Lifelong Learning | Kidsfirst

Encouraging independence at kindergarten

9 December 2021/in Lifelong Learning /by Bramley

Helping our children to increase their independence is one of the biggest parenting jobs of the preschool years, but it’s so tempting to keep doing things for them that they could be doing for themselves.

Life is busy, and it’s not always easy to find the time and patience for them to develop and practice new skills. And it just so happens that it’s the busiest times of the day that offer the most opportunities.

Mornings, dinner time, and bedtime are rife with moments for children to give things a go for themselves, but they are also the time of day when whānau and caregivers are likely to be short on time and tolerance. Though, like all investments, the short term pain is worth it for long term gain.

Knowing what to encourage your child towards and what to hold back on, for the sake of safety, depends both on your child’s enthusiasm for trying something new and what is age-appropriate.

Anybody with a ‘me-do-it’ two year-old knows that one well. Independence is also a sign that children are ready for school. Doing more for themselves, taking responsibility for their own belongings and caring for those of others, are just some of the signs that tamariki are ready to take the next step to primary school. Without those skills, they will struggle to make the transition.

Teachers will already be working to ensure your child has the opportunity to practice doing more things for themselves with the safety net of adult supervision. Parents are often pleasantly surprised to see how much their child is capable of and how quickly they can acquire new skills, with a bit of practice.

“Often families come in carrying everyone’s lunch boxes and bags,” says Jane Hughey, head teacher at Kidsfirst McKenzie. “And we’ll say to the children, ‘Oh I think your dad is doing your job for you there. Come on, it’s time for you to do that now.’ Next thing, the child is being encouraged to dress themselves, and those are things they need to be able to do for themselves once they start school.”

Kidsfirst Nuffield’s Rachel Ryan says ‘time’ is the most important factor when encouraging self-sufficiency in tamariki.

“Time to practice, time to try, time to make mistakes, time to learn. And I know in the morning when it’s really busy, and children are trying to get dressed, it’s really easy to step-in, but the biggest thing is to just step back.”

One of the simplest ways to foster independence is by offering your child choices.

“We promote a child’s agency,” says Zdenka Reading , Head Teacher at Kidsfirst Hoon Hay.

“Letting them make decisions about what they would like to play with, for example. That means having lots of items around all the time that are available for them to choose. That’s what independence is about – making choices.”

Setting things up for toddler-friendliness helps children have the freedom they need to explore the options.

“So we have a nice, tidy shed where it’s safe for them to make choices. They can take a bike out and bring it back, or take extra, equipment whatever they want – walking stilts, hula-hoops and balls. Things are presented in such a way that it’s very inviting and thought provoking. We create a lot of different situations where they can make choices.”

Kai time is top of the list for independence promotion for Zdenka, too.

“They learn how to be autonomous, how to take responsibility for their lunchbox, washing their hands and looking after their belongings. So it’s ongoing, all the time.”

Promoting creativity can be another way to get them thinking and doing for themselves.

“We have an art programme where tamariki are able to explore a range of art mediums and experiences independently and we also show them how things can be done. A little bit of co-construction here, a little bit of scaffolding there, then we let them go free and create. We have really beautiful, creative artwork and plenty of independent construction. They can choose where they take it, and everything’s displayed for them. There are so many resources, and they’re using them so well.”

If you’re wondering if your child could be doing more for themselves, or you have concerns about their level of independence, have a chat with their teacher.

The Value of Community

9 December 2021/in Lifelong Learning /by Bramley

Why our connections matter so much.

Generations of tamariki are proud to call themselves ‘kindy kids’, and for many whānau, kindergartens are the places their first relationships with other families begin.

Kidsfirst Hāwea Teacher, Rose Gould, says these ties between tamariki, kaiako, whānau, and local areas makes kindergarten unique.

“We wouldn’t be Kidsfirst without community – the connections just create such a safe, welcoming, and warm environment. This is where relationships are formed, whānau interact with one another, and tamariki make friends. Through kindergarten they often get to know the area, outside services, and local schools. It’s where they live and grow up.”

