The childcare landscape of St Ives, is an ever changing and increasingly flooded market, with new companies and providers setting up centres at a rapid rate. As parents we recognise and respect you have choices, and that you want for your children the best possible early childhood education and care in a local setting. At Ganeinu our priorities are the same. So, let’s clarify and define exactly who we are and what makes Ganeinu a trusted, consistent and community focused child care option for you and your children. We are proud of our centre, our service and our name, and we want for you to be equally proud of the choice you make for your child. So, allow us to introduce ourselves, and share with you who we are and importantly who we are not.

Who we are.

Ganeinu is a community based child care centre and is a service offered by Chabad North Shore. Chabad North Shore is one of over three and a half thousand Chabad institutions across the world that promotes the Jewish faith, offers community support and provides services to a range of individuals. Chabad North Shore was established in 1989 and has a long tradition of community involvement, service and dedication to the St Ives area. We are very proud to work closely with Rabbi Nochum & Rebbetzin Fruma Schapiro, as they offer genuine love, faith and leadership to Ganeinu, its staff, children and families.

Ganeinu was established over ten years ago with the aim of providing quality child care for the local community. Ganeinu has long established tradition of education and care for children in our local area and we intend to remain local, small and personalised in our attitude and approach to your children. Though a Jewish and faith-based organisation, every family and child is warmly welcomed, regardless of cultural background. We offer long hours (7:30 am – 6:00 pm) and provide education and care for children from 2 months to 6 years. Our staff and our famliies reflect the diversity that we embrace, with many different cultural back grounds represented at Ganeinu.

What we are not.

As a community based, not for profit child care centre, we are run and managed with the sole purpose of providing consistent care and long term quality early childhood education. We are not beholden to shareholders, owners or the needs of private companies, only to children and families. We recognise that we offer a very niche market in the child care field and of that we are unashamedly proud. We are not a big ticket child care provider and we like it that way. Our centre does not offer a one size fits all approach, and of that we are confident. Local knowledge, local staff and a local attitude is our strength. Our approach is as unique as the children we cater for, and as a boutique child care option we are small, family based and approachable because of it. We would not have it any other way.

What we believe

We believe that children thrive in a community when they are supported, feel a genuine sense of belonging and participation. Local schools, local knowledge and local support is our focus in helping children feel confident and engaged in learning. We are very much part of the local community and enjoy a strong network of relationships with schools, community groups and families. Our BubDesk service, recognises the need to support parents as they transition back to work, yet offers proximity to their child. We participate in Chanukah On the Green and have a presence in our local St Ives Village. Our children enjoy a relationship with our older generation from the nearby BUPA nursing home and we frequently have visits from past students. It is all about fostering relationships across the years and across our community. Many of our children and parents are siblings, relatives or friends from the Ganeinu family, this underpins our home away from home philosophy.

What we promote

We are dedicated to helping our children to become successful learners, confident and creative individuals, informed citizens, respectful of diversity, proud of their culture, supporters of the planet and our natural environment, with a strong sense of being part of the community and the diverse world. We do this by offering small class sizes, with personal and genuine knowledge, recognition and awareness of each child. We love that we are small and that our four rooms provide a hub for building relationships and friendships. We also promote our children’s security and well-being. We provide a safe and secure environment with automated front entry gates for cars, CCTV and conduct safety checks both indoors and outdoors on a daily basis. Our children are very precious and we take their security very seriously. We also recognise the role nutrition plays in a child development and our Kosher meals are specifically prepared to reflect our faith based education, but also our awareness of fresh, quality produce. Kosher (Chalav Yisrael), meals are cooked on site daily by our qualified chef, covering all nutritional requirements.

What we offer

Preparation for school is a corner stone of our education, but so is recognising that your children’s early childhood years are more than just school readiness. We value school preparation, but we also value their own interests, needs and rights to celebrate achievements, milestones and day to day steps along the way. Our best resource are our staff. They have an intimate knowledge of the local area, of the local schools and of the best ways to promote a positive school transition process and development across all age groups. Our school readiness program is tailor made to our area and this is very specific to local expectations and our understanding of the schools around us. Our staff live locally, work locally and have a detailed and intimate knowledge of what to expect and how to best prepare your child. We know the St Ives area intimately and we use this to our advantage to give your children the best school start possible. Our educators are available to meet with you to share their skills, advice and personalise your school journey.

As parents we all assume that our child’s first day at daycare, preschool or childcare is all about them. It is a big moment in the life of any child. That first day of care outside the home represents growing maturity, independence and a new journey into the world. But have we really considered how our own parenting, care choices and family context predetermines and influences our child’s first day. It is our first day too and we juggle so many emotions, decisions and choices in navigating this path for ourselves and our family. How can we recognise the impact of our own role, needs and expectations in supporting our children to make a settled transition?

Let’s consider some tips for developing a positive orientation approach, recognising your child’s needs and supporting ourselves as parents. As a family we all begin this journey together, so thinking about it strictly from the perspective of the child, seems a little as if some of the passengers are not on board! Starting the journey needs good preparation, a clear pathway and a great sense of navigation, as we begin the journey to successful transitions and smooth separations for us all.

Each child and family are different

The pathway that each family takes to transition and settle their child is as unique and personal as the children themselves. No single rule is of best fit for all. Your child is their own person, as are you and for this reason, it is essential that an orientation process should be tailor made to fit you all. Remember that for different ages and developmental needs of children, this process will differ in the number of orientation visits you may require. Younger babies may need more time and preschool children can be settled quickly when they feel inspired, comfortable and trusting in their environment and educators. The more days that a child attends per week will speed up the settling in process.But there is no magic formula as to how this should work.

At Ganeinu, we recognise that this process should be designed around your family needs. Educators will support you to spend time with your child as they develop feelings of security, comfort and a willingness to explore, play and learn. Some children may settle quickly, whilst others just need more time. We welcome you to take this time and recognise your needs to share this experience with your child.

Your child’s reaction can vary

It is very normal and expected, that children can respond in many different ways. Some will embrace this new experience with joy and delight, whilst others need time to overcome initial separation concerns, anger or frustration at having been left. A tantrum can be the byproduct of this emotional upheaval, but we know these are short lived expressions of a child’s feelings and they do pass. For some children, this reaction can be in week two or three, as the routine of care is established. We can assure you that these are very much anticipated emotions from young children and our staff recognise their need for support, guidance, comfort and reassurance.

