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Monday 7am - 4:30pm Tuesday 7am - 4:30pm Wednesday 7am - 4:30pm Thursday 7am - 4:30pm

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Joanne's Family Day Care Glenvale, Glenvale, Toowoomba (2026)

10/09/2026

𝗥 𝗨 𝗢𝗞? 𝗗𝗮𝘆 - 𝗧𝗵𝘂𝗿𝘀𝗱𝗮𝘆, 𝟭𝟬𝘁𝗵 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿 𝟮𝟬𝟮𝟲

Today is R U OK Day. A day of recognising the inner feelings and emotions of oneself and others is an important component of emotional intelligence.
Everyone has a story, struggles, dramas or issues we may not know about, it's not our place to judge others, but to be the positive in their lives, whether we know this person or not.
Be the positive in the world, don't contribute to the negative, and together we can build a better more compassionate, more loving, more caring world.

Today we engaged in feelings and emotions activities and discussions to enhance children's emotional development, to help them understand the difference between appropriate and inappropriate interactions, teach ways to express emotions, and help children to recognise, read and respond to the feelings of others.
Identifying and labelling your feelings and those of others is a valuable life skill that takes lots of practice. Including social-emotional activities in the classroom can not only be a fun and engaging experience for your early learners, but it also presents the opportunity to start important conversations that lead to a more profound understanding.

🙂😐😒 "𝗧𝗵𝗲 𝗪𝗮𝘆 𝗜 𝗙𝗲𝗲𝗹" 𝗯𝘆 𝗝𝗮𝗻𝗮𝗻 𝗖𝗮𝗶𝗻 𝘀𝘁𝗼𝗿𝘆 𝘁𝗶𝗺𝗲:-
A story that helps children connect their feelings to their body and behaviours; happy, sad, silly, scared, angry, jealous, excited, lonely, disappointed, frustrated, etc. Being able to name a feeling is the first step to managing it.
With expressive illustrations — clenched fists when angry, droopy shoulders when disappointed, bouncing when excited helps children recognise how feelings can show up in their face, body, and actions, both in themselves and in others.
By experiencing others emotions, builds empathy and perspectives taking, as children start to understand other people have feelings too, and learn through actions, body language and expressions how they might be feeling.
Feelings books are fantastic for early years where self-regulation is important — once children can identify it, they can start learning coping strategies.

😍☺️🙃"𝗧𝗵𝗲 𝗙𝗲𝗲𝗹𝗶𝗻𝗴𝘀 𝗦𝗲𝗿𝗶𝗲𝘀" 𝗯𝘆 𝗧𝗿𝗮𝗰𝗲 𝗠𝗼𝗿𝗼𝗻𝗲𝘆
The feelings series is designed to help children better understand their feelings and how to identify, manage and express those feelings in an appropriate and acceptable ways - both to themselves and to others.
These books provide an invaluable tool to help build confidence, self-esteem and contribute to a healthy emotional foundation upon which children can thrive.

😊🤨🤔 𝗥 𝗨 𝗢𝗞? 𝗔𝗳𝗳𝗶𝗿𝗺𝗮𝘁𝗶𝗼𝗻 𝘀𝘁𝗶𝗰𝗸𝗲𝗿 𝗔𝗿𝘁:-
For children, R U OK? Day isn't about having deep counselling conversations. It's about learning three important skills: how to notice feelings (ourselves and others), how to be kind, and how to ask for help.
Todays sticker art teaches the language of checking in. Children learn to use positive, supportive phrases like "You matter", "You are brave", "It's okay to feel sad", "Everything will be ok", "You are not alone", "believe in you".
A low-pressure way to start a conversation about feelings that builds emotional literacy and self-esteem. When children and educators discuss affirmations like "I am kind", "I can ask for help", "My feelings are okay", they are practicing positive self-talk. That's the inner side of R U OK? - learning to check in with yourself too.

😊😛🤔 𝙁𝙚𝙚𝙡𝙞𝙣𝙜𝙨 𝙄𝙙𝙚𝙣𝙩𝙞𝙛𝙞𝙘𝙖𝙩𝙞𝙤𝙣 𝙪𝙨𝙞𝙣𝙜 𝙈𝙞𝙧𝙧𝙤𝙧𝙨:-
Extending our story time into mirrors and emotion cards.
Mimicking emotions in a mirror is a really powerful learning tool — it's where emotional, social, and brain development all overlap.
Children build self-awareness, learning: I have a face, I control it, and it shows what I feel inside.
Visuals help children connect the word - to the feeling - to the physical signal.
Children learn about self-regulation. "I can be angry and then I can calm my face and body down" learning by visualising their own facial expressions.

