﻿<?xml version="1.0" encoding="utf-8"?><Search><pages Count="28"><page Index="1"><![CDATA[1-3 Redhaven Rise, Ashburton
                                     03 307 2088
                           admin@steppingstones.net.nz
                              Open 7.30am – 6.00pm

                           Pebbles 022 681 6602

                                         Welcome to



                                                    The
                                               Pebbles


                                                 Room














                                               Whānau settling in book.

                                                   All you need to know.]]></page><page Index="2"><![CDATA[All you need to know and more as you settle in.

       We are pleased to welcome you to Stepping Stones @
             Braebrook as part of our parent community.

     By now you have chosen us as your centre to care for your child and you
     should have had your first few visits arranged and be getting to know the
     teaching team.  We are hoping this handbook will help you and your child
     to  find  your  place  here  and  answer  some  of  your  questions  along  with
     sharing an outline of the key points of our philosophy and programme here
     at Stepping Stones @ Braebrook.

     Should  you  have  any  other  queries  or  have  questions  around  areas  not
     covered by this handbook please do not hesitate to ask any of the teaching
     team,  Makayla  or  Charlene.    You  will  find  more  information  regarding
     policies etc on our website www.steppingstones.net.nz]]></page><page Index="3"><![CDATA[Visits & Key Teachers


     Starting preschool can be an exciting time, but it can take time for your
     child  to  get  used  to  their  new  environment  and  the  kaiako  (teachers).
     Settling in can look different for each family and we ask families to do a
     minimum of three prearranged visits into the room.  These first visits we
     ask  you  to  stay  with  your  child  and  interact  with  them  within  the
     environment along with talking to your child’s key teacher.  We will then
     ask you to leave the room for a period of time (the amount of time depends
     on how you and your child are feeling).  These visits are free of charge.  The
     next stage, depending on your booking times, we will arrange for your child
     to  do  some  shorter  sessions  working  towards  full  days/weeks.    This  will
     allow your child to become familiar with the rhythms and rituals here in
     the  Pebbles  room.    Some  children  settle  in  within  a  week  or  two  where
     other children may take several weeks.  We will work closely with you to
     make this transition into preschool as positive as possible for both you and
     your child.

     During these visits we work closely with you both to build positive, trusting
     relationships.  Please tell us as much information about your child and your
     whānau (family) as this helps us to care for your child.  It can be helpful if
     you write your child’s home routine down, we will then talk to you about
     what this looks like at preschool and create as much continuity as possible.

     We understand that you and/or your child may find it hard leaving each
     other.  Our wonderful team do everything we can to make this time as easy
     as possible.  We do use key teachers to support this process.  We work on
     building relationships during the visiting period.  A key teacher’s role is to
     help  your  child  to  settle  and  support  them  through  their  rhythms  and
     rituals of the day, allowing your child to get to know a small  number of
     staff at a time.  We all interact with the children and take part in their
     days,  particularly  as  they  are  becoming  more  settled.    This  process  also
     ensures you as a parent has someone who understands your aspirations for
     your  child  and  can  support  a  strong  connection  with  home.    Your  key
     teacher  will  also  discuss  your  child’s  individual  planning  and  assessment
     with you and is a point of reference for you as a parent.  Your child needs
     to feel safe and secure with us and needs to form a relationship as well.

     Their  relationship  with  us  is  built  through  the  relationships  we  form  as
     adults.    This  period  can  sometimes  take  a  couple  of  weeks,  sometimes
     longer to settle and feel confident in their new environment.]]></page><page Index="4"><![CDATA[Need to Knows

     Please make sure you sign your child in and out each time they come and
     go from the centre.  If you wish for someone else to collect your child, their
     details need to be in their enrolment folder or if in an emergency, call or
     text the centre with the details.  The register is situated in the foyer and
     children’s names are listed alphabetically.  A clock is available, so please
     use  this  and  record  the  accurate  time  on  arrival  and  departure.    This
     information  is  used  in  the  event  of  an  emergency  and  this  document  is
     required by the Ministry of Education.  Any changes to your child’s session
     times must be discussed with Makayla or Charlene and be signed for.  If you
     are unable to make a visit or a session, please make sure you text or call
     the centre as this will allow for us to plan our day more effectively and
     rearrange visits if needed.