Tears and tantrums – not just for children.

For many parents your own emotional response is just as real. I remember all too well, a few mummy moments as my own children started their first day at preschool. If I am very honest, it was a little more like sobbing, dark glasses and just feeling anxious about this new beginning. It is very normal to feel this way. As an educator, I have seen countless parents leave on that first day with tears, emotion and a sense of worry. It simply means you are a parent who loves, cares and is emotionally connected to your child, and that is a great thing indeed. How lucky your children are!

It can be confusing, embarrassing and unexpected when this moment of anxiety hits you. We really do understand and in moments like these our educators will reassure you with a follow up phone call to let you know how your child has settled into the day.

For some parents, their own emotional reaction, makes it challenging to settle their child without passing on these feelings of nervousness and unease. Would it be best for a relative, the other parent or a grandparent to drop your child off for the first time? Would this make the transition a more positive experience for everyone? Better yet, if you are not ready to depart and wish to extend the transition period, have you considered utilising our Bubdesk option? Being near your child, having the chance to get some work done and still being onsite can be a positive start. This is just another way that Ganeinu offers a home away from home approach to caring for you and your child.

Understanding your own reactions and how this impacts your child

Children regulate their emotional response to the world based upon how we as adults help them interpret it. If we project a sense of comfort, ease and calm, our children take their social cues from this and respond accordingly. As a busy working mother, I know that this can be challenging as we juggle family commitments, employment and parenting.

Providing our children with stability and a positive outlook is the first step to a settled start. Take an interest in what is happening in the care environment, sit and read a book to your child, do a puzzle and play. How does this environment make you feel and why did you select it for your child? Support from the right child care provider can be invaluable in helping you as parents to feel confident, settled and ready, therefore helping your child to feel this also.

A positive orientation is key

Orientation is the process of short visits as you start to give your child a taste of what their care environment has to offer. At Ganeinu, we offer as many orientations as is necessary and prefer for a child to have visited the centre at least twice prior to starting. This is simply best practice for yourself and your child. We recognise that developing trusting relationships and partnership with educators takes time and we want to ensure time to ask questions, share in our day and offer your own insights into how we can best settle and support your child. You are their first and best teacher, so we take our cue from your parenting knowledge in understanding their routine, likes and preferences regarding sleep, play and routine care. We ask that you share your knowledge with us, as creating continuity between home and child care promotes your child’s feelings of security, trust and belonging.

The right childcare choice for your family

Have you asked yourself why you have selected the care arrangements you have in place? Does your service meet your needs beyond just ease of location, beyond shiny new furnishings and is it more than fancy wall decorations? Believe me, these aspects are so very unimportant to a child. To children a responsive, caring and genuinely intuitive educator who knows your child and cares about their day is so much more important. Relationships matter and meeting your child’s needs for a settled start is all about developing these relationships with educators. You will feel more settled, confident and at ease when you have a trusting child care environment that meets your child’s needs. Is your centre adapting and engaging your child and yourself, or do they settle your child within their structure and time frame? These are challenging questions, but vital ones if you are to find a family focused centre to support you during this new beginning.

Small steps

The concept of baby steps really does seem very applicable to starting and separating from your child. Understand that over time children learn to relax, enjoy and regulate their emotional response to new experiences in small chunks. Small orientation steps may take the form of coming at some different times of the day. Visit for a meal time and help your child experience our family focused lunch times, as small groups of children and educators share nutritious meals together. Start small with short days of reduced hours away from you and build up to a full day over the week. Consistency, connections, continuity and communication are essential. Remember to always say good bye to your child, so they know you are going, but that you will return. Stay for a short time in the morning and settle them and then say a quick farewell. Reinforce the arrival in the afternoon by looking at their art work, talking about the day they had and expressing interest in their achievements as shared at Ganeinu via Kinderm8. They love to show you their day and this helps build trust and a positive outlook on their time at daycare. Read the newsfeed together each night and talk about what exciting adventures they have had.

Set realistic expectations

It is essential that you adopt a very realistic approach to settling and transitioning your child. You know them best and you can judge what they are ready for and when. Does your child have experience being left with other family members, grandparents or babysitters? Will this be the first time they are away from you, and will they need extra time to settle in? What has your child been accustomed to at home? How will this home routine impact upon their start in care and have you communicated this to educators to help them understand your child’s expectations and routines. What is happening at home recently? Do you have a new baby on the way, have you just moved or is this your first time back to work? All these factors will play a role in how your child adjusts, settles and orientates. Please help us to understand these aspects of your family life and so we can support you to have a settled start. Set yourself realistic expectations based upon this information and factor this into your orientation process. Will you need more time, will your child need more time, will grandparents be collecting your child and have they attended the centre to meet staff? Lots to think about here.

Most importantly take time to remember how important you are in this settling, orientation and transition phase for your child. Happy parents make happy children, and a little bit of self-care goes a long way in supporting the positive long-term outcomes of your child. We wish you and your child a very settled beginning on this journey together and hope that you take time to enjoy the ride! Do not forget these eight tips as a starting point in your journey. Happy travels.

1. Each child and family are different

2. Your child’s reaction can vary

3. Tears and tantrums – not just for children.

4. Understanding your own reactions and how this impacts your child

5. A positive orientation is key

6. The right childcare choice for your family

7. Small Steps

8. Set realistic expectations

©Copyright Ganeinu Long Day Care & Preschool 2018

The cleaning fairy that once lived at my house has disappeared. Her bags are packed, her tasks complete and her devotion to the cause was relentless, but happily her services are no longer required. She is greatly missed, but in her place, I have a family of helpers, both big and small. This merry team, can be unruly, loud and a little lazy from time to time. We are best described as a work in progress , but as a teacher and mother I am determined that my children recognise the role they play in contributing to our household and in developing a sense of responsibility from an early age.

As working parents, our lives are based around our children, but with a clear set of expectations that we are not the live in fairy helpers. It is a role we all share, and while at times it would be easier to find my fairy wings, it is ultimately in their best interest to develop responsibility, respect and a sense of routine. It is each parents goal to raise children that become adults we truly like. Why then do we find it challenging to set clear expectations, assign small jobs and to hand over responsibility? Let’s start to recognise how capable our children are and consider five top tips( and three bonus tips) for raising responsible children. Practical, useful and age appropriate tips to get you started …so let’s begin.