EYLF LO1 V2.0 Children have a strong sense of identity.
: Children develop their emerging autonomy, inter-dependence, resilience and agency when they initiate exploration and independent learning and show interest and curiosity through observing.
Educators promote this learning for all children when they promote children’s sense of belonging, connectedness and wellbeing and provide opportunities for children to engage independently with tasks and play.
: Children learn to interact in relation to others with care, empathy and respect when they engage in and contribute to shared play experiences and express a wide range of emotions and recognise and name a range of feelings in themselves and others.

NQS 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.
NQS 5.1 Respectful and equitable relationships are maintained with each child.
NQS 6.2.3 The service builds relationships and engages with its community.

PRACTICES
• Secure, respectful and reciprocal relationships
• Respect for diversity
• Responsiveness to children
• Play-based learning and intentionality
• Learning environments

09/09/2026

𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗧𝗲𝗱𝗱𝘆 𝗕𝗲𝗮𝗿 𝗗𝗮𝘆 - 𝟵𝘁𝗵 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿, 𝟮𝟬𝟮𝟲 (The Everywhere Bear)

On September 9th, National Teddy Bear Day honors the history of one of childhood's favorite toys. We have all had a special cuddly teddy as a child. Some of us still have our teddy bear from our childhood. No matter what kind of teddy bear you had, the day is a perfect time to celebrate your childhood friend!

🧸"The Everywhere Bear" By: Julia Donaldson story time:-
The Everywhere Bear has a wonderful time with his friends; the children in Class One, but one day he gets more than he bargained for when he falls unnoticed from a backpack and embarks on his own big adventure! He's washed down a drain and whooshed out to sea, rescued by a fishing boat, loaded onto a lorry, carried off by a seagull . . . how will he ever make it back to class?
Through the everywhere bear, children explored concepts of belonging, shared responsibility and empathy.
Such a beautiful story about belonging, identity, resilience, empathy, care, responsibility and inclusion.

🧸"Our" Everywhere Bear:-
Extending with our story time, today we chose a Teddy to join us on todays adventures.
Where did it go? What did it do?

EYLF LO4 V2 Children are confident and involved learners:
: Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity when they express wonder and interest in their environments, are curious and enthusiastic participants in their learning and participate in a variety of rich and meaningful inquiry-based experiences.

NQS 1.1 The educational program enhances each child’s learning and development.
NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.
NQS 6.2.3 The service builds relationships and engages with its community.

PRACTICES
• Play-based learning and intentionality
• Learning environments

09/09/2026

𝗛𝗮𝘃𝗶𝗻𝗴 𝗮 𝗳𝗹𝗶𝗽𝗽𝗶𝗻 𝘁𝗶𝗺𝗲! 😜

AH was playing in the kitchen when he decides to flip the egg. After a few attempts, he masters it.

"Daddy flips the egg at home" he advised.

This simple movement allows AH to develop fine motor and body control. He requires wrist rotation to flip, grasp and balance. AH was observed using two hands to hold the frying pan.
AH is developing imagination and symbolic thinking through play. When AH says "Daddy flips the egg at home," that flip is now connection; linking home life into play life, building a sense of identity: "I am part of my family, I do what my family does".

EYLF LO4 V2.0 Children are confident and involved learners:
: Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity when they express wonder and interest in their environments, are curious and enthusiastic participants in their learning, use play to investigate, experiment, imagine and explore, initiate and contribute to play experiences.

EYLF LO5 V2.0 Children are effective communicators:
: Children interact verbally and non-verbally with others for a range of purposes when they respond verbally and non-verbally, clarify and challenge thinking and share new understandings.

NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.
NQS 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

PRACTICES
• Play-based learning and intentionality
• Learning environments

09/09/2026

𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗧𝗲𝗱𝗱𝘆 𝗕𝗲𝗮𝗿 𝗗𝗮𝘆 - 𝟵𝘁𝗵 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿, 𝟮𝟬𝟮𝟲 (Scribble Art)

On September 9th, National Teddy Bear Day honors the history of one of childhood's favorite toys. We have all had a special cuddly teddy as a child. Some of us still have our teddy bear from our childhood. No matter what kind of teddy bear you had, the day is a perfect time to celebrate your childhood friend!