     Each room has a cell phone, this phone is checked throughout the day, if
     you  are  needing  a  direct  answer,  please  call  this  number  or  the  centre
     phone.    The  teachers  will  use  this  number  to  keep  you  updated  on  your
     child’s day, particularly as they settle in, and it will be used as a form of
     communication.]]></page><page Index="5"><![CDATA[Tips & Tricks to Help the Drop Off Process



                   Settling Kaiako
            Some  children  prefer  to  be
            engaged  in  play  when  you
            leave where others prefer to
            have  support  from  a  caring
            adult.    The  teachers  will  be
            available  to  support  you  as
            you say goodbye.                          Plan to Stay a Little Bit
                                                   Particularly    at    the
                                                   beginning.    Together,  the
                                                   two of you can explore the
                                                   classroom,   meet   some
                                                   other  children,  and  play
                                                   with a few toys.  When you
                                                   see  that  your  child  is
                                                   comfortable,  it  is  time  to
                                                   leave.



               Transitional Objects
             Children are welcome to
             bring their own (named)
             cuddly, blanket, soft toy
             from  home  to  support
             them to settle.  We will
             do our best to take care               Pick Up Times

             of    these     special         Pick  up  times  are  just  as
             belongings  but  please         important  as  drop  offs.
             keep  in  mind  they  may
             end  up  with  a  bit  of       Some  children  may  cry
             paint etc on them.              when you return to them, it
                                             is  important  you  keep  the
                                             same     positive    body
                                             language trusting that they
                                             have  had  a  good  day  at
                                             preschool and praising your
                                             child  for  being  away  from
                                             you.]]></page><page Index="6"><![CDATA[Tips & Tricks to Help the Drop Off Process




                           Resist the Rescue
                Please  avoid  coming  back  into  the
                classroom if you hear your child crying.  We
                understand this can be an unsettling time.
                This  is  a  big  change  for  your  child  and
                understandably  they  may  be  sad  and  a
                little scared.  If you go back in it is likely
                to prolong your child’s distress and make it
                harder  for  them  to  adapt  to  this  change.
                Be assured, our teachers have many years

                of experience with helping families through
                this  transition.    Instead,  you  can  wait
                outside the classroom for a few minutes to
                ensure  that  all  is  well  or ask  Makayla  or
                Charlene to check in with us.  We will make
                sure to send you a message to let you know
                how your child is going, please also feel free
                to ring preschool a little later on too.






                                                    Keep Your Tone & Body
             Creating a Special                   Language Positive & Upbeat
              Goodbye Ritual                      Children  pick  up  on  the
           These   rituals   are                  reactions of trusted adults
           comforting   for   a                   in their lives.  Try your best
           child and helps them                   not to look worried or sad,
           understand    what                     once you have said goodbye
           happens next.                          it’s important not to linger

                                                  too  long.    Say  a  quick,
                                                  happy goodbye and reassure
                                                  your child they will have a
                                                  good day.]]></page><page Index="7"><![CDATA[What to Bring

            A backpack.

            A named lunchbox with enough food options
              for the times your child attends (keeping in
              mind  we  are  a  nut  free  centre),  this  is  to
              ensure the safety of all our tamariki.

            A  named  drink  bottle  –  Please  make  sure
              you check your child’s drink bottle regularly
              for mould.

            Please  ensure  your  child  is  adequately
              dressed.  In term 1 & 4 a t-shirt a sunhat is
              compulsory.  Make sure you apply sunscreen
              before preschool during this period.  We will
              re-apply  sunscreen after  lunch  and  3pm  in
              the  afternoon.    We  endeavour  to  use  a
              reputable sunscreen but please let us know
              if  your  child  has  an  allergy  to  any
              sunscreens.  You can purchase a bucket hat
              from Charlene.

            In  winter  we  do  enjoy  going  outside  so
                   please  make  sure  you  pack  a  jacket,
                   warm hat and some gumboots, please
                   take them home with you at the end of
                   the  day  as  we  don’t  have  storage  for
                   them.

            We  also  ask  that  you  pack  a  couple  of
              changes of clothes (named clearly).  We do
              enjoy lots of water and messy play.

