit or vegetables and a drink of water are the perfect accompaniment.

Children need brain food to help them cope with the physical and mental challenges of a busy preschool session rather than empty sugars. These impact on behaviour and encroach on learning.  So please do not send nuts, chips, twisties, lollies, chocolate coated muesli bars or biscuits, or other sweet treats.

 

 

How can you help?

 

Involvement - The contribution of families to the life of the preschool is welcomed. Families can help in the following ways:

•       sharing knowledge and expertise of craft, cooking, music, storytelling, job skills, etc

•       interacting with the daily program

•       assisting with laundry

•       maintaining and repairing equipment

•       coming on roster; this involves spending a session (or part of a session) at preschool participating in the program

•       joining the committee of the Parent Association.

 

Participation – The Parents/Carers As partners In Schooling Policy underpins the importance of parent/carer participation in schooling. This unique participation is important to student achievement and school success. Effective partnerships between preschools, schools and families fosters student learning and contributes to the general ethos and development of preschools and schools. Preschool staff make every effort to share decision-making, problem solving and organising with willing parents.

 

The first five years of a child’s life are critically important for brain development. As your child’s first teacher you can really make a difference when it counts the most. Any moment can be a learning opportunity. One of the best ways to prepare your child for school is to create a positive learning environment in your home. This can be achieved simply by taking the time to share activities with your child, by encouraging them to observe, create, think and express their thoughts clearly.

 

READ, READ, READ … and then READ some more!

Reading aloud to your child helps build the foundations for later reading success. It helps them understand the connection between the spoken word and the written words and paves the way for their understanding of the connections between letters and sounds – the building blocks of reading.

Create teachable moments through everyday activities

The simple events and tasks of everyday life provide countless opportunities to connect with your child and create a positive learning environment. Take some time to enjoy these small moments – each one is a learning opportunity for your child.

 

Health and Safety

Bringing, leaving and collecting your child;

 

•       parents are asked to bring and collect their child unless alternative written arrangements are made with the child’s teacher. The child must be left in a staff member’s care at the beginning of the session, and please ensure that a staff member is aware when the child is leaving the preschool

•       it is important that parents are on time to collect children, as staff are involved in preparation, program planning and administrative tasks before and after session and are not free to supervise children at this time

•       children must not be left at the gate, or in the grounds, but escorted into the building where parents can ensure the preschool unit is operating normally

•       a preschool unit may be closed for a session or a day, due to emergency maintenance or the unavailability of relief staff. If this occurs parents or carers will be asked to take their child home.

 

For the safety of all children, please ensure the gate is securely closed when entering and leaving the preschool and that no child leaves alone.

 

Clothing – Children need to wear sensible clothes to preschool. They should be comfortable and able to be managed by the child so that they can be independent (especially with toileting) and do not restrict play. Thongs, platform shoes and slippery-soled shoes can be dangerous, particularly when climbing. Long dresses and skirts can interfere with play too. Many of our activities could be considered messy, so please encourage your child to wear play clothes. Canberra weather is unpredictable so something warm to put on is useful.

 

 

Communicate with us

 

Communication between home and school is very important. We aim to establish a strong partnership between parents and teachers for the benefit of your child. Preschools acknowledge the role of the family as the child’s first educator. Regular communication and interaction both formally and informally between parents, carers and staff, creates an environment in which insights and understandings can be appreciated about a child’s individual developmental journey.

 

The school communicates with parents through:

• the school newsletter
• parent/teacher interviews
• student reports
• student portfolios
• letters
• telephone conversations
• work sent home
• informal/formal conversations between parents and teachers.

 

 If you have any questions or concerns about any aspects of your child’s work or his/her behaviour please come and share the information with your child’s teacher. Just as important, if you have positive information about your child’s learning at home or school, please share that with us too.

 

Early in the year, you will have a parent/teacher interview and an Information Session. This will be your opportunity to learn about your child’s preschool program, and for you to tell us about your child.  Please complete the Child Information Sheet and bring it along with you to the interview.