Newsletter
April and May
2015
Kia ora, Konnichiwa, Nihao, welcome.
We extend a welcome to new families who have recently joined us and hope you
enjoy becoming part of our preschool community which will enable friendships to be
established and to grow.
We have a very stable roll at the moment and we have very few children leaving for
school until the end of the year. This provides lots of continuity, which we are excited
about.
Centre Leader Education Topic:
Recently I have had a few families approach me to seek my advice on changing
preschools for their children, as they have moved and there is a preschool closer. All
families are very happy at Avonhead and would be sad to leave but they just felt
this would be easier for them to attend a preschool closer to their home.
This sparked some curiosity within me to research the effects that changing
environments could have on a child. At Avonhead we truly believe that settling into
a new environment is a very challenging process for children emotionally, therefore
it is better to have as few transitions as possible.
I was thrilled to see from reading different articles that researchers also have the
same view. One early childhood professional believes in having consistent
caregivers, as this is very important for all children’s overall well-being. Transitioning
children from one environment to another is very challenging to a child, so keeping
your place of care for your child consistent is best for your child emotionally.
I understand that life events can dictate this for some families, however even though
it may be easier for you to change your place of care for your child, it will not be
easy for your child.
Responsive Supportive Relationships:
It is not just opportunities and environment that influence learning. More and more
we are recognizing the impact that the social context has on learning and
importantly, on healthy social development.
Children supported within the context of consistent responsive relationships actually
develop more connections, have less issues with unregulated emotion and the
accompanying chemical imbalances that can affect healthy development.
Consider how your child is welcomed by name each morning, the way in which
teachers genuinely appreciate the efforts your children make in their daily activities
and the exploration of their environment…and how they show them this. The words
that they use, the way they allow children to lean on them when they have need. All
of this fosters a sense of security, trust and a platform from which they have the
confidence to explore and learn. Building this platform of trust takes time for children
and as we all know children’s preschool years go so quickly that the more time spent
building trusting relationships with teachers so they feel emotionally secure to learn is
actually less time children are spending developing their skills, knowledge and
dispositions for future learning.
Separation Anxiety
Separation anxiety is a developmental stage, where the child experiences feelings
of distress when separated from their parents or primary caregiver. It can begin
between eight months to 18 months of age and may last or re-occur until a child is
four years old. We need to remember that all babies are born to seek out their
parents for comfort and to rely on their primary caregivers to meet all their needs for
survival. Therefore you can appreciate this creates a very strong bond and a sense
of familiarity between the young child and the parents or caregiver. Because of the
bond the child forms very early on in life, it is natural for your young child to feel
anxious when left for the first few times. Even though it can be difficult for a parent to
see their child upset, separation anxiety is a normal stage of child development and
is very common. The truth is, some children find it easy to be independent and say
good-bye, while others find this more challenging. There is no rhyme or reason for
this; it simply depends on the individual child’s disposition, personality and possible
events happening in their lives at the time.
As early childhood teachers we often see children who are reluctant to separate
from their parents/caregivers, resulting in the child crying, or showing clinginess.
What most parents do not realise however, is that these reactions are very healthy
and for some children this is their way of letting you know that they are feeling cross
at you for leaving them. However, for others this is a difficult emotional time that will
require support from teachers.
Even though every child deals with separation differently, there are steps you can
take from day one to assist your child with separation anxiety.
Make the process of separation anxiety easier:
Practice separation.
Leave your child with a caregiver for brief periods at first.
Schedule separations after naps or feedings.
Babies/children are more susceptible to separation anxiety when they are tired or
hungry.
Develop a “goodbye” ritual.
Rituals are reassuring and can be as simple as a special wave through the window
or a goodbye kiss.
Keep familiar surroundings constant and make new surroundings familiar.
Leave without fanfare. .
Tell your child you are leaving and that you will return, then go - don’t stall.
Minimise scary television.
Your child is less likely to be fearful if the shows they watch are not frightening.
Try not to give in.
Reassure your child that he or she will be just fine - setting limits will help the
adjustment to separation.
At the Avonhead we understand that coming to preschool for the first time brings
with it a fair share of anxiety for all, so we are very aware of the stress separation
anxiety can cause children, parents and caregivers. We have adapted a few
strategies to ease this process for all involved.
Visits
We ask you to do at least three visits before your child starts; this allows your child to
become a little familiar with our environment and join in play situations with other
children. It also provides an opportunity for parents to meet and chat to the
teachers. On the final visit, parents are invited to leave their child for a short time.
