Kornmehl
Terry Wizen – Director Kornmehl
Parent social evening
On Thursday night we shared a special evening with all our wonderful Kornmehl parents, who joined us for an interactive night of socialising, immersing ourselves in creative activities and learning about each group’s routine and program.
Parents and educators all enjoyed the opportunity to collaborate and it was also lovely to see parents meeting each other and having the chance to network and create connections. This building of relationships is at the forefront of our philosophy and ethos and we are extremely grateful to all those parents who came along to enjoy the evening.
Programs and documentation
It’s important for parents to know that the educators spend time each week in a team meeting, where the program for the week is discussed and planned, taking into consideration the interests of the children and the group. The needs of individual children are also discussed, and much time is spent reflecting and reviewing goals for each child as well as group dynamics.
The program is available for all parents to view next to the lockers for each group. Please feel free to contribute ideas to our program by writing on the parent feedback section of the program or discussing it with the educators or by writing on the Parent Contribution form on top of the lockers. We value your input and collaboration into our program.
The educators also have non-contact time off the floor each week. During this time they write up observations and reflections and post these on Educa for parents to read and enjoy. Educators also use this time to plan goals for each child as well as to write up documentation to make learning visible for parents.
Play-based learning
The following article was featured in theconversation.com and provides interesting information about play-based research, that lines itself closely with our philosophy at Kornmehl.
Research shows that play based learning enhances children’s academic and developmental learning outcomes. Children are naturally motivated to play. A play-based program builds on this motivation, using play as a context for learning. In this context, children can explore, experiment, discover and solve problems in imaginative and playful ways.
A play-based approach involves both child-initiated and educator-supported learning. The educator encourages children’s learning and inquiry through interactions that aim to stretch their thinking to higher levels. E.g. while children are playing with blocks, an educator can pose questions that encourage problem solving, prediction and hypothesising. They can also bring the child’s awareness towards mathematics, science and literacy concepts, allowing them to engage with such concepts through hands-on learning.
Play-based early years programs are focused on teaching and learning. In such programs, play can be in the form of free play (activity that is spontaneous and directed by the child), and guided play (also child-directed, but the educator is involved in the activity as a co-player) with intentional teaching. Both have benefits for children’s learning. To capitalise on these benefits, an optimum play-based program will provide opportunities for both free play and guided play.
Educators take an active role in guiding children’s interactions in the play. Children are supported in developing social skills such as cooperation, sharing and responding to ideas, negotiating, and resolving conflicts.
Educators can also use children’s motivation and interests to explore concepts and ideas. In this way, children acquire and practice important academic skills and learning in a playful context. For example, research indicates the increased complexity of language and learning processes used by children in play-based programs is linked to important literacy skills. Research shows play-based programs for young children can provide a strong basis for later success at school. They support the development of socially competent learners, able to face challenges and create solutions.
