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our room leaders goals for 2014

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Each of our room leaders has structured some important milestones within their own overall goals for their rooms in 2014 and importantly identifying the facets of learning for the children under their care.

Fish Rock Cave Shark Pups

Goal: Our older shark pups to be sleeping on mattresses on floor instead of in a cot
Strategy: Gradually introduce this to children and sit with them as they get used to it. Persist daily with every sleep.

Goal: Children to be sitting eating at table instead of in high chair in preparation for their transition to the turtle room
Strategy: One staff member to sit with older children, encourage them to sit and stay with them throughout meal. Do this daily for every meal.

Trial Bay Turtles

Goal: For children to be able to sit and focus at group time for short periods of time
Strategy: Staff to make group times involved and interesting e.g interactive songs, dances rhymes etc. start short with one or two songs and gradually build content so group times become longer as children become used to sitting for group time.

Goals: Sit at lunch time without getting up and down
Strategy: One staff member to be seated with children at all times. Encourage children to stay seated and discuss importance of safely sitting. Lead by example by staying seated with children.

Goal: Children to sit and focus for 20 minute group times twice or three a day
Strategy: Start with shorter group times at the beginning of the year and gradually increase times as the year goes on. One staff member to conduct group times, one may need to sit with children to encourage them to focus and listen.

Goal: For all children to be toilet trained
Strategy: Staff to communicate with every child’s parent about toileting at home and work with them according to what they are doing e.g if they are in nappies and regularly sitting on the toilet at home staff are to accommodate this. Persistence is vital with toilet training so persist constantly. Also positive reinforcement for going to the toilet, never be negative towards children who have had accidents. Staff to supervise toileting at all times
Arakoon Echidnas

Goal: Children to recognise their name and belongings and to be responsible for them
Strategy: Encourage children to always pack away their own belongings. They may need staff assistance initially (verbal and to be shown) but we aim to never just do it for them. Continue with this until children can pack their own belongings away independently. As part of the independence we will be encouraging children to collect their own lunch boxes from the table and choose where to sit. Encourage children to look for their names on belongings as well as identifying it as theirs. Use group time as a time to discuss the importance of looking after belongings. Use of name tags at group time as a transition, use to identify children’s places at lunch, activities etc. Provide the opportunity for children to practice writing their name during intentional teaching time, and throughout the day e.g writing own name on craft.

Goal: Children to open and eat lunch unassisted
Strategy: One staff member to be seated at lunch table with children to verbally encourage their independence and provide assistance where required. If children need help try to show them and encourage them to try rather than doing it for them. As children finish remind them to pack away belongings.

Goal: Children to sit and focus for 20 minute group times twice or three a day
Strategy: Start with shorter group times at the beginning of the year and gradually increase times as the year goes on. One staff member to conduct group times, one may need to sit with children to encourage them to focus and listen.

Goal: For children to separate from parents easily
Strategy: Staff member to distract children with activities of interest as parents leave. As soon as child is settled leave them to interact with peers so they can get used to joining an environment without adult assistance. Give children attention they need as they arrive but encourage them to join the environment as soon as possible.
Goal: For children to be able to manipulate small objects (pencils,scissors, buttons, zips,
containers etc) (fine motor control)
Strategy: Continuously program activities to improve fine motor control. Activities such as writing, drawing, cutting, construction toys, threading, tap tap etc. Staff to be seated with children during such activities to provide encouragement. Activities to increase in complexity as children’s skills develop.

Goal: For children to initiate and join in play unassisted
Strategy: If children are having difficulties when joining in play, staff to guide children’s actions instead of taking over telling children to let each other join in, suggest what they could say to their peers to join in. Children will then learn to do this themselves in time aiding them to join in play unassisted. Combine with group time discussions about social situations.

Goal: For children to cut sleeps during the day and focus on intentional teaching activities instead.
Strategy: First half of the year (until July) school age children are provided with the opportunity to rest but are never made to. If children do not go to sleep they engage in planned intentional teaching activities. Second half of the year (July onwards) school age children will transition to planned intentional teaching activities straight after lunch, with no rest time. If children/parents still wish to rest their request will be met. During this time children will be encouraged to participate in activities planned to further their fine motor skills, cognitive skills, concentration and persistence, language/communication skills, literacy and numeracy skills. A limited amount of educational iPad time is also included.

Goal: Toilet independently including hand washing
Strategy: Staff to always supervise when children are toileting. Remind them to use the steps for toileting where necessary.

Goals: For children to be familiar with letters and sounds utilising the Jolly Phonics program approach
Strategy: Commence the beginnings of teaching children to read and write using the Jolly Phonics Methodology. Jolly Phonics is a systematic synthetic phonics programme designed to teach children to read and write. Children learn the 42 letter sounds of the English language, rather than the alphabet. They are then taken through the stages of blending and segmenting words to develop reading and writing skills. There are two main approaches to teaching phonics: analytic and synthetic. Both approaches require the learner to develop the ability to hear and discriminate sounds in spoken words. Jolly Phonics is a scheme which comes under the Synthetic phonics method. The methodology uses characters such as Inky Mouse, Snake and Bee which are used throughout the materials. They often reflect the different speeds at which children learn to read and write. Inky Mouse and her friend Phonic the computer teach Snake and Bee the letter sounds and reading techniques. Snake picks up the literacy skills quickly, while Bee has more difficulty, but eventually understands. If you are interested in finding more on this program, click here.

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