Term 2


We acknowledge the Kombumerri people of the land Kids World Gilston is situated and their continuing connection to culture, land, water, and sky. We pay respects to Elders past, present and emerging.


The Kombumerri seasons have influenced and continue to influence how children interact with the world around them. Since we spend the whole day outside at Bush Kindy, the children create an understanding of the smells, the way the seasons make them feel and what they hear. This term, two seasons were witnessed. Firstly, Wudaru Wangara, which means Tea Tree flowering and wet, allowed children to splash in puddles, dance with the rain, and slide down slippery, muddy hills. Secondly, Waringin, which means the Cold and Dry season allowed children to rug up in jumpers and jackets and seek the warmth of the sun’s rays.

During both seasons, children were able to create stories about their environment using their five senses: touch (slippery mud), taste (sweet tea tree blossoms), smell (wet earth), sight (brightly coloured flowers), and hearing (thunderstorms). They also used their imagination by creating artworks inspired by these experiences, such as painting pictures of themselves splashing in puddles or dancing with raindrops on their cheeks.


Music was a powerful tool for encouraging social interaction and establishing rhythm at Bush Kindy. Children were inspired to play instruments alongside me when I played my ukulele and engaged in a rhythm response. This prompted an eagerness from children and other educators to join in. Through song and sound, relationships grew with the rhythm, of each other, and smooth transitions developed, creating an enjoyable experience for all. Song was also used spontaneously during play and deepened children’s understanding of the world around them. When children noticed ducks on the dam, I sang the Five Little Ducks, which connected life to music.


Children were encouraged to push themselves, and through their efforts and determination, they developed a strong desire to complete tasks independently. We actively supervised children along the way and reassured them they could do it. Children were capable, competent, and independent climbers who used their environment to their advantage, as they found new ways to use tree roots and ropes to manoeuvre their bodies under challenging situations. Children understood how to manage risks safely after a few slips and falls.


Under the shade of the shelter, children rested their bodies and reflected on their time at Bush Kindy.

Kookaburra took his perch on his branch, laughing loudly to let the children know he was there. Waringin continued to blow cool air over BEE HAPPY, and under the shelter, children were wrapped in blankets, and some children closed their sleepy eyes and drifted off to sleep.


We are excited to announce that we have extended Bush Kindy sessions from 2 to 4 hours! The children have created such a love for the environment and their time at Bush Kindy. It just felt wrong to cut it short. It will be a slow-paced day, with plenty of time for autonomy and agency to grow. We don’t want children worrying about how much time they have left—we want to foster their love for the natural world by ensuring they have plenty of time to play, explore, and connect. With slow transitions, children and educators will slow down and be completely present with children.


Become a master grass whistler.

Want to whistle a tune? Your child can easily make a grass whistle with a grass blade between their thumbs. You place the blade of grass tightly between your thumbs side-to-side. Go ahead and blow through the hole created between your thumbs’ knuckles and base.

Thick blades of grass will really make some noise. Having trouble making the whistle? Ask a neighbour or friend. Someone is sure to know the trick! Try out some other whistles. Who can whistle using their fingers?

See you all in Term 3

Miss Moni