Routines are your Friend

Young children thrive on routine and this is a great way to provide consistency and a degree of predictability in a busy household. Even the youngest of children can develop responsibility when they are supported to recognise that small jobs are simply routine expectations. Picking up toys before dinner is served, placing bags near the front door each morning or helping to feed a pet, are all small tasks that can be built into your child’s day. It is about creating the expectation of helping and taking some responsibility simply because it is needs to be done. Making helpful the norm and not the exception is essential. Modelling the way this needs to be done is important. At Ganeinu we see examples each day of children following an educators lead in working together to tidy up the room, set tables for a meal or pack away their own belongings. Lead by example and children will quickly learn to contribute to routines. Routines teach responsibility , but also develop skills in following up, listening to directions and task completion.

Reinforcing, without the reward trap.

It is easy to fall into the parent trap of rewarding a child when simple day to day tasks are completed. What then happens when there is no reward? Children are intrinsically motivated to want to help and it is all about how we sell it! The way we ask for help and provide praise determines a child’s reaction. “ When you are finished picking up the blocks, we can play outside”. You are creating an expectation but also a clear understanding of what will happen when the child has provided help. Positive praise enables children to understand your motivations and to have clear directions and expectations. “ Thank you for collecting your shoes, they will be easy to find in the morning”. Explain, rationalize and empower children to make good choices and to think about how and why they are responsible. Recognize their efforts, without reinforcing unwanted behavior.

Reward trap revisited

But what if you have gone down the bribery and reward pathway? Is it too late to pull on the breaks and call time on helping only for handouts…….?

No, is the simple answer. Children should be doing small age appropriate tasks just because they have a need to be done and not simply with an expectation of a reward for participation. Would an occasional treat or small acknowledge be the key here and not a regular reward? Maybe thank you, a cuddle or an “ I am so grateful for your help” comment would suffice. Have you suggested to your children that you require a reward for driving them to school, making dinner or providing clean clothes and toys? If that were the case, I am owed years’ worth of stickers, gummy bears and chocolate frogs. Still waiting……….

Some jobs just need to be done and no reward is required or should be offered. That is just honest, real world and genuinely good parenting.

Resilience – a little at a time

It will not always be easy and at times all children will need support to make an effort, complete a task or to take responsibility. Realistically we need to develop a child’s ability to overcome frustration, disappointment and a need for immediate gratification. In each household there are simply tasks that are everyday jobs, sometimes jobs and just because jobs. Pick your battles and try and be consistent with which tasks you feel should be done and why. It is OK to say no and to place limits on what behaviours, reactions and outcomes follow. Setting clear boundaries on what you define as responsibility, helps children understand and regulate their own behavior. Try and try again ……sometimes what works today is not what will work tomorrow, just be consistent and as parents support each other with clear limits and behaviour expectations. Just like children, we will not always get it right. Parenting is a tricky business at times!

Reasonable Consequences

How can we expect our children to understand responsibility if they never see, witness or experience reasonable consequences? I must stress the importance of age and developmentally appropriate consequences as a good learning tool. If children never experience a consequence for their own actions, then how can we expect them to understand and rationalize why a task or job is important. It is not a punishment, but a natural reaction to a lack of responsibility or effort. “ The Lego was not packed away, so we will leave it in the cupboard until Friday”. Having honest and realistic consequences help children to see the reason and value in their helpfulness. My own children long remember the day I ate their donuts at the shopping Centre because their behavior was simply rude and unacceptable. I had forgotten how lovely a warm donut is … especially with three cranky and surprised children watching every, single bit. Oh well… consequences! Delicious ones!

Recognising independence and children’s capabilities

As a parent, our primary goal is to develop independence, proactive social behaviours and enable our children to journey into the world with every confidence. This then means that we need to be prepared to recognize how capable they are and to provide children with age appropriate tasks. It can be all too easy to finish a job “because it is quicker”. Our children need real world opportunities to undertake roles that promote responsibility. When children feel valued and trusted, they are more likely to help, offer to be responsible and take on the role with a positive attitude and a degree of enthusiasm. Help children to recognize consequences for their actions too. It is never too early to start developing their habits. It is always a joy to visit our Tiny Treasure room at Ganeinu and to see our youngest children helping each other, taking on roles to tidy up their belonging and to care for the garden with watering cans. Real life experiences offer genuine learning that matters to children, as they become part of a community of learners together.

Respect – responsibility as an attitude

Fundamental to a responsible attitude, is a respectful attitude. When we thank a child, offer support or take the time to explain a reason, we are modelling this respect for children and creating an expectation of respectful behaviour in return. Helping children to understand that we all have a role to play in our family, our community and our world, is essential to developing respectful ways of speaking, interacting and socializing. A simple please and thank you goes a long way in life and it is so often the exception and not the norm. Manners and kindness really do open doors and enable our children to be those people we like as adults. It is heartwarming to see our Ganeinu preschoolers modelling this respectful manner and thankfulness when we visit the Bupa Nursing home for community service visits. Community values need to be taught and demonstrated to children, if we are to raise well rounded children who understand their rights, but also their responsibilities. Compassion, empathy and kindness go hand in hand with responsibility, as core values we promote at Ganeinu. We are so proud of our children’s attitudes and community focus.

Remember you are the parent!

My last tip is a gentle yet timely reminder that we are not supposed to be our children’s best friend, playmate and all round yes person. Providing children with instant gratification, a lack of rules and few boundaries, offers then a very unstable basis for your relationship and therefore their relationship with the social world. Children need parents who guide, nurture and support and with predictable, consistent and clear parameters, love and encouragement. They do not need a family fairy to make it all magical, they need you and your wisdom, guidance and reasonable expectations. Actively parenting is a full time, 100% job and you do not win prizes for popularity or poise. It is all about the hard yards, but the results are certainly worth it. Put your wings away and dust of that glitter.

There is no magic formula for raising responsible children. The truth is it takes a great deal of effort, support and love from dedicated parents across many years. It is not an overnight achievement and at times your pathway will be less than magical. No fairies here my friend! But it is worthwhile and is a gift to our children. Sending them out into the world as kind, responsible, respectful and compassionate individuals, is by far the most precious thing we could empower them with. I wish you well on your own parental journey and I hope the tips offer you guidance, a realistic perspective and a renewed sense of your own child’s amazing capacity to be responsible.