Tamariki thrive in the context of close relationships, and are able to better engage in learning when they feel safe and valued. The tamaiti’s first experience of this kind of relationship is at home, and over time, and it’s a natural next step to expand their connections to include more family and friends, and then on to the community that an early learning service offers.

“This is often the first place they are left by themselves, and where they spend a majority of their day. When there’s a sense of belonging and whānau that can be a part of it, they feel secure and have trust in kaiako – and that’s when we see them succeed and really enjoy being here.”

Rose says a solid network of support is crucial for development during the early years, “Tamariki should be able to see kindergarten as a place where whānau and friends can come and share in the learning, rather than just a place they’re dropped off each day. It’s all about creating an environment where they feel as though they are a part of something, which helps build the all-important manaakitanga.”

Kidsfirst Selwyn Street Head Teacher, Gemma Cave, says community is what kindergarten is all about.

“It is the beating heart, and centre of everything we do. That’s why we are so big on building strong connections. Everything else flows on from there.”

A sense of whanaungatanga: connection with families, neighbourhoods, and kindergartens, creates a ripple effect, Gemma says.

“If children see their parents and whānau being comfortable and connected, it flows on directly to them. These engagements help build stability in a child’s world – we know that even as adults, it can be daunting to be thrown into new environments. Without a solid base you feel vulnerable.”

Kindergarten is also a great place for whānau and friends to meet and engage with one another.

“It isn’t just about the children at kindergarten – parents build relationships and create their own networks, too. This can be especially helpful for families who aren’t originally from New Zealand – this is a place where they can feel a part of something. It can be intimidating and overwhelming, particularly for those who don’t speak English as their first language, but we offer support and encourage them to join in with others – which creates a common link. We make sure to be inclusive, and bring families in, and then connect them with the local area.”

Whānau involvement in kindergarten life helps children feel more confident, “It allows them to grow much more naturally when they can see everyone has taken real interest in who they are, and where they belong,” Gemma says, “when whānau build relationships here, tamariki come and spend more time, share their experiences with us, and engage more with other children – it creates a really positive environment in the classroom”

This kind of support helps children gain a sense of personal identity and feel as though they have their own unique place in the world, Rose Gould says, “We’re part of that wider community that is all connected – there are three learning centers in the area, and children get a seamless transition – they go to their play-group, then they come to us, and then on to school – and that’s their own little community.”

At Kidsfirst Selwyn Street, they know the lay of the local land, “We have great relationships with Bishop Selwyn Lifecare Villages, and have a grandparent friend who comes and helps out once a week,” says Gemma. “The butcher shop next door hands out free sausages to the children, and we have a fantastic relationship with the local Resene shop. They often come by and see the kindy, talk to kaiako and spend time here – it’s a great way to strengthen those ties.”

The Selwyn Street team looks for every opportunity to get out and about, and to bring the community in, “We have stalls set up at the Addington Funfair, and tamariki perform at the annual Christmas parade. Recently we hosted a Matariki celebration with food and music, where not only whānau, but also people from the community came and joined in.”

“We often organise events with Addington Primary and Sacred Heart School so that tamariki can get to know people before they head off to their more formal education. There are monthly gatherings where they invite the new families and get to know one another,” Gemma says.

Want to get more involved in your local kindergarten? From kindergarten excursions to whānau events, fundraising and working bees, here are so many ways to get connected – and so many good things can come of it. Talk with your teaching team to find out what’s coming up at your kindergarten.

Preparing Creative Thinkers for Life

6 December 2021/in Lifelong Learning /by Bramley

Want to encourage a sense of creativity in your child? Now is definitely the time to do it.

The kindergarten years are crucial to the development of our children’s creativity. During this time, tamariki are constantly engaged in play, and have a natural tendency to fantasise, experiment, and explore.