            Wet bags – these are available for a small
              fee from Charlene.]]></page><page Index="8"><![CDATA[  Nappies – you are able to bring in a pack of
              nappes,  the  kaiako  will  put  a  tag  on  your
              child’s bag when they are getting low.  If you
              would  like  to  use  cloth  nappies,  we  can
              accommodate  this.    Please  make  sure  the
              nappies have liners in them and a wet bag
              for the used nappies.  We also ask that you
              supply  a  small  amount  of  disposables  for
              incidentals.  If you would like to use pull ups
              at  preschool,  please  speak  to  your  child’s
              key teacher.  Wipes are supplied at a $4 fee
              per term.

            Things  your  child  needs  for  sleeping  e.g.
              sleep  sack,  a  special  blanket,  cuddly,
              dummy.  It can really help for your child to
              have  something  from  home  as  they  settle
              into their rhythm here.
            Bottles  and  formula/breast  milk  –  we  will
              talk  to  you  about  what  to  provide  during
              your  visits.    For  breast  milk  we  have  the
              correct  procedures  in  place  for  using  your
              liquid gold.



     * Handy tip – you can get name labels for your child’s belongings or simply
     use a special pen or label maker.  Teachers will try their best to remember
     whose pants are who’s but labelling clothing just ensures your belongings
     come back to you. www.stuck.onyou.nz seem to stick well.]]></page><page Index="9"><![CDATA[Lunch Box Ideas


     We understand that it can sometimes be a challenge to come up with some
     lunch box ideas so we thought we would kick start you with some ideas.
     We  do  have  access  to  a  microwave  and  fridge.    When  you  arrive  in  the
     morning, we ask that you unpack your child’s bag by putting their drink
     bottle and lunch box on the shelf, followed by any hot and cold food they
     have in the labelled grey trays on the top shelf.  We provide spoons, forks,
     cutlery etc for eating.





















     Please keep in mind what food choices are appropriate for your child’s age
     and stage, children’s ability to eat foods changes a lot from four months to
     two years of age and is individual to each child.  We are happy to support
     you with your food choices and provide you with ideas.  There are also many
     ideas when you search bento boxes or use Pinterest.

     Grapes and sausages need to be cut long ways and only “Little Bellies” soft
     popcorn is recommended to help avoid any choking incidents.  We are nut
     free centre wide and egg free in the Pebbles room.]]></page><page Index="10"><![CDATA[Your Child’s Health


     Your child’s health is one of our top priorities here at Stepping Stones.  We
     have great hygiene practices and a sickness policy outlining the procedures
     for different sickness.  If you want to find more information regarding this,
     please ask one of the kaiako or look under policies on our website.

     No one likes to impose a sick child onto anyone, we understand it can be
     hard for working parents who may not spend much time with their children
     before attending preschool.  We ask parents to please keep the perspective
     as  to  how  they  would  feel  if  another  family  brought  a  child  that  had  a
     contagious illness to preschool and exposed their child.  If your child has
     been unwell at home, please keep them at home, remembering to inform
     the centre as soon as possible.  If the illness is contagious, or suspected to
     be contagious, we may place a notice informing whānau of this occurrence.

     If your child has been prescribed antibiotics, they need to remain at home
     for 24 hours after the first dose allowing time for the medicine to start
     working  against  infection  and  giving  your  child  time  to  rest.    When  at
     preschool we will ask you to sign the medicine register allowing us to give
     your child the antibiotics.  The medication needs to have your child’s name,
     dose  and  date  on  it.   If  your  child  is  requiring  paracetamol  for  anything
     more than teething or bruises for more than a 24-hour period, we ask you
     to keep them at home as they could be fighting something off.

     Please  think  about  when  you  are  booking  immunisations,  children  under
     two need to stay away from the centre for a minimum of 24 hours after
     their vaccinations.

     Every  child  suffering  from  any  ongoing  allergy  will  have  an  action  plan
     completed.    This  gives  us  details  of  the  allergy,  symptoms  and  response
     plan.  Here you can give instructions for medicines to be given.