In summary the top five tips ( and three bonus tips) are:

Routines are your friendReinforcing but avoiding the reward trapReward trap RevisitedResilienceReasonable consequences.Recognising the capabilities of our childrenRespect – a respectful attitude promotes a sense of responsibility.Remember you are the parent.

By Saturday afternoon, the laundry room at my house, resembles a dumping ground for a vast array of sports shoes, socks, jerseys and bags, each with its own special selection of mud, dirt and grass. It is a task I am so familiar with, and one that reminders of how lucky I am to have active and sport loving children. Yet, as a teacher I am also very aware that physical activity is just one facet of developing an active, positive and lifelong attitude that promotes a healthy body and healthy mind. Early childhood educational settings, teachers and parents are pivotal in setting the stage for children’s involvement, enjoyment and creating an expectation of a healthy body equals a healthy mindset. These early formative years establish for children their first memories, successes and awareness of what being healthy really looks like on a daily basis. With this in mind, what keys aspects should we as role models, educators and parents remember when we promote the concept of healthy body and healthy mind to our children?

Physical Activity is like a building block of health

A wealth of early childhood research and literature attests to the fact that a child’s early years are a stepping stone into a world of fundamental movement patterns, skills and gross motor competencies. But the extent of a child's success, interest and engagement in this healthy movement, is so dependent on how we as parents and teachers promote these skills. Just like any new skill, we need to support children to try, persist, be resilient and actively play and repeat these experiences. Like a building block, physical activity establishes a strong foundation for children as they learn to balance this with sedentary time, screen time and sleep time. In a world that offers children so many options for immediate entertainment, gratification and learning, surely learning to be active is a skill in itself. When we consider that children should be physically active for 180 mins each day

( Australian Department of Health 2014) then this certainly places a big emphasis on how we use this time and what skills we want to promote and why.

Establishing fitness and exercise as a norm – not a novelty

Fitness for life is an action , but also an attitude. Instilling in our children an expectation of exercise on a daily basis, develops wonderful life long habits for young children. The curriculum at Ganeinu is designed to provide both spontaneous and intentionally planned physical activity on a daily basis. Current research indicates a strong correlation between educational settings that value and promote children’s physical skills and children developing an understanding of fitness and aerobic exercise as a normal. Just as literacy, numeracy and music is present in everyday, so is participation in physical activity. This takes many forms, as children dance, learn sporting skills and are involved in planned obstacle courses to refine, extend and challenge locomotor movements, postural control and muscular endurance.

Developing a whole-body approach to health

As your child’s first teacher, parents have an enormous impact on establishing and nurturing a healthy attitude towards physical activity, diet and sleep health. At Ganeinu we aim to work with families to promote a fitness for life attitude that encompasses so many aspects of healthy body and healthy mind. Children who are routinely active, create an expectation of physical activity in their day, and this promotes long term health benefits both now and in their future. With the guidance of the Munch and Move ( A NSW Department of Health Initiative) we plan for a tasty and diverse range of meals, teach children about food choices and even grow our own vegetables. Our little green thumbs love nothing more than eating straight from our herb garden or veggie patch, as they design healthy lunch box options and prepare for big school. It really is all about surrounding children with positive messages to support their choices. Physical activity is also about building capacity for cognitive memory, attention span and an ability to self-regulate. Children who learn to balance active and passive activity are far more likely to feel positive as learners, to feel fit and to recognise how to nourish their bodies with sleep, food and relaxation based experiences.

A healthy team and community approach

Our children do not grow, develop or learn just as individuals. So much of what we do in life is done as a team, as a group and as a community. A healthy approach to both mind and body recognises this and instils in our children a sense of team spirit, sportsmanship and fitness as a tribe. We model and support children to be good sports, to try new foods and to prioritise their involvement in our community. Being physically active prompts children to negotiate with peers, role play, self-regulate their responses, turn take and cooperate. As children demonstrate physical activity, they are also learning to develop their confidence and self-esteem. Studies indicate that children who have a good balance between active and passive, are more engaged, more motivated and have greater sense of pride in their own achievements.

The best part – making it fun, enjoyable and family friendly.

Just like music, active participation, sport and healthy choices are a universal language. Anywhere in the world the joy of a football game, a walk along the beach or a shared healthy meal as a family is equally valuable as a life lesson for children. The most relevant educational tool for children is seeing parents engage in and share in their learning and activity. It must be remembered that it is not enough to merely educate our children about a healthy body and mind, but to live it with them also. Embedding healthy choices is always most effective when it is fun, and laughter is shared. It could be the Hokie Pokie on a wet and rainy day, a game of cricket at the park or a decision to put down the computer game in place of walking the dog, but each parenting and educational choice we foster is an opportunity to learn. Your children will not remember their tired feet, all the exercise they got or the ingredients in the meal, but they will recall that time with you as most important and as most valuable. Keeping it fun, family focused and friendly, and we are winning already!

Early childhood is a critical time to foster expectations and understandings as we work towards a healthy body and healthy mind attitude. The research, evidence and documentation points us in one simple direction here….just start early. If we are to have lifelong benefits, impacts and attitudinal changes in our children then these lessons are most effect and most maintained if started when our children are young. Early childhood settings that support parents to develop and promote these skills, play a fundamental role in partnering with families, as they build capacity, activity and an expectation of physical exercise into every day. Now back to my laundry and that pile of dirty sports gear that I am so grateful for……..

Just remember our five top tips

* Physical Activity is like a building block of health

* Establish fitness and exercise as a norm – not a novelty

* Develop a whole-body approach to health

* Take a healthy team and community approach

* The best part – make it fun, enjoyable and family friendly.

How to select your child’s first school – aspects to consider in making your choice.

Parenting is a constant juggle of decision making, options and ideas that determine so many aspects of your children’s lived experience, both now and into the future. This statement is certainly true when it comes to selecting a school and the fact that you are reading this blog tells me you have many choices ahead of you. School selection is a value laden and emotive decision, and so it’s important to try and put some practical solutions in place to help you navigate the path ahead. So here are my five top tips ( and a few bonus tips) for how to select a school, not just for your child, but for your family as a whole.

