During this time of uncertainty, Reggio Academy is doing everything possible to keep our community safe. Therefore, Reggio Academy has introduced social distancing measures including Visitor Entry Guidelines, separating cohorts of children where possible and more vigorous cleaning routines, to name a few.
For up to date information related to COVID-19, please visit the New South Wales health website: https://www.health.nsw.gov.au/
If you have specific questions relating to individual situations, please contact the public health agency: 1300 066 055
Neighbours are putting teddy bears in their windows or anywhere visible from the sidewalk to entertain children during their walk. As bear hunts are becoming increasingly popular in communities around the world, why not extend the joy and learning?
Article about bear hunts: https://www.kidsnews.com.au/humanities/were-going-on-a-bear-hunt-were-going-to-catch-a-big-one-what-a-beautiful-day-were-not-scared/news-story/a732ccf7b65b9ff80fd2bfb418cf2f34
Inspired by “We’re Going on a Bear Hunt” by Michael Rosen, we would like to share some activities for you and your children while you are at home.
If you already have “We’re Going on a Bear Hunt” by Michael Rosen, you are all set to read the story. If you don’t have the book, don’t worry! Walker Books made a video of Michael Rosen singing and dancing to his story: https://youtu.be/0gyI6ykDwds
Even if your child has already seen the video above, encourage your child to make their own movements to the story. Ask them how they would move through the various obstacles in the story – grass, river, mud, forest, snowstorm, and cave. Encourage them to show you with their whole body and then have them explain to you how you can make the same movement. Then read or listen to the book with your own movements. Ask your child if there are any other possible obstacles in nature while going for a walk/hunt. How would your child move through those obstacles? Add your own obstacles and movements into the story!
INFANTS: Do the movements to the song in front of your child, and then help your child’s body do the movements while listening to the song.
Test your child’s memory by asking what sounds the different obstacles made. Then ask if there are other ways to make sounds than with your mouth. Follow their lead by listening carefully to their answers and encourage them show you their answers after telling you. You’ll be surprised by how many different ways your child can think of! INFANTS: Find different things around your house to make noise (can be similar to the story or could just be fun noise). Demonstrate how to make the noise. If your child tries to mimic your movements or make the noise by themselves encourage this by smiling and praising. If your child is simply enjoying the sounds, you can move around and see if they track you with their eyes or whole head.
Inform your child that there have been bears hiding throughout the neighbourhood in and near people houses, and ask if they would like to go see them with you. Enjoy your hunt but remember to keep a distance of 1.5m from others out doing the same.
As you are returning home, ask your child how they felt during the hunt. Do they think others feel the same? What can you and your child do to make others feel the way you felt? Brainstorm ways that you and your child can spread the happiness and kindness they felt during the hunt. It could be as simple as putting your own bear out for others to hunt, but let your child make the decision and only assist them if they ask for help.
INFANTS: Using a teddy bear or other toy, play with your child while making different facial expressions and sounds for different emotions. For example, say “I am happy” while smiling and laughing and have the toy bouncing up and down, or say “I am sad” while frowning and pretend crying and have the toy still looking down.
Ask your child about the different bears you encountered on your hunt. Ask questions to encourage your child to describe each bear in as great of detail as they remember – colour, size, special features, etc. Ask if your child had a favourite bear, and tell them you are having trouble picturing the bear they are talking about. Ask if there is a different way to describe the bear to help you remember. Carefully listen to their answers and encourage them to pursue each idea. For example, they might want to draw a picture for you, and when it is finished, you can ask them more details about their picture. Or they might want to make a Lego figure, and when it is finished, you can ask about what part they built first and their sequence of building.
INFANTS: Play peek-a-boo using a teddy bear or other toy.
Play hide and seek using a teddy bear or other toy. Encourage taking turns and sharing.
INFANTS: Touch different parts of your child’s body to the matching part of a teddy bear or toy. For example, put the toy’s foot on your child’s foot. Use different motions to touch – stroke, pat, etc.