     Any child who is present at the centre that is unwell will be sent home.
     This is recorded in our illness register. Illness that warrants a child being
     sent home or not brought into the centre include the following:

         •   High temperature – 38.0C or higher.
         •   Coloured, consistent discharge from nose or eyes.
         •   Unidentifiable spots or rash.
         •   Constant cough which is not linked to asthma.]]></page><page Index="11"><![CDATA[•   Diarrhoea  and/or  vomiting  (stay  away  for  48  hours  after  last
             episode).
         •   If the child does not seem themselves and are not participating in
             the programme.

     Please keep in mind our kaiako get to know your child well and will do a
     thorough  assessment  along  with  other  members  of  the  teaching  team
     before making a call.  Our best interests are for your child and other children
     in our care.  We all love our jobs and want to have your children here.]]></page><page Index="12"><![CDATA[Pebbles Room Teachers












        Beth – Team Leader              Nicole                  Anna
            Bachelor of              Bachelor of             Bachelor of
             Education                Education               Education











                          Tegan                       Maddy
                        Bachelor of                 In Training
                        Education









                            Kelsie                     Stacey
                         Bachelor of                Experienced
                          Education]]></page><page Index="13"><![CDATA[Pebbles Room Curriculum Inspiration


                                  Rhythms & Rituals
      We believe in the importance of rhythm throughout the day rather than the
      traditional use of routines.  The rhythms and rituals of the day include special
      care moments shared with key teachers.  Rhythms and rituals give children
      a sense of security and wellbeing.  Our day is predictable yet flows, it is not
      set  in  stone  or  inflexible  but  is  able  to  be  moulded  for  the  needs  of  the
      children  and  their  families.    In  the  Pebbles  room  we  are  working  towards
      individual rhythms, interests and children’s needs.  Meal times will vary on a
      day to day basis, allowing children to eat when they are hungry or working
      alongside  parents  to  develop  a  routine  that  suits  their  child  within  the
      preschool environment.
      Throughout the day the room will be set to cater for different age groups and
      interests, allowing the environment to be our third teacher.  We offer a wide
      range of experiences from quite spaces, messy play, climbing both indoors
      and outdoors and many other areas of play.  We will also incorporate music
      and movement through both planned and spontaneous group times.
                  Partnerships                         Participation
      Relationships  are  the  core  of  our   We  ask and  invite the  children  to  be
      philosophy  and  practice.    We  want   active   participants   in   our
      to    develop   strong,   reciprocal   environment,  especially  during  their
      relationships   with   parents   and   special care moments, such as nappy
      children, a partnership that is full of   change, sleeps and eating times.  It is
      trust  and  respect.    We  believe  the   important the children know what is
      foundation    to   building   these   happening  and  they  need  time  and
      relationships  is  through  getting  to   space to be able to respond to each of
      know  each  whānau’s  culture  and   these  moments.    For  these  moments
      understand  their  aspirations  for   to  be  respectful  and  valuable  for
      their child.  We also take the time to   children  we  encourage  participation
      get to know each child’s little cues   from  parents  and  whānau  who  hold
      and  interests  through  sensitive   valuable  knowledge  in  which  we  can
      observation,  slowing  down  and     use to ensure children’s needs are met
      tuning in.                           and develop a sense of well-being that
                                           we can link into our curriculum.
                Communication                            Protection
      Open and honest communication is     Children need to establish an intimate,
      a  vital  part  of  each  day.    We   responsive,  trusting  relationship  to
      communicate both verbally and non    thrive and learn.  We assign a teacher
      verbally with the children as we go   to share all special care moments and
      about our daily rhythms and rituals.   to know your child and family the best
      We  value  the  input  of  open  and   we can.  Your child’s key teacher will
      honest  communication  with  all     share  in  the  joy  of  the  children
      parents  and  within  our  teaching   developing  self  mastery  and  support
      team so we can provide quality care   them    in   their   new    learning
      and education for the children.      environment.]]></page><page Index="14"><![CDATA[Pebbles Room Valued Learning

     Each  classroom  has  their  own  valued  learning.    These  are  the  areas  the
     kaiako  value  here  at  Stepping  Stones.    Teachers  use  both  the  valued
     learning below and the curriculum inspiration to guide their teaching and
     children’s  learning,  observations  of  tamariki  and  their  own  learning  and
     development.    These  both  sit  alongside  our  National  Early  Childhood
     Curriculum  Te  Whāriki,  other  Ministry  of  Education  documents  and  our
     centre philosophy.