Today, we connected with Teddy Bear Day with story time and Teddy Bear activities.

🧸 "It's Not Scribble to Me" by Kate Ritchie story time:-
A warm and hilarious story about a cheeky little bear who's bursting with creativity.
A book that defends scribble art.
Little Bear has so many wonderful, wild ideas that paper isn't enough - she draws everywhere! Little bear convinces her family it's not scribble to her, it's her stories and ideas.

Through this story, children learn validation of their art: 'My marks have meaning and I am an artist', confidence to keep creating and symbolic representation.

🧸Teddy Bear 'Scribble' Art:-
Linking with our story time with art.
From random scribble to intentional representation. Children learn through symbolic and abstract thinking as their 'scribble' now represents a teddy bear.

EYLF LO4 V2.0 Children are confident and involved learners:
Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity when they express wonder and interest in their environments, are curious and enthusiastic participants in their learning.

EYLF LO5 V2.0 Children are effective communicators:
Children begin to understand how symbols and pattern systems work when they explore visual representations, beginning to sort, categorise, order and compare attributes of objects, identifying and naming colours.

NQS 1.1 The educational program enhances each child’s learning and development.
NQS 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
NQS 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

PRINCIPLES
• Equity, inclusion and high expectations

PRACTICES
• Equity, inclusion and high expectations
• Holistic, integrated and interconnected approaches
• Play-based learning and intentionality
• Learning environments
• Assessment and evaluation for learning, development and wellbeing

09/09/2026

𝗦𝘁𝗼𝗿𝘆 𝘁𝗶𝗺𝗲 𝘄𝗶𝘁𝗵 𝗠𝗶𝘀𝘀 𝗩𝗶𝘃

Today our Coordinator Viv came for a visit. AH got to choose the book today. He chose 'Never Touch the Aussie Animals' by Rosie Greening.

An exciting textured book that allows children to practice counting and counting down with an Australian animal theme.

Group story time is a fantastic opportunity for children to learn self-regulation and impulse control:
- Learning to stop their body even when they want to move
- Waiting, not calling out, holding a thought until it's their turn
- Taking turns, following group rules, and respecting the reader

Story time allows children to gain attention and listening skills, ready for school.
The learning is strongest when the adult keeps it interactive - pauses - repeats words, asks questions — rather than expecting total stillness and silence at a young age.

Viv has a remarkable memory of remembering which child was more geared toward last visit, allowing a different child to delegate the book/activity for the day. This allows all children to have their turn and promotes inclusion and acceptance.
(Last visit was making musical shakers for CB's interest.)

https://www.facebook.com/share/p/1TDkh7dUvX/

This concept demonstrates "everyone belongs".
Acceptance isn't just being in the moment. It's remembering next time. You are teaching children that real inclusion means: - We keep people in mind, - We think ahead for them - We prepare out next visit.

EYLF LO2 V2.0 Children are connected with and contribute to their world:
:Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens when they demonstrate a sense of belonging and comfort in their environments.
Educators promote this learning for all children when they:
• promote a sense of community within the early childhood setting
• build connections between the early childhood setting and the local community.

NQS 5.1.3 Each child is supported to feel secure, confident and included.
NQS 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
NQS 6.2.3 The service builds relationships and engages with its community.

PRINCIPLES
• Secure, respectful and reciprocal relationships
• Partnerships
• Equity, inclusion and high expectations
• Collaborative leadership and teamwork

PRACTICES
• Secure, respectful and reciprocal relationships
• Respect for diversity
• Equity, inclusion and high expectations
• Collaborative leadership and teamwork
• Responsiveness to children
• Learning environments

08/09/2026

"𝗬𝗼𝘂 𝗴𝗼𝘁𝘁𝗮 𝘀𝗵𝗮𝗸𝗲 𝗶𝘁 𝗝𝗼𝗝𝗼!"

MT was engaged in hula hoop play today when he stated "You gotta shake it JoJo!".

Not sure if he was talking about the hoop, or the pose!?!?!