Family First

School is the place your child will not only learn , but will grow and grow up. So many years are spent at school and for this reason your choice should reflect your family values, beliefs and parenting style in its approach and educational philosophy. It is worth doing your homework regarding schools, as ensuring you can parent with the school is essential. Consider what aspects of your family life are important and how this should or could be part of your child’s school experience. Does faith, a bilingual language, a secular approach or sport have a part on your family life. How could this be reflected in your choice of school? Matching your family to your school choice, ensures you provide your child with an environment that acknowledges their needs, interests and attitudes, as much as it does your own.

Age of school start

Last month’s blog examined what school readiness means, and it touched on the start ages for children attending NSW public schools. Recent media attention has been drawn to a number of independent schools that have determined that school age readiness impacts on children’s school success. It is wonderful to see schools recognising the importance of the early childhood years as a time to grow and learn, well before school begins. Some North Shore private schools have set their own independent starting age expectations, therefore challenging beliefs that children are ready for school prior to the age of five. At Ganeinu, we recognise that these early childhood years are valuable and believe they should not be rushed or hurried. Check your selected school and ask the hard questions like “What is the average age of children attending”. This will help you decide if you child is a good fit in that specific learning context.

More than academics

Determining a choice of school should be based on more than potential academic achievement alone. What does each school offer for the well-rounded child who enjoys sport, languages and music? Will your child have an opportunity to shine in other ways and to feel supported as part of the school community. What clubs, classes and extracurricular activities are on offer here, and how will that suit your family? Does your child have a special talent, as specific need or an interest that the school can foster and encourage? School is so much more than NAPLAN and test scores, it is whole child focused. How does your school choice build capacity and offer your child potential beyond the ABC and 123?

Long term implications

Working parents, long days and multiple school aged children, are factors that often combine to make term times challenging and exhausting for families on the go. Your choice of school is a long-term decision and has implications for everyone in the family. Does your school offer before and after school care and how will your needs change or evolve over the years ahead. Remember a choice of schools is not just a decision for Kindergarten alone. Is the school near transport and what feeder high schools being you considering? Yes, high school, it happens much quicker than you think. Are your short-term decisions going to support your long-term school objectives for your children? Lots to think about for the year ahead and for the many years to come.

The warm and fuzzy bits

And now to the warm and fuzzy bits…. the best part really. How does your choice of school feel? Do you feel connected to the school and the process of school transition for your child? Have you been welcomed, and do you sense that the school is eager to involve you, ready to listen and cares about your child’s new beginning? Have you had an opportunity to ask questions and will you be supported in making the transition? All of these aspects are so important, because if you feel confident in your choice, so will your child. Children take their cue from parents and if you are happy, settled and assured, your child will be too. The first day of school is special and we all need to wave, blow a kiss and smile at the gate, as we feel that we have made an informed choice.

Bonus tips:

Knowing your Child

As parents, you know your children and you want the best match for their specific personality and unique learner profile. As teachers, we often recommend considering the size of your chosen school and how this will reflect your child’s individual needs. Does your child have a big personality that would thrive in a larger environment? Or do they feel more capable and supported in smaller community of learners. There are pros and cons on both sides of the fence, but matching your child to the school size, school context and school environment is essential in setting them up for a great beginning. Our Ganeinu preschool educators can help you in understanding how your child works within a classroom context and what this means for school choices long term.

The best of both worlds

Sometimes the challenge of so many school choices is knowing what advice to seek out. School open days, fundraising events, fetes and book week celebrations, all provide a great way of exploring what schools offer and the opportunity to sample the school community. Have you considered asking other local parents about their child’s own school experiences, attending parent committee events as a visitor or having a school tour with a teacher. Does your school option have detailed information online for you to read and engage with? Can your child’s preschool offer insights about local schools? You really can have the best of both worlds here – your own parental insight and a wealth of information from trusted people in your community who can validate and help navigate your choices.

Waitlists, Paperwork and Out of Areas

As a parent myself, I know I have been caught off guard by the vast amount of paperwork, waitlist applications and school prospectus forms that have arrived across my desk. If you decide to place your child’s name on a school waiting list or out of area enrolment form, it certainly pays to know what you are doing well in advance. School may seem light years away, but if you are yet to decide, at least know what is expected both from a paperwork perspective and a financial one. Many private schools require waitlist applications from birth, whilst others are a combination of interview or examination based. Be aware that schools have become very proactive in their advertising, induction for families and old boys/old girls family preferences and priorities. Having this information in advance allows many families to budget, make lifestyle choices or decisions about housing with schooling in mind both now and in the future.

You know your child and you are their best advocate, supporter and cheerleader. Be confident, be knowledgeable, question, research and consider before school begins. It is a big decision, and these tips provide food for thought along the way. We hope they guide you in the right direction and that your decision is made with intuition, confidence and with consideration of all the issues, options and choices available. We wish you well in your school journey ahead. Happy school days to all!

Top Five tips for selecting a school - aspects to consider in making your choice…

Family firstAge of school startMore than academicsLong term implicationsThe warm and fuzzy bits.

Bonus tips

Knowing your childThe best of both worldsWaitlists, Paperwork and Out of Areas

As an early childhood teacher and parent, I am frequently asked “Is my child ready for school”. Parents the world over, puzzle and perplexed, seek answers, clarification and real information about this news worthy topic. But this question is not easily answered when looking at a single aspect of what we so often call school readiness. Instead it is best considered as a combination of factors based on your child’s age, learning strengths and challenges, your intended school setting and on your family’s expectations /needs.

As parents, you are on the frontline of decision making for your child and their school beginning. The age-old question of school readiness is so often a talking point and it can be challenging to take a step back and really reflect upon what matters and why. But as your child’s first and most important teacher, you can make an informed and educated decision.

Let’s consider and discuss five key recommendations that will hopefully support each parent to make a thoughtful decision for their child.

How old is your child? The legal requirements.

The NSW Department of Education mandates that a child can start kindergarten (the first year of school) at the beginning of the school year, if they turn 5 on or before 31st of July that year. By law, all children must be in compulsory schooling by their 6th birthday. As a result of this age range start date, some children will begin school as young four and half year olds, while others will be turning 6 in first term of Kindergarten. It does create a big diversity in one classroom context.