              Relationships/Coping with Transitions & Change - Whanaungatana
      Developing strong and trusting relationships with infants and toddlers allows
      them  to  feel  a  sense  of  security  and  belonging.    Infants  and  toddlers
      understand that their needs will be met and that adults care for and value
      their  emotions.    Reciprocal  relationships  between  tamariki,  kaiako  and
      whānau  members  creates  a  safe  environment  for  all  children,  especially
      during  transition  periods.    Infants  and  toddlers  feel  secure  in  their
      environment and feel comfortable to actively explore.  Infants and toddlers
      learn  how  to  predict  and  cope  with  change  in  routine,  rituals  and  regular
      events within their environment.
                            Social Competence/Leadership - Toa
      Infants and toddlers become socially aware of others and start to gain an
      understanding of how to approach and work with their peers through solitary,
      parallel and the beginning of co-operative play.  Infants and toddlers develop
      a range of skills that allow them to initiate and maintain relationships, share,
      take  turns,  problem  solve,  negotitate  and  work  in  groups.    Through
      relationships infants and toddlers develop an understandinbg of others and
      their needs, feelings, risks and boundaries.
             Growing Self Identity/Self Regulation/Cultural Intelligence - Tuakiri
      Infants and toddlers are developing their own  self-identity where they are
      learning who they are and what they are capable of.  Infants and toddlers
      develop a range of appropriate self-help and self-care skills which allow the
      child  to  feel  a  sense  of  growing  independence.    Infants  and  toddlers  are
      learning  what  emotions  they  are  experiencing  and  how  to  regulate  them.
      Infants  and  toddlers  are  growing  confidence  within  themselves  and
      developing  a  sense  of  cultural  identity  where  they  know  their  culture  is
      valued.
                            Physical Development - Aho Matua
      Infants  and  toddlers  develop  gross,  fine  and  manipulative  skills  and  reach
      developmental milestones at their own pace.  Infants and toddlers develop
      control of their bodies and gain confidence within themselves to assess, take
      risks  and  actively  explore.    Developing  spatial  awareness  through  physical
      development allows infants and toddlers to understand personal space and
      how  to  navigate  through  their  surroundings,  where  they  learn  their  own
      abilities and limitations.]]></page><page Index="15"><![CDATA[Exploration/Discovery - Whakatomene
       Infants and toddlers are naturally curious and are given the opportunity
       to  explore  and  create  their  own  working  theories.    These  working
       theories  will  help  infants  and  toddlers  to  make  sense  of  the  natural,
       social,  material,  physical,  spiritual  and  cultural  worlds  around  them.
       Infants and toddlers will develop their senses through active discovery
       and exploration using a wide range of rich, open ended sensory resources.
       Infants  and  toddlers  are  provided  with  opportunities  to  make  links
       between centre, home, our community and the wider world.
                             Communication - Mana Reo
       Infants and toddlers develop communication skills through meaningful
       interactions.  Infants and toddlers learn how to use and understand both
       verbal and non-verbal cues and gestures.  Infants and toddlers are also
       given  the  opportunity  to  experience  symbols  and  stories  from  a  wide
       variety  of  cultures,  including  their  own.    Infants  and  toddlers  are
       encouraged  to  develop  imagination  and  creative  expression  through
       materials, music, movement and other sensory resources.

           Further Information on Planning & Assessment,
           Relationships/Coping with Transitions & Change,
       Learning Journey Expectations & Parents Involvement

