This year at Flinders we have made a commitment to improve our menu by developing the nutritional value and taste sensation of all the meals offered, incorporating more whole foods and a more inclusive approach to the provision of allergy meals. Food is central to so much of what we do as humans and our children have a right to learn and experience a healthful and positive food culture here at Flinders. Hand in hand with a positive food culture comes an understanding of where our food comes from and how it is produced, preferencing sustainable practices where possible. Making all this happen has been an exciting time. Involving all stakeholders; children, families, our kitchen and administration staff, director, assistant directors, educators and food suppliers has required dedication, time, communication and quite a bit of trial and error. The children have been looking at, feeling, smelling and tasting the new foods from our trial menus. Some dishes have been received really enthusiastically. Tom from Sturt House said when tasting the Sushi platter for the first time ‘It smells just like at the shop!’ and Alex from Toddler House said ’What’s this?’ about fifteen times as she looked at, picked up, smelt, felt and then tasted each one of the fifteen different ingredients she could choose from the Create Your Own Noodle Bowl dish platter. Other dishes have slowly grown on the children with some, like the Bircher Muesli, for morning tea, becoming new favourites. We have had time to tweakRead more
The Early Years Learning Framework tells us that “children learn about themselves and construct their own identity within the context of their families and communities” (pg. 20). This year we have been on a journey to express our identity through the making of a flag. The interest in flags arose from a small group of children who started to make flags following a child sharing a description of their families Chinese New Year celebration. It was at this point that educators realised we have at least thirty nationalities represented at Sturt House this year! During this inquiry the children made a number of flags and made flags in a number of different ways. Flags were made in miniature with matchsticks and sticky tape, flags were drawn and flags were painted. The children enjoyed working in different scale and then began with much excitement to work more collaboratively as they painted large flags on material with acrylic paint. Then the Educators wondered if we could make a flag to represent who we are, a Sturt House Community Flag. We took this suggestion to the children and they immediately took up the idea and began brainstorming what would be on our Community Flag. We wondered what colour represents Sturt House? What symbols? What is community? We invited the children to draw their ideas. Through this journey the children have been thinking deeply about who we are as a community. During a discussion the phrase “a together group” was coined. It came aboutRead more
‘How the Birds Got Their Colours’, ‘Going for Oysters’ and ‘The Rainbow Serpent’ are just a few of the Sturt House children’s favourite books to share at group times. Educators intentionally include a diverse range of books written by and about Aboriginal and Torres Strait Island peoples in our program. They are great books that engage the children’s imaginations and sense of inquiry. When Reconciliation Australia invited us to learn, share, grow and explore history hidden just beneath the surface, this National Reconciliation Week, educators thought of a book that hadn’t been shared yet; ‘Stolen Girl’ by Trina Saffioti and Norma MacDonald. This book tells the story of Trina’s maternal Grandmother who was taken from her family when she was very young. We decided to let our families know that we were going to read this book with the children as we thought it may evoke strong emotions and wonderings, to prepare the families to support the children with this. One of our families replied and suggested that the children of Sturt House could collect some flowers and foliage that they would then take to the statue of the ‘Grieving Mother’. This statue is at Colebrook Reconciliation Park, a five minute drive up the hill from Flinders. The park lies on the site of the former Colebrook Training Home, where approximately one hundred and thirty six Aboriginal children were housed after being removed from their families under government policy. We read the book each day of the week. TheRead more
Over the past four months a Flinders Educator has been taking part in The Great Foodie Forage. This has involved foodies, cooks, educators and service directors from all around Australia engaging in an online program covering children’s health and well-being, sustainable practices, horticulture, fresh, creative and cost effective cooking, and making the role of menus and subsequent documentation far more visible and meaningful. This culminated recently with the inaugural forage tour, where fifteen participants travelled from all around Australia to Adelaide for the week. As the only South Australian in the group our Educator felt proud of Adelaide’s beautiful and food-rich culture and our sustainable practices. Highlights of the tour were many but here are a few; A visit to the children’s garden at the Botanic Gardens, a wonderful spot for children to learn about seasonal gardening and sustainability Cooking classes and challenges in the Barossa Valley to develop an understanding of seasonal, regional produce and the marketing of produce and food Driving with the Oz Harvest van attending pick up and drop offs. Oz Harvest in Australia’s leading food rescue organisation, collecting quality excess food from commercial outlets and delivering it directly to more than 1000 charities supporting people in need across the country A presentation by a communications professional about strategies to enable the telling of your early childhood setting’s food story Taking a look around Aldinga Beach Children’s Centre and learning about the establishment of their ‘Giving Garden’ A half-day session titled Management of Dietary Needs ofRead more
As a part of our project, Children as Citizens, Children with Rights, we are focusing on what it means to be a citizen at Flinders. In learning of our inquiry, one of our students on placement has been inspired to look more closely at how we can build community between our youngest and oldest groups of children. After much preparation and thought, she began by taking small groups of Sturt House children to visit Baby House. “This is the first time I have ever held a baby’s hand!” Then, after a few visits, some of the Baby House children began to visit Sturt House. “We need to walk slowly with the babies.” Being a citizen at Flinders means being welcome in all our Houses, and being able to build relationships with others. It means focusing on the pathways that connect us, rather than the fences and roads that divide us. It means being supported to engage in meaningful ways, whether that means slowing down to someone else’s pace or bravely reaching out to touch the hand of another. What does being a citizen at Flinders mean to you?