On Sydney’s North Shore, home to Ganeinu Long Day Care and Preschool, parents typically send their children having already turned 5. This creates an appearance of a very mature looking Kindergarten year group, but in fact they are simply a little older, with age related skills that reflect their birth dates. It is wise to ask your child’s intended school for starting age averages. This can help you determine how your child will sit within their year group of peers. Remember, you are not simply making a year group decision for Kindergarten. Your child’s start date and age will have an impact across their school lifespan. Have you considered how old your child will be in year twelve? Social and emotional maturity is a topic just as relevant in Kindergarten as it will be when your child is a teenager, making choices and decisions for themselves.

More than ABC and 123.

School readiness is often defined by a child’s prior knowledge of literacy and numeracy concepts and skills. At Ganeinu, our teachers provide a firm platform of number, letter and phonemic awareness that scaffolds your children’s later reading and maths success. Phonemic awareness refers to your child’s ability to hear, identify and recognise individual letter sounds and it is a good indicator of later reading success. We use rhyming games, stories and literacy experiences to promote this skill in a play-based environment. Most importantly it is fun and we all know children engage with learning that is enjoyable.

But school readiness is most importantly understood when considering a child’s social and emotional skills, capacity and maturity. Being ready for school is about confident social interactions, making a friend, working in a small group, regulating your own behaviour, being resilient and adaptable. These skills enable your child to enjoy a school environment and to learn, using all the knowledge and existing talents that preschool has developed. Social and emotional skills underpin all other learning as a measure of school readiness.

School readiness in an attitude.

Being ready for school is also about your child’s independence. Can they toilet themselves, identify their own belongings and confidently separate from parents? A willingness to try new challenges, to enjoy a task without adult direction and to be internally motivated is essential. Developing this attitude comes from an opportunity to learn within a positive, supportive and inspiring early childhood environment.

At Ganeinu we start school preparation from the moment your child arrives in our care. In the year before your child begins school we would recommend that they attend at least three days a week within our preschool. Our long day care centre provides a comprehensive preschool program designed to engage and promote school readiness and offers extended hours of care to accommodate parental needs. Long day care encompasses a traditional preschool approach, with hours and flexibility to support families and children, plus you have the advantage of all those extra hours of learning each week. Learning is not simply a 9am- 3pm option any more. Learning is a whole day approach and a lifelong attitude.

Talk with the preschool teachers

The best professional advice about your individual child’s readiness, comes from their teachers. Ongoing observation, critical reflection and curriculum planning within our early childhood classrooms, enables our teachers to provide an environment that supports your child’s strengths and build on areas of interest and challenge. Our educators are proactive in arranging parent interviews and guiding you on the best choice for your child. At the end of the day, the decision is yours, but our educators do see your child in a classroom context and have detailed knowledge of their social, emotional, cognitive, language and physical skills. Make the most of the resource at your fingertips, they are happy to speak with you and give feedback about your choices. Ganeinu holds a parent information evening to share how we approach school readiness and this is valuable resource too.

Parental Expectations

Starting school is not just about your child, it is as much an education for you as it is for them. Speak with your local schools, investigate your schooling choices and consider the social and environmental factors that will affect your decision. Which school is a great fit for you and for your child – a whole family approach is so important. You need to feel engaged, welcomed and confident in the school just as your child will. Ganeinu is a wonderful beginning for your child, as we prepare children for entry into all school environments. Regardless of your choice, public, private, secular or religious based, our strong ethics program that is founded in the Jewish faith and values, offers your child a perfect springboard towards school. You can be confident that your child’s early years education will support, scaffold and develop a love of learning in a caring and nurturing atmosphere.

These top five tips will hopefully make deciphering the school readiness mystery a little less daunting. You will make a great choice for your child if you simply consider these tips:

How old is your child? The legal requirements.More than ABC and 123.School readiness in an attitude.Talk with the preschool teachersParental Expectations

As parents these days we wear many hats. We are sports coaches, tutors, chauffeurs, sleep time wranglers and so often MasterChefs to our littlest gourmet critics. I would love a dollar for every time I have heard “I do not like that” around my own dinner table. Sometimes that chef hat is a tricky one to wear, especially when your smallest eaters have such big opinions. Children’s approach to food, meal times and healthy eating is scaffolded by our parenting, and as the chefs we determine our child’s food habits, food choices and food attitudes.

If we accept that children can be our toughest critics, then how can we frame the meal time conversation, tempt them to try and promote a positive attitude to food habits and choices in early childhood? Here are a few ingredients (ideas) to get your started.

Try, Try and Try again….

If we acknowledge that children need repeated opportunities to learn new skills, then the same approach should be considered with food. Children need time, repetition and a willingness to try and try again new foods in different forms, variations and styles. If it is not a favorite the first time, it may be something to offer another day. Create the expectation that children will try a new food at least three times. Being willing to try new food helps children experience new textures, tastes and flavours. Trying new foods should be presented as opportunity to be a food adventurer and a meal time explorer!

Food is a prosocial activity…

Eating a meal together is so much more than the food itself. It is an opportunity to talk, share and role model food behaviours to our children. Likewise, at Ganeinu, meal times are fun and engaging experiences for children. Sitting at a table with a group of friends has the benefits of positive peer modelling and interactions. As educators we call this a benefit of positive peer pressure. Children love to feel a sense of group belonging and so eating together creates community and a family like atmosphere. And you never know… but maybe a chance to eat something new and discover you actually enjoy it!

Food health awareness

Healthy eating means so much more to children and families who experience food allergies or food intolerances. Our educators support, inform and create an inclusive meal time environment, that respects and reinforces the importance of caring for everyone with food choices. Our Ganeinu children learn to recognise that everyone has their own specific healthy food choices and an understanding of allergy awareness. We speak about healthy food habits as being what we eat, but also what we know, learn and do for others at meal times. Food as a health concept, means supporting children to recognise that eating gives us energy and fuel to enjoy our day and to be active participants in learning. We embrace the Munch and Move NSW Department of Health initiative to support us to promote healthy eating and eating healthily within our program.

Little helpers make happy eaters….

Children simply love to be active participants in the food making, food growing and cooking process. Why not utilise this learning opportunity to further develop eating habits that promote a healthy body and mind? Help your children to select new fruits or vegetables to try, make a shopping list together, try a new recipe with your junior MasterChef or grow your own parsley. Our preschool cooks at Ganeinu pick herbs, plant crops and cultivate them to help with our meals.