     Part of our expectations as teachers is to plan and document your child’s
     learning.  This can look different at each centre.  Here at Stepping Stones,
     we  document  these  journeys  through  wall  displays  and  learning  stories.
     Teachers will talk to you often about your children’s learning at preschool
     and ask you what aspirations you have for your child, what you are wanting
     them  to  learn  while  at  preschool  and  the  things  that  you  are  seeing  at
     home.  Teachers will then plan a learning journey for your child, linking to
     the  above  documentation,  your  aspirations  and  most  of  all  your  child’s
     needs  and  interests.    Teachers  use  this  plan  to  guide  their  days,  to  help
     them  set  up  the  learning  environment  and  use  appropriate  teaching
     strategies.    We  use  Storypark,  an  online  forum  where  stories  will  be
     uploaded, you can then share these stories with other family members and
     friends.  There is also the opportunity to comment and share photos back
     with the teachers.  Your child will have a physical profile book which you
     can  take  home  on  request.    We  really  appreciate  your  comments  and
     feedback on your child’s stories.  It takes teachers a lot of time to plan,
     implement and document your child’s learning and your contribution is]]></page><page Index="16"><![CDATA[vital  to  supporting  your  child’s  learning  opportunities.    Below  are  the
     expectations we have of our teachers for these stories.

     Month One
     A  welcome  story  which  includes  information  about  your  child’s  settling
     visits, what we have been learning about your child and whānau.

     Month Two
     Getting to know you story about how your child has settled in, relationships
     they have developed with kaiako and other children.  What they have shown
     an interest in and any more information from your whānau.

     Month Three
     Notice story – what their interests are at preschool, common threads of
     their  day.    What  they  are  learning/working  on  and  including  their  new
     aspiration.

     Recognise page
     Observation (notice) – a brief outline stating what we have noticed your
     child learning/engaging in at preschool.
     Individual  Learning  Aspiration  (recognise)  –  links  to  Te  Whāriki  strand,
     learning outcomes, valued learning and what they will achieve through this
     aspiration.
     Environment  and  Teaching  Strategies  (respond)  –  stating  how  we  will
     support your child to achieve this aspiration through environment setup
     and teaching strategies.

     Month Four
     Intentional teaching story – responding to the aspiration through the use
     of  experiences/teaching  strategies/spontaneous  moments.    There  will  be
     numerous  intentional  teaching  (respond)  stories  until  your  child  has
     reached their aspiration.

     Revisit stories – this is a wrap up of their aspiration and how your child
     has progressed throughout their journey, really celebrating their learning
     achievements.

     It is so important to us that you are involved in the process and let us know
     what your child is getting up to at home, we love to make the links and]]></page><page Index="17"><![CDATA[find ways we can support you and your child.  Please make sure to approach
     your child’s key teacher about your child’s learning if you are concerned.

     Parents are informed through email, our centre families Facebook page, the
     community  section  on  Storypark  and  also  through  termly  newsletters.
     There may be posters on the classroom door informing you of dress up or
     family days coming up (also shared on other forums).  Sometimes texts and
     calls from room phones may be used as a form of communication.


     Parent participation sends strong positive messages to your child that you
     support them and are part of the childcare environment.  The staff sincerely
     wishes for you and your child to be happy and feel welcomed at our centre.
     Be aware that a three way relationship between parents, caregivers and
     your child exists in this setting.  Communication is a vital ingredient to the
     success of this partnership.  We also enjoy a couple of different gatherings
     or special weeks/events throughout the year.  There may be opportunities
     for you to join your child on some excursions if you are available.  If you or
     one of your family members have a skill which could be shared with our

     tamariki please let us know, e.g. read with the children, play some music,
     make special art, carpentry etc.  If you have any ideas for our curriculum
     walls or internal evaluation (often displayed on the walls in the classrooms
     or reception), your contribution would be widely valued.

     We also have a parent’s library available to parents, this contains books,
     brochures and publications of interest to parents.  If you have a particular
     interest or request, please let us know and we will endeavour to assist in
     finding the information that you require.

     If  you  have  any  queries  or  concerns,  please  approach  team  leaders  or
     Makayla who also has an open door policy.]]></page><page Index="18"><![CDATA[Sign Language


     Sign  language  provides  the  ability  to  communicate  earlier  than  speech.
     Infants from about six months of age can begin to  learn the basic signs,
     which  cover  objects  and  concepts  such  as  “milk”,  “eat”,  “sleep”  and  “all
     done”.  These signs are commonly used to alleviate the communication gap
     and reduce potential frustrations.

     Earlier communication can provide psychological benefits, such as enhanced
     confidence and self esteem.  Babies and children feel better about themselves
     when  they  are  able  to  effectively  communicate  with  the  people  around
     them.  Parents also feel more confident if they are able to meet their child’s
     needs and wants.

