Welcome to 2025 & our Community Garden

By Gabby Millgate

Nature Pedagogy Leader

Summer is an abundant time at Woden Valley ELC and you are invited to the Community Garden, out the front of the service, to enjoy the flowers, beans,  herbs and celery we have growing. And there’s so many benefits to spending time in this garden, to de-stress at the end of the day.

We call it also the Floriade Garden because we participate in Floriade Re-Imagine Program each year. This year we have taken special care to make this garden inviting for families to enjoy in summer.

I see this garden as a wonderful space to invite your child to enjoy with you,  before getting in the car. An invitation to pick a pansy or some celery leaves for dinner can be a great way to help your child transition at the end of the day. It can give them a purpose and an opportunity for them to demonstrate knowledge and agency. Plus it feels good to bring something home from school to share.

How about some celery leaves for a soup or a pansy to put on your desert? Pansies are edible and are used in fancy restaurants, I’ve heard.

Why am I suggesting a quick or longer stop in our Floriade Garden at the end of the day?

Well, sometimes I have observed that children can resist a direct instruction to get their bag and leave their friends who are doing something fun. So, we’ve created a wonderful way to make them a better offer. “Would you like to choose a flower to pick and take home?  Or maybe you can help me find a purple bean to have with our dinner.” - This type of invitation is an example of something I’ve seen resistant children respond to enthusiastically.

Even a short time spent in the garden can help them develop skills and give you both a reason to get in the car besides just - “get in the car!”

e.g. “We’re going to get in the car so we can take this flower or these herbs home for our dinner.”

How to pick the flowers?

A great skill we love to teach the children is to hold the plant with one hand and pull the bean or flower with the other (so we look after the plant and not yank it out of the ground-then it can keep making beans or flowers). This is one of the sustainable practices we will be teaching this year to the younger children and the older children might be able to demonstrate this skill to you.

Don’t worry if they get it wrong. As long as they don’t walk over our garden beds, let their interest in the garden spark your interest. It’s a great way to have a relaxed interaction and conversations with your child. It can be a ritual you establish together.

Maybe you will find a strawberry...

...or a snail eating a strawberry.

Maybe each day you could check on the development of our giant sunflowers that are about to burst into flower.

Maybe, you can pick some of our abundant lemon thyme, to make a tea or add to your Bolognaise.

Maybe you could take off your shoes and walk on our luxurious grass.

In Japan it’s called "Nature Bathing”.

Maybe, if you look carefully, you will find a 4 leaf clover, and notice that we’re so lucky to have a community and parent committee that supports children’s access to nature, in a garden created by the children of Woden Valley ELC, over the last 8 years.

End-of-Year Exhaustion: Coping with the Challenges

As the year draws to a close, both children and educators often experience a mix of emotions—pride for what has been accomplished, excitement for the holiday season, and sometimes, an undeniable sense of exhaustion. For children in early learning centres, the end of the year can bring a unique set of challenges, as they navigate the physical, emotional, and social fatigue that builds up after months of learning, playing, and growing. Add to this the hot weather of the summer months, and you have a perfect storm for heightened emotions, accidents, and social friction.

So, how can we support children through this final stretch of the year?

Why Do Children Feel Exhausted at the End of the Year?

Children’s lives in early learning centres are filled with routines, new experiences, and continuous learning. While these are all essential for their growth and development, they can also lead to significant physical and emotional fatigue. By the time December rolls around, children have been engaging in various provocations for months—learning new skills, adjusting to peer relationships, and participating in structured play.

Hot weather can amplify this fatigue. The intense sun, higher temperatures, and humidity can make children feel uncomfortable, irritable, or more easily overwhelmed. They may not fully understand why they are feeling more sensitive than usual, but the heat can affect their ability to cope, leading to more accidents, conflicts, and emotional outbursts.

Common Challenges at the End of the Year:

1. Increased Emotional Reactions: As children are physically tired, their emotional regulation becomes less effective. This can lead to increased tantrums, frustration, and impulsive behaviour.

2. Fights and Social Tension: With tiredness and the heat affecting their mood and energy levels, children may find it harder to navigate social situations. Minor conflicts can escalate more quickly, and misunderstandings with peers may lead to arguments or hurt feelings.

3. Higher Risk of Accidents: Children are more likely to have accidents when they're tired or overheated. As their energy wanes, their coordination and attention to safety might suffer, leading to a rise in bumps, scrapes, and falls.

Strategies to Manage End-of-Year Exhaustion in Children – The Woden Valley ELC Approach:

1. Prioritize Rest and Downtime

At Woden Valley Early Learning Centre, we recognise the importance of slowing down as the year comes to an end. While our days are typically structured, we intentionally build in moments for rest and quiet time to help children recharge emotionally and regain focus. We understand that the end of the year can be draining, so we ensure children have opportunities to rest and reflect, helping them feel balanced and ready to finish the year strong.