Children will be far more willing to try new foods when they are part of the process and play a role in meal choices, preparation and serving. Allow children to serve themselves small portions of a meal. Feeling empowered to be part of the meal, always encourages children to eat a little more.

Choices and more choices….

We all like to feel that we have options, choice and some flexibility with food. As unique and capable individuals, children also need this same choice and sense of selection. Our Kosher Vegetarian (with fish) menu, provides children with choices and our educators help children to select fruits and vegetables from platters. When children are provided with healthy choices, they will select favourite foods, but also have an opportunity to try new foods. This same approach can work at home. A vegetable platter, a set of tongs and child sized plates provide children with an option to serve themselves and make a choice. When we only offer healthy foods, children cannot go wrong in picking which ones or how many. Finger food and bite sized portions invite children to eat, be part of the meal and enjoy food.

So happy cooking, eating and good health to all. We hope that by adopting a few of these ideas in your kitchens, that our youngest gourmet chefs will be healthy eaters, with equally healthy eating attitudes. Let’s get cooking with our five tips in mind…….

*Try, Try and Try again….

*Food is a prosocial activity…

*Food health awareness…

* Little helpers make happy eaters….

* Choices and more choices….

As both a parent and an early childhood teacher, I would love to suggest that I have the magic keys to the sleep time kingdom. The instructions and ingredients for creating a perfect sleep time recipe, simply disappeared when my own children arrived and like so many parents it seems I am still searching for them! What I do know for certain however is that as parents we have the opportunity to support, nurture and develop our child’s sleep confidence, sleep attitude and sleep time health. So I will put away my magic wand and simply suggest that by following a few tips, we can contribute to creating happy little sleepers. No magic tricks here, just practical tips for recognising sleep as necessary for growth, health and life long learning.

Routine, Routine, Routine:

This one tends to speak for itself, as we all agree that children are creatures of habit, and consistency is a common thread in parenting. Create sleep confidence as you support your child to eat, bath and calm down in the evening. An exhausted child simply cannot manage without a sense of routine and predictability. A bedtime story, a cuddle, a well-ventilated room and soft lighting, reminds children that sleep is relaxing, needed and a positive aspect to the day. We cannot make our children sleep, but we can certainly build up a routine that supports and encourages it.

The bedtime routine starts in the morning:

The bedtime routine begins in the morning – yes the morning! Consider what your child needs in terms of sleep as a holistic approach to sleep/rest in a 24 hour period. A sleep time routine must consider the child, their daily activities and for how long they are active, engaged or in care. Sleep is not simply a nighttime activity, and for many children in a busy long day care environment, sleep requirements should be considered as an important age and developmental need. Your average toddler requires approx. 11-14 hours each day, and preschool aged child approx. 10-13 hours. Understanding sleep holistically supports children’s growth and development, enabling them to learn across the day and to be actively engaged in all areas of learning across a 12 hours period. A day sleep is necessary for many children and their behavior, attitude and capacity to be active learners requires this. Our staff at Ganeinu are responsive to the sleep needs of your child and will look for individual children’s sleep cues, as a sign that they need to rest. Remember, long day care is simply that, long days and children’s sleep should reflect and enable them to be at their best all day whilst in care. A good day sleep creates a good night sleep!

The rest/ sleep debate:

Just like adults, children need time within a busy day to be quiet, to settle, to reflect and to have space. Children need to opportunity to mentally and physically switch off. A period of rest in each day, supports children’s need to both active and passive thought, movement and simple down time. If your child is approaching school age and does not routinely sleep or nap at home, they still benefit from some quiet time in the middle of a busy day. Children need to recharge, restore and replenish their batteries, just as adults do. A short quiet period enables children to rest, even if they do not sleep. At Ganeinu, our Sleep Policy reflects this need for rest and down time, as children are offered quiet experiences if they have not fallen asleep after a rest period of 20 minutes.

Screen time and sleep are not friends:

Research indicates that screen time does not support sleep health, as it over stimulates children when their brains need rest, quiet and switch off time. Screen time has a place in offering learning opportunities for children, but it is simply not your friend when it comes to building sleep attitudes and sleep atmosphere. Try and keep screens out of the bedroom and ask children to read, listen to music or look at books as they wind down in bed before the lights are out. The Wi-Fi at my house has mysterious habit of turn off some evenings around bedtime – now that is truly magical!!!

Remember children bank sleep:

When a child’s sleep deposit is reduced by a busy night out, sickness or simply a hectic few days, we need to be sure to top it up with additional hours. These lost hours do make a difference across a week and can impact upon their ability to manage behavior, be attentive or engaged. Remember what you feel like after a late meeting or work/ family event. Children need to bank sleep, ensuring they have reserves to draw on too. Ganeinu educators are aware that a day sleep can impact on your night routine, and so with parental instruction and consultation we can provide a shortened sleep period that does not disrupt your child’s night time need for rest.

As parents we set the stage for our children’s sleep health and by following these 5 practical tips, you and your children should be well on your way to the land of slumber. Now get some sleep……

Routine, Routine, RoutineThe bedtime routine starts in the morningThe rest/ sleep debateScreen time and sleep are not friendsRemember children bank sleep

As an educator and mother, I know all too well the feeling of nervous excitement, anticipation and pride as we watch our children starting a new year at daycare or returning for another year in a new room. Reflecting on the possibilities of a year ahead, how much children have grown as people, and sharing the joy of new learning and development is exciting, rewarding and big step for parent and child alike.

But settling into a new environment brings its own unique challenges, expectations and understandings. The emotional rollercoaster of parenthood is once again set in motion as we help and support our children to negotiate change, manage transitions and build confidence in both the old and the new. As your child’s first educator, you nurture, scaffold and encourage your children to not just settle into a new early childhood year, but to thrive. What aspects of parenting promote and sponsor this attitude in our children and us?

Children are creatures of habit and establishing a good routine when dropping off and picking up is essential. Make the morning drop off positive, painless and predictable for children, as they come to expect you will confidently farewell with kisses and hugs before leaving. Always say goodbye and make this short and deliberate. Consistency is the key, as children learn to understand that you will always return to collect them. Reinforce the “pick up” with a conversation about their day, their achievements or activities. A few tears are to be expected in the early days, that is very normal and our Ganeinu educators are always on hand to support you and your child at this time. It takes time for children to learn this new routine, be patient and consistent to see genuine rewards.