     Learning sign language aids in speech development and language skills.  Baby
     sign language helps children develop some of the mental processes that are
     used  when  speaking.    Studies  have  also  shown  that  signing  can  lead  to
     greater vocabularly growth.

     Signing with your baby is a wonderful bonding experience.  While signing, the

     parent  or  teacher  of  the  baby  are  talking,  laughing,  touching  and
     recognising  their  attempts  to  see  the  world  together.    All  of  these
     interactions can help create a special and invaluable bond with the baby.

     Some websites that are helpful when starting to use baby sign.
     firstsigns.co.nz
     kiwisign.nz
     rhymes for sign (phone app)
     nzslbabysign.nz


      Sign language is something we use alongside our rhythm and rituals here
       in the Pebbles room.  We encourage you to give them a go at home.  We
        find the children and kaiako get so much enjoyment out of using sign
                        language as a form of communication.]]></page><page Index="19"><![CDATA[Sign Language



                  Sleep                Book                  Milk












               Thank you                Eat                 More










                  Done                Water]]></page><page Index="20"><![CDATA[Photo Collage]]></page><page Index="21"><![CDATA[Photo Collage]]></page><page Index="22"><![CDATA[Tips for Parents


                                           Help   your   child
           If you need to discuss          become  aware  of
           with  teachers  about           and  care  for  the

           any   concerns   you            world we live in.
           have  we  encourage
           you  to  do  this  away
           from your child.
                                                              Teach self
                                     Try your                 resilience and
                                     best to slow             independence by
                                                              encouraging
                                     down and                 children to do
           Take  an  interest  in    take your                things for
           preschool  and  in  the   time with                themselves eg
           work   your    child      your child.              put their jacket

           brings home.                                       on, put toys
                                                              away, eat
                                                              regularly and
                                                              properly and get
                                        Help your child       plenty of rest.
           Don’t  sneak  away.          attend regularly
           If might be tempting         and on time,
           to quickly leave the         except when ill.
                                        Keeping a
           room but your little
           one  will  feel  more        regular routine

           afraid    if   you           helps children’s        Be honest
                                                                about the way
           suddenly disappear.          learning thrive.        you feel about
                                                                preschool. If
                                                                there is a
                                                                problem or
          Use the pictures in this                              something

          booklet  to  talk  to  your     Your attitude         you don’t like

          child  about  preschool         and  vibes  are       or understand,
          and what to expect.             picked  up  by        please talk
                                                                with the
                                          children, keep        teachers of

                                          these  happy          centre
                                          and positive.         manager.

             Take  your  time  to  get  to
             know your child’s teachers as
             this is a strong foundation to             Read    to

             the  relationship  they  will              your  child
             form with their kaiako.                    every day.]]></page><page Index="23"><![CDATA[Frequently Asked Questions