😆😆😆

EYLF LO4 V2.0 Children are confident and involved learners:
Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity when they express wonder and interest in their environments, are curious and enthusiastic participants in their learning and use movement to play and explore.

NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

PRACTICES
• Play-based learning and intentionality
• Learning environment

08/09/2026

𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗔𝗻𝘁𝘀 𝗼𝗻 𝗮 𝗟𝗼𝗴 𝗗𝗮𝘆 - 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿 𝟴, 𝟮𝟬𝟮𝟲

Celebrating the classic celery, peanut butter, and raisin snack!
This snacky food holiday recognises this iconic and healthy food snack enjoyed by millions of people around the world since the 1950s!

𝑪𝒍𝒂𝒔𝒔𝒊𝒄 𝑹𝒆𝒄𝒊𝒑𝒆:-

𝑻𝒉𝒆 𝑳𝒐𝒈: 𝑪𝒆𝒍𝒆𝒓𝒚 𝒔𝒕𝒊𝒄𝒌𝒔.

𝑻𝒉𝒆 𝑺𝒑𝒓𝒆𝒂𝒅: 𝑷𝒆𝒂𝒏𝒖𝒕 𝒃𝒖𝒕𝒕𝒆𝒓 (𝒐𝒓 𝒄𝒓𝒆𝒂𝒎 𝒄𝒉𝒆𝒆𝒔𝒆, 𝒓𝒊𝒄𝒐𝒕𝒕𝒂, 𝒐𝒓 𝒉𝒖𝒎𝒎𝒖𝒔).

𝑻𝒉𝒆 𝑨𝒏𝒕𝒔: 𝑹𝒂𝒊𝒔𝒊𝒏𝒔/𝑺𝒂𝒍𝒕𝒂𝒏𝒂𝒔 (𝒐𝒓 𝒄𝒖𝒓𝒓𝒂𝒏𝒕𝒔, 𝒅𝒓𝒊𝒆𝒅 𝒄𝒓𝒂𝒏𝒃𝒆𝒓𝒓𝒊𝒆𝒔, 𝒐𝒓 𝒄𝒉𝒐𝒄𝒐𝒍𝒂𝒕𝒆 𝒄𝒉𝒊𝒑𝒔).

Nutritional Benefits:-
▪️Celery is low in calories. But that's not all! In the crunch of celery, you'll find fiber, folate, potassium, and vitamin K. Two stalks of celery contain only 15 calories!
▪️Raisins are high in vitamin C, selenium, and zinc. They're also low in sodium and are a good source of potassium, making them great for blood pressure. Another healthy benefit of raisins includes iron, copper, and magnesium.
▪️Peanut butter, is an excellent source of protein. Along with that, peanut butter offers a boost of healthy fats, too.

Learning about healthy lifestyles, including nutrition is integral to wellbeing and self-confidence. Good nutrition is essential to healthy living and enables children to be active participants in learning. Early childhood settings provide many opportunities for children to experience a range of healthy foods and to learn about food choices from educators.

EYLF LO3 V2.0 Children have a strong sense of wellbeing:
: Children are aware of and develop strategies to support their own mental and physical health and personal safety when they show awareness of healthy lifestyles and good nutrition.
Educators promote this learning for all children when they engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition.

NQS 2.1.3 Healthy eating and physical activity are promoted and appropriate for each child.
NQS 6.2.3 The service builds relationships and engages with its community.

PRACTICES
• Responsiveness to children
• Play-based learning and intentionality
• Learning environments

08/09/2026

𝗜𝗻𝘁𝗲𝗿𝗻𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗟𝗶𝘁𝗲𝗿𝗮𝗰𝘆 𝗗𝗮𝘆 - 𝟴𝘁𝗵 𝗼𝗳 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿, 𝟮𝟬𝟮𝟲

International Literacy Day is an annual event that celebrates literacy and the importance of reading and writing. International Literacy Day was started in 1966 by UNESCO as a way to promote youth literacy and global understanding through reading. The day also recognises the need for adults to continue learning throughout their lives. It has been observed every year to motivate individuals around the world to read more, improve literacy skills, provide educational opportunities for children.
This year, International Literacy Day marks its 60th anniversary.

Literacy capabilities are important aspects of communication and are vital for successful learning across the curriculum. Being literate is the capacity, confidence and disposition to use language in all its forms through written, oral, visual and auditory.