Establishing a connection with your child’s day is essential. Consider ways you can engage aspects of your child day at home with them after hours, as you talk, share and help them unpack their experiences. At Ganeinu, we utilize Kinderm8 to provide you and your child with images, dialogue and knowledge of our curriculum based experiences. Sharing this with your child enables you both to establish a connection to our learning community, our staff and environment.

Continuity between home and preschool is a vital element in helping your child feel secure and a sense of belonging. Speak with your child about the transition, provide time for questions, transition visits and recognize this an adjustment for you all. What aspects of home can you see in your early childhood setting and how can this promoted to support your child.

Children will always mange changes and transitions when they are active contributors in the process. Encourage their contribution to this new routine – help them pack the bag , pick out a book to take to preschool or a family photo to share for news. A child’s contribution is vital to the settling process.

Communication with early childhood staff enables them to better support, nurture and build relationships with your family. Share your child’s likes, dislikes, individual routines and preferences. Help us to support you as we learn with you and from you.

With this in mind the five C’s offer practical parenting tips to establish and guide our children in their new adventures:

* Consistency – routine and predictability

* Connection – creating a bond between home and school

* Continuity – reinforce feelings of security

* Contribution – involve your child

* Communication – relationships matter.

Wishing you all a settled beginning to the year of education, care and adventure!

It can be the simplest of things that bring joy, positivity and a smile to a child’s day. Just a single word, makes the world of difference. Praise is a gift to a child. Praise acknowledges, applauds and supports their efforts and attitudes. But how we praise and why, can have a huge impact on our children.

Recognizing the power of positive praise can help us ensure our words, love and intentions are not lost in translation. The golden rules of praise support effective parenting, quality early childhood education at Ganeinu and make a genuine difference in our children’s lives. What attributes make praise effective, authentic and purposeful on a daily basis?

“ You are holding those scissors so carefully, great job! ” -

Utilize praise as a way of helping your child to focus their attention, skills or awareness. What is it that you are communicating about their actions and what do you want them to focus on? Words should reinforce their behavior and directly offer guidance on the aspect of behavior you are seeking to teach. In this case safety with scissors is essential and you are telling them to take care.

“ That was a great observation about the rhyming sounds in the story” –

Praise can be used to scaffold learning and to offer more information for the child to build on. It can extend vocabulary, offer new ideas or support a child’s thinking about a topic. Praise can identify what a child understands and help them clarify their learning in more detail.

“ I really like the way you used words to tell her you are frustrated”-

Praise can be an effective method to modify or reinforce behaviors or expectations for children. Praise can directly communicate what we hope children will do or work towards in their social behavior and peer relationships. It can establish a desired outcome or create a standard of behavior you expect. Nothing is as powerful as a parent’s attention when a child succeeds in action or effort.

“ What an amazing job you just did” -

Praise has the power to disengage a child, as quickly as it has the power to engage. Praise needs to be timely and immediate to be most effective. Parenting is a new challenge and a joy all wrapped up into a day, so make your words meaningful and deliberate if you expect them to be effective. Sincere and honest praise in the teachable moment uses words to guide and reward.

“ Those ideas are really clever” –

Praise tells children we care and that their feelings and thoughts matter to us. A child who feels acknowledged and supported in their learning, is more likely to be happy, successful and loving. Praise builds self-esteem and confidence as children inquire, develop and grown into independent learners. Praise builds pride.

As parents, you have the opportunity to praise with purpose and guide your child by your words. Mastery of the power of praise is in your hands, so lets start by……

* Focusing on the child’s actions or awareness

* Scaffold learning with praise

* Use praise to modify or reinforce

* Make praise timely and therefore meaningful

* Praise to build pride

It is a rare day that I leave a children’s bookstore empty handed. The challenge is always to select but a few. It is a healthy obsession for teachers to have I think. The delight of a story, a new adventure or a heartwarming return to a familiar book awaits within the pages. I am lucky enough to share this with so many eager little bookworms in many aspects of my family and teaching life at Ganeinu.

Books have the potential to delight, capture and enthrall even the youngest of children. As your child’s first reading partner, how can you promote, engage and build a firm reading foundation with your child?

Children take their cues from watching, mimicking and recognizing the activities and pastimes you value. Developing a positive reading attitude is a life long gift for children. Seeing you read, being read to and developing an awareness of reading as a child, sets the stage for literacy and language success.

Provide opportunities for reading together and make this a part of your daily routine. The joy of a warm lap, a cuddle or the familiarity of special time with an adult sends a powerful message to young children. Create an expectation that reading is simply part of your routine. Remember that children need repetition with reading. Familiarity creates routine and excitement whist sharing a story together each day.

Recognize that reading is playful and be a partner in this literacy and language fun. The possibility of a child’s imagination running across the page and the open-ended nature of a story transforms a child’s thinking. A child can join a bear hunt, search a forest for a Gruffalo or walk with a dinosaur, all from the comfort of a warm bed, a familiar adults embrace or a preschool classroom.

Explore the possibilities of reading with your child. It is never too early to start reading. Babies love to read. Support your child to select books that are age appropriate. A trip to the library, exploring your own bookshelf or preschool classroom, offers endless reading ideas. So whether it is the Very Hunger Caterpillar, The Cat in the Hat or The Rainbow Fish, you can be assured that your child is a reader from the first time they pick up that book.

Do not underestimate your role as the educator, the librarian, the researcher and playmate in future reading success. No amount of screen time can offer a child the same possibilities and potential as you can. As your child’s first and most important teacher, you are the best building block of your child’s reading success. At Ganeinu we provide an extension of your families values, knowledge and love of reading. Every day is book week at Ganeinu and our educators embrace every teachable moment to share the joy of books with children. Children arrive through our gates with books in hand, and so many of our interests, ideas and learning experiences are sparked and promoted by books.

So let the reading journey begin by….

* Developing a reading attitude

* Create routine and repeated reading at home

* Recognize the playfulness of reading and make it fun.

* Reading is for every child…. regardless of age

* Being your child’s reading guide and partner.