Play is fun, but it is also developmentally important. Creativity builds a desire to learn. Being able to think divergently allows young children to grow important skills like critical thinking, and problem solving. Through play, they have opportunities to practise collaborating with others.

When children use their imagination during play, they get the opportunity to express themselves and develop working theories about the world, says Kidsfirst Parklands Head Teacher, Helen Smith, “They look at issues from lots of different perspectives, learn to work with others and communicate ideas – all things they will take with them through life.”

Creativity is sometimes seen as a “soft skill”, but it actually may be one of the most important things we can learn, Helen says, “Creativity is a value, and many people don’t recognise the depth of it, because often it’s just associated with things like drawing and the arts – but actually, it’s about decoding messages, confidence, and being able to think in lots of different ways.”

Activities that engage imaginative thinking are what lead children to having unique ideas. When tamariki use materials, express themselves verbally and non-verbally, plan, act, and try different roles it improves their fine motor skills and can help concentration.

“It’s about setting up provocations that spark excitement and wonderment, and which invite children in to wanting to participate in the experience,” says Kidsfirst Selwyn Street Head Teacher, Gemma Cave, “It can be sensory experiences where children can get the opportunity to get messy and get their hands involved, or just anything that’s going to let their imaginations run wild.”

Helen Smith says that development of creativity can happen anywhere, especially at kindergarten, “We encourage creativity in every part of our kindergarten – playing with blocks, painting, in the sandpit, outside, through carpentry, and even with our climbing structures. We colour between the lines that the tamariki draw.”

Helping nurture this kind of thinking will serve tamariki far beyond childhood, says Kidsfirst Greymouth Head Teacher, Tracy Jennings, “It’s about shaping different things together and thinking critically. Encouraging this is about giving them an opportunity to be themselves, and tell their own story, which then opens the door for new learning experiences.”

“There’s a whole lot of things that merge together, and flow on from one another. Creativity links into storytelling, writing, and reading for them. They are making connections between ideas, and gaining skills that will come to play during more formal education.”

When tamariki are exploring and testing ideas, they are not passively listening or absorbing. They are communicating, which aids in the growth of cognitive and social functions.

Kidsfirst Selwyn Street Teacher, Jessica Bazzarelli, says that every child expresses creativity in a different way, “It comes in many shapes and forms, not just in the way they draw, but how confident they are and the way they see things.”

Tamariki are constantly innovating, and doing things differently, reiterates Head Teacher of Kidsfirst Beckenham, George Pearce, “With children it’s spontaneous: from what they’re building in the classroom, to exploring in the sandpit – it’s all about their discovery, and they can take that messy play and do all sorts of things.”

Kaiako look for opportunities in everyday life to encourage tamariki to think outside the box. “We take opportunities whenever we can,” says Keryn Stanley, Teacher at Kidsfirst Parklands, “If there’s a puddle because it has rained, we ask tamariki how we should get over it. Do we build a bridge, use a pallet or get a mat from inside? Anything that’s going to get them engaged, and thinking.”

Questions like these help tamariki to see that answers to problems aren’t always linear, she says, “At kindergarten, we show them just because two-plus-two equals four, doesn’t mean you can’t get there by adding one-and-three. It’s all part of the learning process and it’s easy to implement while they’re playing.”

This means that no day at kindergarten is ever the same, says Keryn Stanley.

“As much as we create a set program, we’re constantly modifying what we do and responding to interests so tamariki can do what they enjoy. Resources are open ended, and it doesn’t mean we let them run wild, but we encourage them to follow through with ideas.”

Want to encourage more creativity at home? We asked some of our kaiako for some of their top tips:

Creativity comes in many forms

Whether it’s a game outside, playing with paint, or acting out a scene, creativity blossoms in many different scenarios – don’t limit yourself!

Let tamariki lead the play

Children gain the most when the learning is led by them, and they are able to engage with their interests. Listen to your tamaiti – they know what’s best.

Embrace the fun

Creativity can be messy, and exciting, or relaxed, and quiet. It’s all about embracing the different opportunities, and the fun that comes with them.