𝗗𝗿𝗶𝘃𝗶𝗻𝗴/𝗥𝗼𝗮𝗱 𝗧𝗵𝗲𝗺𝗲𝗱 𝗟𝗶𝘁𝗲𝗿𝗮𝗰𝘆:-
Today we incorprated childrens car interest with opportunities to “drive” cars around the road, practicing letter formation and letter identification.
▪️ Extending children's interests
▪️ Reaching learning goals through play
▪️ Literacy enriched environment
▪️ Letter building and understanding
▪️ Repetititive learning of letters
▪️ Learning through play
▪️ Curiosity, Discovery, Observation and Questioning

𝙈𝙖𝙩𝙘𝙝𝙞𝙣𝙜 𝙇𝙚𝙩𝙩𝙚𝙧𝙨:-
Incorprating our foam letters into a giant puzzle. Children engaged in upper case letters through naming and matching.
▪️ Providing challenge
▪️ Persistence and determination
▪️ Fine motor development
▪️ Hand eye coordination
▪️ Improve visual perceptual skills
▪️ Sense of achievement
▪️ Pattern, sequence, symmetrical image

𝗥𝗲𝘃𝗶𝘀𝗶𝗻𝗴 𝗟𝗲𝘁𝘁𝗲𝗿𝘀 𝗙𝗶𝗻𝗲 𝗠𝗼𝘁𝗼𝗿:-
Children were engaged and curious learners as we revised the alphabet through play, adding in counters to enhance fine motor and encourage play.
▪️Alphabet recognition: Identifying and naming letters.
▪️Letter-sound association: Connecting letters to their corresponding sounds.
▪️Phonological awareness: Understanding the relationship between sounds and words.
▪️Fine motor skills: Developing hand-eye coordination and dexterity.
▪️Vocabulary development: Learning new words and their meanings.

EYLF LO5 V2.0 Children are effective communicators:
: Children engage with a range of texts and gain meaning from these texts when they listen and respond to sounds and patterns in speech, begin to understand key literacy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured.
Educators promote this learning for all children when they provide a literacy-enriched environment, engage children in play with words and sounds, join in children’s play and engage children in conversations about the meanings of images and print

NQS1.2 Educators facilitate and extend each child’s learning and development.
NQS 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

PRINCIPLES
• Secure, respectful and reciprocal relationships
• Partnerships
• Equity, inclusion and high expectations

PRACTICES
• Secure, respectful and reciprocal relationships
• Partnerships
• Equity, inclusion and high expectations
• Responsiveness to children
• Play-based learning and intentionality
• Learning environments
• Assessment and evaluation for learning, development and wellbeing

07/09/2026

𝗡𝗮𝘁𝗶𝗼𝗻𝗮𝗹 𝗙𝗲𝗲𝗹 𝘁𝗵𝗲 𝗟𝗼𝘃𝗲 𝗗𝗮𝘆 — 𝗦𝗲𝗽𝘁𝗲𝗺𝗯𝗲𝗿 𝟳, 𝟮𝟬𝟮𝟲 🩷

National Feel the Love Day arrives every September 7, inviting everyone to celebrate the diverse forms of love in their lives. Whether it’s for family, friends, pets, or a romantic partner, this day is a powerful reminder to express gratitude and strengthen connections. Take time to reach out, share a kind word, and make someone feel truly cherished.
Love’s positive impact on our physical and emotional well-being. Love or the feeling of comfort can help alleviate our self-esteem, make us feel safe, and do wonders for our physical health. The feeling of love is known to keep our hearts healthy, boost our immune system, and even regulate blood pressure!

𝘽𝙤𝙤𝙠𝙨 𝙖𝙗𝙤𝙪𝙩 𝙡𝙤𝙫𝙚:-
Opportunifies to build social and emotional wellbeing as we learn "What love is and what it looks like".Love is sharing, cuddles, helping, kind words, being a friend.
Children build on emotional literacy as they name feelings, build a storng sense of identity and an understanding of their world.
Books about love help children realise their self-worth, how they show love in their culture / family and different ways - words, actions, connection.