2. Manage the Heat

During the warmer months, we prioritize children's comfort and well-being by keeping them cool and hydrated. At Woden Valley, we offer regular water breaks and ensure children are dressed in light, breathable clothing. When the temperature rises, we provide shaded outdoor play areas, indoor spaces for cooling down, and engaging activities like misters and water play. Grounding activities, such as walking barefoot on grass or playing with natural materials, also help children stay calm and connected to their bodies, reducing irritability and fatigue.

3. Foster Positive Social Interactions

With the emotional ups and downs that often accompany the end of the year, we place a strong emphasis on supporting children’s social-emotional development. Educators at Woden Valley model patience, empathy, and effective problem-solving strategies when conflicts arise. We guide children through emotional expression using calming techniques, such as deep breathing, and encourage them to work through disagreements peacefully. Activities like role-playing, storytelling, and reading books about emotions are regularly incorporated to help children better understand their feelings and strengthen their social skills.

4. Create Calm Spaces

We understand that children need a safe place to retreat when feeling overwhelmed. That’s why we’ve designed quiet spaces within our centre where children can take a break and regain emotional balance. These calming areas are equipped with soft lighting, cozy pillows, and soothing books or toys, offering children the opportunity to relax and reset. Additionally, we maintain an open-door policy for both indoor and outdoor play, giving children the freedom to explore and adjust to their own physical and emotional needs.

5. Set Realistic Expectations

At Woden Valley, we acknowledge that the end of the year can be tiring for both children and educators. With this in mind, we adjust our expectations to be more flexible and understanding. We offer more breaks, allow extra time for tasks, and recognise that children may need additional support in staying focused and regulated. We believe that being patient and gentle with ourselves and the children creates a nurturing environment that fosters a sense of calm and well-being.

6. Prepare for Transitions

The end of the year often brings about significant transitions, whether it's the upcoming holiday break or a shift to a new classroom or school. These changes can be both exciting and unsettling for children, so we provide ample opportunities for discussions and reassurance. At Woden Valley, we make sure that familiar routines are maintained in the final days of the year, offering a sense of stability amidst the changes. We also create space for children to say goodbye to friends and teachers, helping them process their emotions and feel confident moving forward.

7. “Wants Nothing" Time

We deeply value the well-being of both children and educators during the December and January period. At Woden Valley ELC, our end-of-year program is intentionally less structured, allowing for the flexibility and freedom that children need to unwind and recharge. We focus on providing leisure provocations—open-ended activities that encourage creativity and relaxation without the pressure of a rigid schedule. The environment itself is simplified, with minimal distractions, creating a calming atmosphere that offers rest for the eyes and space for the mind to breathe. This thoughtful approach ensures children can slow down, reflect, and enjoy a peaceful transition into the holiday season.

As we approach the holiday season, let's remember that this is a time for reflection, relaxation, and rejuvenation. By providing a supportive environment that allows children to wind down and recharge, we can ensure that they finish the year feeling proud of their accomplishments and ready for the new adventures that the coming year will bring.

#endofyearexhaustion #earlychildhoodeducation #wantsnothingtime #endoftheyear #challengingbehaviours #ECEA #natureplay

Beyond Aggression: Embracing Rough-and-Tumble Play

Little is known about individuals' perceived benefits and risks associated with sports, despite their significant influence on people's intentions to participate. While a growing body of evidence underscores the advantages of rough-and-tumble play (R&T) in young children, it remains one of the most challenging forms of play to support in early childhood education and care (ECEC) settings.

Concerns from some educators and psychologists often centre on the belief that contact sports—such as karate, martial arts, or wrestling—foster aggression in children. However, research indicates that, quite the opposite is true: contact sports do not promote aggressive behaviours; instead, they can help children learn self-regulation and teamwork. In fact, studies suggest that sports like football may elicit more aggressive behaviours than traditional contact sports, highlighting the complexity of understanding how different types of physical activity affect children's behaviour.

At Woden Valley Early Learning Centre, eight years ago, we made a conscious decision to embrace rough-and-tumble play rather than restrict it. This approach has led to notable positive outcomes: we have observed a significant reduction in incidents related to spontaneous wrestling and rough play, as well as decreased aggression among the children, particularly among boys.

By providing a controlled environment where rough-and-tumble play can be framed as a sport with established rules, we foster respect, consent, and other valuable learning opportunities. This structured approach not only allows children to engage in natural developmental behaviours but also promotes essential skills such as time management and teamwork.

In summary, allowing children to engage in rough-and-tumble play in a safe and controlled environment nurtures their social and emotional development, ultimately cultivating a positive atmosphere for exploration and growth. As more ELCs recognize the value of this play, we can contribute to a broader understanding of its role in childhood development and wellbeing.

Please find attached research documents below if you wish to further educate yourself in this fascinating topic.

Research documents:

• Children’s Rough-and-Tumble Play in a Supportive Early Childhood Education and Care Environment - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8507902/

• Measuring Sports’ Perceived Benefits and Aggression-Related Risks: Karate vs. Football - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7849355/

Contact_sports_as_a_sport_of_more_aggressive_athle

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