What you need to know

Hear from Avondale Heights Early Years Centre, Milleara Gardens Kindergarten and Montgomery Park Children’s Centre

We Connect - Family and Children blog

Welcome to Week 4 of the We Connect Blog. We hope you are looking forward to each post and finding different things to try, do and watch each week.

This week we hear from Avondale Heights Early Years Centre, Milleara Gardens Kindergarten and Montgomery Park Children’s Centre. The teachers and educators have shared things that you may use to support your child who may be developing skills to transition to school next year. There may also be things for your younger child to participate in, whilst they are not attending onsite.

Mindfulness is something that we can all benefit from. Learning how to be mindful and finding ways to connect to the land through our body and mind, helps to relieve tension and anxiety and be more present with others.

Listen here as ‘Jedda is a 9-year-old Wurnundjeri & Kalkadoon girl. Jedda takes you on a journey through country, as she narrates a meditation to assist kids to feel comfortable, safe, grounded and regulated. The background sounds were recorded at badger creek on her country.

Milleara Gardens Kindergarten

Leisel from MGK is here to share an indigenous poem about Bunjil & Waa with us.


At Milleara Gardens Kindergarten, the children have been interested in dinosaurs. With the assistance of a child, a small dramatic play environment was created and then extended to include a “palaeontologist” experience. This is when we discovered the bones and skeletons in the dinosaur box. The educators then added brushes and tools for excavation and a magnifying glass for a detailed examination of their find!

At group time we watched a video from the Melbourne museum (Dinosaur walk: Episode 1 Dinosaur walk) that prompted the children to collect natural materials and build their own dinosaur nest.
Some of the questions and thoughts children and educators discussed included:

  • “Some dinosaurs sit on the nest to keep it warm so the eggs hatch.”
  • “Should we put the sticks on top or around the eggs?” – “Around. To keep them safe.”
  • “I hope they hatch over the weekend.”

MGK Dinosaur dramatic play Photo 1 MGK Dinosaur palentolgists Photo 2

Crunch munch dinosaur lunch

Dinosaur Roar song


An action poem by Nancy Klein.
Spread your arms, way out wide,
Fly like a Pteranodon, soar and glide.
Bend to the floor, head down low,
Move like Stegosaurus, long ago.
Reach up tall, try to be
As tall as Apatosaurus eating on a tree.
Using your claws, grumble and growl
Just like Tyrannosaurus on the prowl.

Dinosaurs – Subtracting Numbers

Five enormous dinosaurs
Letting out a roar–
One went away, and
Then there were four.
Four enormous dinosaurs
Crashing down a tree–
One went away, and
Then there were three.
Three enormous dinosaurs
Eating tiger stew–
One went away, and
Then there were two.
Two enormous dinosaurs
Trying to run–
One ran away, and then there was one.
One enormous dinosaur,
Afraid to be a hero–
He went away, and
Then there was zero.

Pre literacy

Download the AHEYC Draw talk write info Insert 1

Or the Draw, Talk, Write experience to do at home AHEYC Book Publishing Insert 4

The best way to teach literacy to your child is to read them as many stories as you can, talk to them about their and your interests, have conversations that teach them to talk, listen, wait, respond…..

Here is a resource to help your child recognise the script that is used at school and what they will learn to write at school: AHEYC Alphabet games Insert 2

At kindergarten, we plan for children to be able to

  • recognise both upper and lower case letters in the Victorian Modern Cursive script taught at school
  • match the upper and lower case letters – eg a is the same letter as A
  • sort letters into the order of their name and family member names.

This resource can help parents to create any matching or sorting activity that interests your child!!

Why is it important to support children’s developing literacy skills?

  • It is exciting when your child recognises print – any letter, any sort of writing, their name, their first letter.
  • Your child can try to copy the letters. This is great and needs to be encouraged.
  • Many children may already be writing some or all of their name in block capital letters or some lower case letters – fantastic.
  • Any writing, including unrecognisable marks that your child identifies as their writing is wonderful.
  • All these skills mean that your child understands that language is both spoken and written – hooray. Without this pre-literacy skills, learning to read and write is impossible


  • Pairs matching game – Cut out the letters and select eg 10 letters to start. Then you play a pairs game, matching eg a with A
  • Use the letters to spell out names and any other words that interest your child. This takes away the additional tasks of actual writing and focuses on knowledge on how their name is spelt.
  • Spell words all in lower case or all in upper case; explain that names always have an upper case at the start (this is the start of grammar!!)
  • If you have the resources, make up a Bingo style mixture of letters of the upper case letters. Hold up a lower case letter and you child needs to match it on the “board” insert AHEYC Bingo Insert 3
  • Anything else you invent.

You can find downloadable links here for further information.

Montgomery Park Children’s Centre

BLOG MPCC WK4 Spoongomery Park

We have joined the Spoonville movement! For families who are attending Montgomery Park Children’s Centre you are invited to contribute to “Spoongomery Park”

Science is all around us!!

Science is used to create things that we use every day – like butter!

Have a look at this experiment you can do with your children at home to demonstrate how we turn cream into butter!

Download our making jar butter document to give it a try!

You could have a discussion with your child about:

  • what happens to the cream when it is shaken (or whipped in order for it to turn into butter?
  • Is butter the only thing that is made from the process? What do you have to pour off, away from the butter at the end?
  • What does the marble do when you shake the cream?

By the end of the experiment, your child may have learned a new word to describe the process – churning.

We hope you have had fun trying out some of the learning suggestions in this Blog.

We thank you for visiting We Connect

For more information and resource for Learning from home visit our webpage.