𝗛𝗲𝗮𝗿𝘁 𝗖𝗼𝗹𝗼𝘂𝗿 𝗠𝗮𝘁𝗰𝗵𝗶𝗻𝗴:-
▪️ Colour recognition, naming and matching
▪️ Developing hand eye coordination, fine motor, pincer grip
▪️ Sense of achievement
▪️ Reaching learning goals through play
▪️ Encouraging problem solving, perseverance and creative thinking
▪️ Developing language
▪️ Facilitate and enhance children's development

𝗛𝗲𝗮𝗿𝘁 𝘄𝗮𝘁𝗲𝗿 𝗰𝗼𝗹𝗼𝘂𝗿 𝗯𝗹𝗲𝗻𝗱𝗶𝗻𝗴:
"𝑶𝒏𝒆 𝒇𝒐𝒓 𝒚𝒐𝒖, 𝒐𝒏𝒆 𝒇𝒐𝒓 𝒎𝒆, 𝒐𝒏𝒆 𝒇𝒐𝒓 𝒎𝒚 𝒇𝒓𝒊𝒆𝒏𝒅𝒔 𝒂𝒏𝒅 𝒇𝒂𝒎𝒊𝒍𝒚"
Combining science and art in a magical experience where children learn colour creating, mixing and blending.
Colour mixing encourages children to think critically about the possibilities. Colour mixing encourages children use scientific thinking to predict and experiment with cause and effect. Through hands on experimentation children explore through mixing colours to produce secondary colours. Beginning with only red, yellow and blue, children were able to create purple, orange and green.
▪️ Opportunities for creative expression
▪️ Colour recognition
▪️ Learn through colour blending, making secondary colours
▪️ Learning through cause and effect
▪️ Developing language through interactions and questioning
▪️ Engaged, focused, observant
▪️ Creativity and self expression through painting
▪️ S.T.E.M : Science
▪️ Sensory explorations
▪️ Enhance children's fine motor and hand eye coordination

EYLF LO4 V2.0 Children are confident and involved learners:
Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity when they express wonder and interest in their environments, are curious and enthusiastic participants in their learning.

EYLF LO5 V2.0 Children are effective communicators:
Children begin to understand how symbols and pattern systems work when they explore visual representations, beginning to sort, categorise, order and compare attributes of objects, identifying and naming colours and shapes.
Children express ideas and make meaning using a range of media when they use materials to create art works, express ideas and make meaning and explore a range of materials and their properties.

NQS1.2 Educators facilitate and extend each child’s learning and development.
NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.
NQS 6.2.3 The service builds relationships and engages with its community.

PRINCIPLES
• Equity, inclusion and high expectations

PRACTICES
• Equity, inclusion and high expectations
• Learning environments
• Play-based learning and intentionality
• Learning environments
• Assessment and evaluation for learning, development and wellbeing

07/09/2026

𝐂𝐨𝐥𝐨𝐮𝐫 𝐒𝐨𝐫𝐭 𝐒𝐞𝐧𝐬𝐨𝐫𝐲 𝐓𝐨𝐲

Today, IBs interest guided her to the colour sorting sensory toy. She was heard naming and sorting the colours correctly. IB didn't just stop at one, once completed she gathered the 2nd one!

IB is developing fine motor strength, finger isolation and hand-eye coordination as she pushes the rubber balls with controlled pressure.
She is demonstrating early mathematical thinking through colour recognition and matching.
IB showed concentration, persistence and pride in completing the task, supporting her self-regulation and sense of achievement.
By seeking a second demonstrates planning, memory and persistence - extending her own learning.
IB was seen correcting her mistake (taking the blue out of the purple pocket). That little moment - noticing the blue in purple and fixing it herself is a big milestone in self-correction. She made an attempt, noticed an error, and fixed it. Her doing this shows emerging self-monitoring and evaluation of her work.

EYLF LO4 V2.0 Children are confident and involved learners:
Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating as they explore their environment manipulating objects and experiment through play.

EYLF LO5 V2.0 Children are effective communicators:
Children begin to understand how symbols and pattern systems work when they explore visual representations, beginning to sort, categorise, order and compare attributes of objects, identifying and naming colours.

NQS 1.1 The educational program enhances each child’s learning and development.
NQS 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
NQS 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

PRINCIPLES
• Equity, inclusion and high expectations

PRACTICES
• Equity, inclusion and high expectations
• Play-based learning and intentionality
• Learning environments

Joanne's Family Day Care Glenvale

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