     Will you follow the same sleep routine I do at home with my child? This is part
     of the discussions that we have during the visits.  We do our best to ensure
     continuity  between  preschool  and  home,  we  will  talk  openly  about  any
     changes that may need to be made.  We have the ratio to be with your child
     if they need to be rocked to sleep or their backs rubbed.  We have a teacher
     in the sleep room to support children where possible otherwise we do five-
     ten minute checks as per Ministry of Education requirements.
     Do you keep a log book or a diary for my child?  We do a diary for under ones
     which keeps records of sleeps, food, nappies and bottle intake.  All sleeps
     and nappies are recorded within the classroom and you can look at these
     when  needed  however  we  pride  ourselves  on  our  communication  with
     parents and teachers will relay this information to you at the end of the
     day.
     Will you let me know if my child is upset?  Yes of course.  During the settling
     period  particularly,  we  won’t  hesitate  to  call  you  if  your  child  has  been
     unsettled.    We  get  to  know  your  child  very  well  and  like  to  have  open,
     honest communication with you.
     What happens if I pick my child up late, is there a late fee?  You need to let
     the centre know either by text or call if you are going to be late picking up
     your child.  There may be a late fee charged if you do not inform us.
     Do you do profile books or online profiles?    Yes, we use Storypark, an online
     learning profile at a fee of $20 per year.  Here you can invite family to read
     your child’s stories and interact within your child’s learning journey.
     Can I bring a cake/muffins etc on my child’s birthday?  You sure can, please
     provide us with the recipe or ingredient list for our records.  We will do a
     special mat time and kai time for your child.  If you would rather not bring
     in  a  cake,  we  can  make  a  playdough  cake.    We  are  aware  some
     cultures/beliefs do not celebrate birthdays and we are more than happy to
     accommodate for you and take your child to another classroom while the
     birthday is celebrated.
     What happens when my child transitions into the next room?  When the time
     comes  you  will  get  another  booklet  that  will  provide  you  with  all  the
     information you will need.  The teachers will be talking with you about this
     time as it gets closer, we will support you and your child just as we are
     doing now.
     What is the ratio in the Pebbles room?  We work between a 1:4 to 1:3 ratio,
     if not better depending on the group and ages of the tamariki.]]></page><page Index="24"><![CDATA[When are meal times?  Kai times depend on the groups and age ranges that
     we have in the room.  We like to follow as closely to children’s different
     routines from home.  Children starting early are welcome to come in and
     have breakfast.  We like to do morning tea together around 9.30am, the
     rest of our meal times are often know as running kai times to work in with
     all the children’s rhythms.
     I’m still breastfeeding, is this supported here?  Yes, for sure.  We have a sofa
     in  the  classroom  you  can  use  if  you  feel  comfortable,  otherwise  a  more
     private space can be arranged.  We will talk to you about the procedures
     we  have  in  place  for  storing  and  heating  breast  milk  along  with  the
     possibilities of you coming in during your child’s session to feed.
     Do you support toilet training?   Yes, when children are beginning to show
     an interest in toilet training, we will offer them the opportunity to use the
     toilet during nappy changes.
     My child’s sibling is in one of the older rooms, will they get to see each other?
     It is so lovely to see the special relationship between siblings.  We have the
     fence  between  the  outdoor  areas  which  is  a  great  place  for  children  to
     interact with siblings.  We also can arrange times for either child to go into
     the other play space.
     Can I pick my child up early?  Yes, you can.  We have an open-door policy.  It
     is helpful if you can call or text us to make sure your child isn’t sleeping or
     out on a walk and so we can prepare their belongings for you.
     Do you take the children on excursions/trips out of the centre?  Children may
     be taken on small walks out of the centre.  Approval for these is to be given
     when completing the enrolment form.  Ratios for these small excursions is
     as follows.  Under two’s 1 adult:2 children, however if within 500m of the
     centre  the  ratio  changes  to  2  adults:3  children.    For  excursions  further
     away, permission slips outlining the trip, transport, adult:child ratio will be
     given to parents to complete prior to the outing.  Children who are unable
     to  attend  the  excursion  will  remain  at  the  centre  with  a  familiar  staff
     member.]]></page><page Index="25"><![CDATA[Outline of Information Shared During Visit

       •   Introduced to all teachers and aware of who your child’s key
           teacher is going to be.
       •   Shown where to put lunchboxes/bags and where to put food.
       •   Shown where to check sleep/nappy records and who to ask.
       •   Aware of where wet clothing will be stored and how you will be
           informed.
       •   Aware of how you will be told your child is low on nappies/formula
           etc.
       •   Discussion about baking with children and appropriate lunchbox
           food – nutrition policy shown, suggestions made, parents aware of
           hot/cold food system.
       •   Shown where profile books go, process for assessment of children
           and when/how to take these home if they wish (in the school
           holidays etc).
       •   Shown where shoes, hats, jackets etc go.
       •   Discussion about sunscreen being put on at home in the morning
           and reapplied here at preschool.  Reminder about sun safe clothing.
       •   Children have been supported with toileting and handwashing and
           a discussion has been had about what happens at home.
       •   Allergy information/food intolerances.
       •   Policy information shown – focus on Health and Safety and
           expectations.]]></page><page Index="26"><![CDATA[Notes]]></page><page Index="27"><![CDATA[Notes]]></page><page Index="28"><![CDATA[Thank you for choosing us to be your centre and care
      for your child, we look forward to getting to know you

                               and your whānau.]]></page></pages></Search>