On these visits a teacher will show you and your child into the classroom to see
where the child’s cubby hole or hook for their bag and coat is. If you are in the
Pukeko Room you will be shown where your and cup and plate for
morning/afternoon tea is. They are also invited to try out some of our practical life
activities and join in group time.
‘All about me’ form
We ask you to sit with your child and fill in our ‘I Am Special’ form, (inserted in the
Profile Book) which records all the important information about your unique family.
This provides teachers with a little information to talk about, which may help settle
your child in anxious times.
Flower
You receive a ‘flower’ for our family tree, which you and your child can decorate in
any way you like to represent your family. At times of uncertainty this record of family
photos can be a great comfort to an upset child and they do love to share their
photos with us.
Plan
For children who are a little uncertain, the unpredictability of knowing when mum or
dad is going to leave can be quite overwhelming. It is a good idea to have a plan
that you have discussed with your child and the teachers before arriving, so they are
very clear about when it is time for you to leave. We suggest saying “I will stay for
one or two activities or we will read a book together, then it is time for me to go.”
Please stick to what you have arranged with your child and don’t enter into any
negotiation, as this just leads to further anxiety.
Grace and Courtesy Group
This group time at the commencement of each session at either 9am or 1pm, brings
all the children together. A bell rings to signal it is time for all mums/dads or
caregivers to leave. Over a few days new children recognise this as the time for
mum, dad or caregiver to say a quick goodbye and go. The important word to
remember when saying goodbye is ‘quick’. A long goodbye just draws out the
process, making it more distressing for the child. Also be consistent and firm, reassure
your child you will be back and walk out.
Coming Back Early
We suggest for children finding it difficult to settle to be picked up earlier for a while.
This provides them with time to develop a little independence and learn some
coping skills while understanding they will still get picked up within a time interval
that they can manage.
Stay Positive and Calm Yourself
Please remember that children are very perceptive and will pick up on how you are
feeling. Therefore if you are feeling stressed and upset about leaving your child, the
chances are your child will pick up on your non-verbal cues and could be more at
risk to becoming upset on your departure.
Feel free to call us or talk to the teachers after drop off so we can let you know how
your child settled.
All information gathered for this article was researched from the following information sources.
Kidshealth, 2015
ECRP – Early childhood Research and Practice.
Psychology Today 2010
Safety:
Our car park continues to be a bone of contention and I am often seeing some unsafe
parking, so please watch your child in the car park and hold their hand. It only takes
a second for a child to dash out into the car park or onto our very busy road. Please
also ensure your child is strapped safely into their car seat before leaving the car park.
Every child’s safety is important to us.
Clothing and Footwear:
Please remember to send your child to preschool in clothes and footwear that is
suitable and safe for running and climbing, as well as, all weather conditions. The
weather is definitely getting colder, so please ensure your child has a jacket and warm
clothing. It is important for the children’s learning and development that they are able
to get outside for some fresh air and to run around to let off steam, so we will
endeavour to get outside where possible. Therefore please dress your child for the
weather conditions.
It is vital that all belongings are clearly named as it is difficult for children and teachers
to recognise and remember what each child has been wearing. A big part of our
Montessori programme is teaching children to manage themselves, including taking
responsibility for their own belongings. Therefore, we would really appreciate you
working with us to remind your child to tidy up after themselves and to put their
precious items in their bag for safe keeping. The teachers do lots of grace and
courtesies on this and if we see clothing or belonging left lying on the floor we
approach the child, gently reminding them to put their things away in the correct
place.
If your child is toilet training please can you place extra changes of cloths in their bag.
We do have some spare cloths at preschool, however sometimes we do run out, so
we do appreciate having extras in your child’s bag.
Settling Your Child In:
We understand this can be a very emotional time for all involved. To try and assist this
process we do encourage all children who enrol to do at least three pre entry visits
with their family before being left for the first time. Generally following these visits
children settle in to the daily timetable of educational activities, and it is at this point
we prefer that parents say a quick goodbye and then leave. Failure to do this can
have an impact on the child’s ability to be fully involved in the daily programme, and
can sometimes make the settling process longer and harder for the child. We will
always contact you if your child becomes unsettled, unwell or is just not quite ready
to be left for a full day.
Montessori also believes that the classroom is the child’s space and too many adults
in the environment can hinder the children’s ability to engage in their work and
concentrate. Therefore, it is very important to our programme that parents/caregivers
who arrive after 9am say a quick goodbye and leave, a teacher is very happy to assist
you in this process. If you would like to spend more time settling your child then you
are welcome to arrive early and stay with your child up to 9am, however when the
bell rings at 9am this is the indication that it is time for all adults to quickly say their
farewells and leave. We really do appreciate your co-operation with this. 
