Consistently maintain effective partnerships

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What does it mean to consistently maintain effective partnerships with other early childhood professionals and the community to enhance each child’s learning, wellbeing and inclusion?

Visit to the Accountants – Our GST needs submitting

“I know, we can visit the accountant’s office behind the centre” said Tash. This will really help with our learning about GST and promote a sense of community. Jobs placed into real life scenarios that children are familiar with promote a better understanding of the community we live in.

Off to the accountants we go. We were very lucky to have Frank give us a guided tour of his accountancy business. Frank showed us the office and where everybody works and we sat in the presentation room with a big screen. This is where the fun began. Max told Frank we have been looking at the GST, and Max said “Where does it go.”

Frank was impressed with Max’s question and told us about GST. Frank taught us that GST is goods and service tax, and just about everything has it except some food, education and houses. He said GST is 10% of the price. As a group we listed many items we buy to see if they have GST (see our list in the room). Frank went on to show how a person pays 10% GST, then a shop collects the GST and gives it to the Government. Frank gave us copies of BAS, which stand for Business Activity Statement. This is something we will be using now in our shopping setup in the room.

What does it mean to enhance the educational program for each child with the community?

Continuing to learn how to manage our emotions, Chelsea decided to extend children’s learning and established a partnership with local community member Pamma, a Buddhist Monk. Chelsea discussed with Pamma the need to teach the children meditation techniques to assist with self-regulation. Pamma explained to the children” all monks meditate, sometimes it’s to make negative feelings go away and sometimes to keep the happy feelings inside.” Pamma then showed everyone a special feelings jar made up of glycerine, oil, water, dishwashing detergent and glitter. “When we are sad or angry or frustrated or scared, we can have lots of things spinning around inside our heads like this jar. And when that happens there are things you can do to help you feel better.”  Next, we read a book called ‘Moody Cow Meditates’ by Kerry Lee Maclean. It was about a cow named Peter who was having a really bad day. Having started his day missing the bus, wiping out his bike, losing his temper and getting into trouble, his school friends started calling him

a moody cow. His day got worse until his grandad came over to his house and showed him the magic jar and then all his bad feelings went away. Ella, reflecting on her emotions LO 3.1 said, “I feel happy, ”Aria and Maddy said “I feel excited, ”Torah said “I feel ok, ”Landon said “cranky,” Xavier said “I feel bored.” Using this information Pamma taught the first meditation technique. “Can we all pretend we are holding a cup of hot chocolate? Now, when you’re feeling unhappy breathe into your pretend cup like your cooling it down to drink. Can everyone do that?” Now does everyone feel better?” asked Pamma. Everyone said yes. The next technique learnt was a bubble technique. “Can everyone pretend they are holding bubbles and are trying to make the biggest bubble they can” asked Pamma. “Now, blow that bubble as hard as you can and that will help you to feel happy.” The last technique was listening to the sound of a bell. Chelsea gave Pamma a big bell. Pamma hit the bell and said “now can you all hear the bell? Close your eyes and listen to the bell as the sound fades away. This is like when we watch the magic jar and see the glitter settle, our feelings settle as the bell stops.” “That is so cool” said Lewi. We thanked Pamma for her visit and will use these techniques as part of the program to enable all the children to self-regulate their emotions.

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