Sarah has moved across the road and begun working with the May Mills, Preschool, Toddler and Baby House children to complete pieces for our Community Arts Project. The children continue to work with paint, collage and metal etching. As the colours and combinations emerge in their circle forms, we are beginning to wonder how it might look as it all comes together… We are inspired by nature, pattern and line.
Recently four of our educators attended the Reggio Emilia Australia Information Exchange biennial conference; Landscapes of Identity. We listened to two educators from Reggio Emilia in Italy, Maddalena Tedeschi and Maura Rovachi, speak passionately and thoughtfully about the progressive approach to early childhood education they are a part of. The conference was two and a half days of challenging, progressive, insightful, inspiring, and at times uncomfortable perspectives on early childhood education. We were challenged to recognise and reconstruct the identity of the individual within the context of the group We were inspired by the incredible connection to community displayed by children, teachers and schools. We wondered about the power of documentation to not only make learning visible, but to be the foundation for new learning. We questioned our professional identity – “Who am I? Tell me that first” (Lewis Carroll, Alice in Wonderland). Who are early childhood educators anyway? What will we do with the residual questions, wonderings, inspiration? We don’t yet know. But we are somehow changed. Above all, we walked away with Maura’s words resonating; “We can become a virus, infecting others by changing our point of view.” So let’s go viral…
Our Flinders Community Art Project has started! We are beginning our journey in Sturt House, working with embossing metal. We have chosen to use nature as our inspiration to explore line and texture with children. Nature gives children interesting and unique details to explore through art and their senses. Children are investigating the patterns in shells, leaves, corals, and transferring this beauty onto their small round canvas of embossing metal. We will continue to update you as our work progresses…stay tuned!
Back in early December last year, when the weather was hot and dry one Kent pumpkin seedling was planted in a raised garden bed as part of the summer plantings at Sturt House. We had wanted to plant more seedlings but that was all that was available from the garden shop on that day, and maybe that was a fortunate coincidence. When we returned from the summer break the garden bed was full of strong vine with tendrils spilling over the edge. Over the next four months it grew bigger and stronger, pushing through the garden fence in multiple directions and draping over the Westringia and Passion fruit bushes, creating magical nooks and crannies for the children to explore and play in. Flowers and then pumpkins were discovered. Daily reports of new sightings were investigated; three, five, no, seven pumpkins. Research was needed. When should pumpkins be picked and how could we use them? As the stems browned we harvested the pumpkins and placed them on the tin shed roof, eight pumpkins by this time, until we were ready to use them. The children thought it was a funny place to keep the pumpkins but that is what our research had advised us. Someone told us it reminded them of Malta where it is common practice. We began to cook with the pumpkins as part of our garden to table program; pumpkin scones, pumpkin soup and pumpkin pizza but….what to do with all the extra pumpkins (twelve pumpkins in totalRead more
Walking into Flinders you can’t help but notice the new garden development at Preschool House. Your eyes are immediately drawn to the path; along it’s twists and turns, down the hill to the new gate. What a stark difference it has made visually to the space. What difference will it make to play at Preschool House? A new path, new possibilities; we wonder where it will take us. The children and educators at Preschool House are very excited to witness the development of the Forest, beginning with the pathway that connects to the affectionately names Jungle Path along the fence line. Many children spend time during their day looking over the fence; watching, listening and asking questions. We have also begun documenting what is happening. We are learning about different tools and the material that is needed to make a path; logs, rakes, wheelbarrows, quarry sand and rubble. Inspired, we add logs and wheelbarrows to our play. Some children enthusiastically begin making a path with the logs; two children use spoons from the sandpit as a tool to cut the log to size and others take the wheelbarrows and move sand or leaves around the space. Following our risk assessment and our knowledge of the children’s competence in using logs safely, we add more logs as the week continues. This means that the Preschool House children can complete pathways, yet is also opens up opportunities for new inventions. The log is a remarkable loose part. A loose part is aRead more