Staff Training:
Yvonne Hetherton, Claire Marshall and I completed our comprehensive first aid
refresher training. Jo Cullen has recently started their Diploma of Montessori Education
and we wish her all the best for her studies.
Claire Marshall and Yvonne Hetherton are currently completing a Ministry of
Education course called the incredible years. This workshop supports teachers to
develop the knowledge and skills required to deliver evidence-based teacher
classroom management program, which focuses on how to strengthen teacher
classroom management strategies, promote children’s pro-social behaviour, as well
as, reduce classroom aggression and non-cooperation with their peers and teachers.
Additionally the curriculum focuses on ways teachers can effectively collaborate with
parents to support their school involvement and promote consistency from home to
school. This is a great course and Claire and Yvonne are teaching us all a lot of new
strategies for guiding your children’s social competence.
Once Claire and Yvonne have finished their course they endeavour to hold a parent
education evening, so we will all look forward to this.
Classroom Room News:
School Readiness News:
The School Readiness group has been buzzing with activity this past month. We now
have 18 children who are 4 and a half, and who are all eager to learn each day.
Cindy is teaching French on Fridays, and the children are remembering the words and
songs so well. Maybe you could ask your child to teacher you some of them to you at
home?
We have had a focus on time in mathematics, the children have been learning about
years, months, days and minutes, and how to read the clock!
Each week a different artist is studied. We have been practicing different painting
and drawing techniques and making some wonderful pieces of art.
We will miss Ethan, Devyn and Marcus who head to school at the beginning of next
month.
Pukeko Room News:
We have been having so much fun in the Pukeko Room in April and May. As the
weather gets cooler, the children have been wrapping up and heading outside to
continue to explore. We have had a new addition to our outdoor environment this
week; the boat! The children have been fishing, looking for mermaids, sailing away
from crocodiles and much more. There is so imaginative and creative play happening
in this area now.
We have noticed a group interest in bugs and beetles. As the children were clearing
the garden in preparation for the boat, they found a whole colony of beetles. We
have been learning how to carefully observe them and protect them from any
danger. If anyone is interested in furthering this interest, there is a wonderful spider
exhibition happening at the Canterbury Museum at the moment that your child may
love!
We have had some very creative students at the moment, designing all kinds of art
work for our new art gallery wall. Come in and have a look! Many children have also
been really interested in learning about different shades of colours and how they can
be lighter or darker.
Please everyone remember to name all your clothes, including your jackets so that if
they are lost we can return them to you. 
From Claire and the Pukeko Room team
Tui Room
The Tui Room children have been extremely busy exploring, growing and learning. We
have noticed there has been a great deal of interest in the Practical Life area of the
classroom, especially the pouring and threading.
Recently we have been placing a lot of emphasis on social coaching and modelling
pro-social skills. We are encouraging the children to verbalise their needs and wants
in a purposeful way, therefore don’t be surprise if you hear your child saying “Stop it, I
don’t like it”.
One of the core principles of the Early Childhood Curriculum Te Whāriki is to empower
children to grow and learn. In the Tui Room we ensure we provide children with
multiple opportunities to develop this disposition by encouraging them to select their
own activities and supporting them in the development of self-help skills such as
feeding, hand washing and dressing.
Please remember to pack clearly labelled clothes for you children, especially warm
jackets and hats now that the weather is getting colder.
Ngā mihi nui,
Yvonne and the Tui Room Team.
Signing in and out:
Please ensure you sign your child in and out every day, as we use this information in
an emergency and it is a Ministry of Education requirement. It is also important that
we know if someone different is picking your child up, as we can only allow people
who are written on the child’s enrolment form to pick up your child. Please continue
to ensure these details are kept up to date.
If someone different is collecting your child please tell a staff member and write the
person’s name next to your child’s name on the daily sign in sheet.
Parent Surveys:
Thank you to all who completed the parent survey. Your feedback was very valuable
and provides me with some food for thought. It was also very inspiring for the whole
team to receive your positive feedback. We really do appreciate your comments and
we do endeavour to do our very best to meet the needs of all our families.
Hei konā rā from Danielle and everyone at Avonhead Montessori
To celebrate another successful year at Avonhead we wish to
invite you and your families to come and enjoy breakfast at
preschool.
Last year this event was very
successful with lots of fun had. So
we look forward to seeing you all at
our breakfast.