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First day of Kindy

It's my fisrt time at Kindy, I found it very different to childcare centers
90 children's name to remember!! plus the parents, how i hope they have name badges....

it has more free play and every kindy is a bit different becoz it is also comunity based,
the session times are short but full of free play and can focus on education

first 4 yr old session 8:45 - 11:45
lunch time is 11:45 - 12:45
second 3 yr old session 11:45 - ?

a bit far but worth it!

My Philosophy

I believe in the importance of providing children with a loving, caring environment where they can interact with other children.

I believe in the importance of providing for different age groups with different equipment and specialised character.

I believe in the importance of understanding and knowing every child’s character and needs.

I believe that different gender should have the same care and opportunities, and I believe in the importance for children to understand this as well.

I believe in the importance of protecting children and their families private information.

I believe in the importance of working with parents; showing mutual respect and being open and honest at all times.

I believe in the importance of respecting and developing a good relationship with others when we are all working in a team.

I believe in the importance of planning based on Te Whariki.

I believe in the importance of having knowledge of different cultures, religions and ethnicities.

I believe that children learn through modeling, so it is important for me to be someone that they can learn positive things from.

I believe in the importance of being a qualified and responsible teacher myself.

維高斯基（Vygotsky）理論

維高斯基(Vygotsky )提出相關的教學策略包括：(1)鷹架 (2)近端發展區以及 (3)交互教學等主要概念。

Vygotsky的思想最近才受到重視。主要是他享年僅37歲，沒有足夠的時間充分整理與發展其觀點。而且他處於蘇聯歷經革命、內戰、第一次世界大戰等基本生活物質缺乏的環境，使其著作無法發展及傳播。再加上他的作品被史達林政權禁了二十年之久。1953年史達林死後才被解除，他的作品開始在蘇俄傳播開來。
　　可是將Vygotsky的文章譯成英文，傳播到美國，卻又因美、蘇兩國冷戰時期，學術交流受到影響。再加上當時Piaget和行為學派為主之發展心理學及教育心理學對他的理論並不感到興趣，這些總總因素造成他的作品最近才受到重視。　從Vygotsky的認知發展的觀點來看，其在教學上的應用有二個方向：
一是教學的最佳效果，發生在「近端發展區」，傳統的教學強調教學要配合學生的實際能力，進行符合學生認知能力的教學，卻不強調依學生潛能發展的教學設計。因此，他主張將學生置於「接近全知而又不能知」的近端發展區域中，在教師協助下，學習新的知識，啟發新的思考，也就是說學生在教師「助一臂之力」的情況下，其潛在的能力得以充分展現，因此教學最理想的效果，是在近端發展區能得到最充分的發展。 其二是適時輔導學生的重要性：雖然在「近端發展區」能產生最佳的學習效果，但是教師能否適時提供必要的協助，是教學成敗的關鍵。因為如果將學生置於「近端發展區」，讓他獨自學習，如果他在學習歷程中，面臨困難，卻無法獲得有效的協助時，可能反而使學生受到挫折，而退縮不前。因此，適時地提供有效的學習輔導，才能使學生的潛能獲得最佳的表現。

鷹架意指學習者內在心理能力的成長，有賴於成人的協助。而這種協助，應該建立在學習者當時的認知組織特質上。就是說，當學習者停留在某一認知層次時，如果成人能有系統的引導或給予關鍵性的指導，則學習者較易超越原來的認知層次。

鷹架和教育的最主要目的，就是將學習者保持在他們的近端發展區活動。這可以兩個方式達成：一是建構學習者的活動和周圍環境；二是針對學習者目前的需要與能力，不斷調整成人介入的程度。

近端發展區是維高斯基(Vygotsky )認知發展中最重要的概念，他認為個體獨立解決問題的實際發展層次，與他如果透過成人的輔助或與更有經驗者互動之下的潛在發展層次，兩者之間存有一段距離。亦即，學習者的認知發展潛能，如果只靠自己努力，只能有限的發展，但是如果得到較有知識者，像同儕、家教或老師的指導，則能達到超越性的發展。

此外，由於維高斯基(Vygotsky )認為教育的功能，可以透過特殊的社會語言來提昇學生心智的發展，因此，在學校情境中師生間和學生間的對話相當重要，交互教學即是根據他的觀點，所發展出來的社會教學模式。

在交互教學的情境中，以小組方式進行，成員之間運用預測、發問、概述和澄清等四種學習策略進行互動。可以像合作學習的小組成員任務指派一樣，由小組中不同成員擔任不同學習策略的任務。教師運用這種交互教學法，可以示範各個不同的角色，幫助學生透過這種增進學習者相互發展、對話、教導和鷹架的歷程，而促進學習者對所學內容的確實理解及後設認知運用，而提升學習的成效。

Physical play

http://www.babycentre.co.uk/toddler/penelopeleach/playphysical/#2
http://www.movingandlearning.com/

Freud

http://en.wikipedia.org/wiki/Sigmund_Freud

According to Freud, play allows children to feel in control of a situation. For example, the child with the new sibling is probably not allowed to hurt the baby; however, he can hit, throw or kick his doll and this allows him to feel in control. Freud maintains that children need to feel they have some control, since it helps them to deal with reality (Kraus, 38).
http://www.cfc-efc.ca/docs/cccf/00003_en.htm

Noho marae 2007

Tēnā tātou...The marae is Ngā Hau e Whā, 250 Pages Road, ph 388 7685.

Cars are to be parked in front of the marae. Please leave your bags in the car until staff have advised otherwise.

Dates for year groups:

All Year 2: Pōwhiri Monday 11th June 9-00am. Depart Tuesday 12th approximately 10-30am.

All Year 3: Pōwhiri Tuesday 12th June 9-00am. Depart Thursday 14th approximately 10-30am.

All Year 1: Pōwhiri Thursday 14th June 9-00am. Depart Thursday 14th approximately 3-30pm.

What to bring:

Year 2 and 3

Long stick (your te reo Māori tutor will instruct you on this)

Sleeping bag/blankets/hot water bottles...

Warm clothing

Slippers/thick socks

All toiletries (soap, flannels, towels...)

Koha

Poi, 2 small rākau, 4 blades of harakeke (flax), plastic bag to take home remains

Māori dictionary

Your mihi

Year 1

Koha

Mihi

4 blades of harakeke, poi, short rākau

If you have any medical or additional needs while on noho marae, please notify Di or Hūhana in writing.

Any queries please ring Hūhana 345 44121, Di 345 8806 or/and your PPL.

Mā te wā, Di

E tū Kahikatea

E tū kahikatea

Hei whakapae ururoa

Awhi mai, awhi atu

Tātou tātou e

TRANSLATION

Stand tall, Kahikatea

as shelter for the next generations

embrace this way and that

all of us together...