Five little speckled frogs
Sat on a speckled log
Eating the most delicious grubs
One jumped into the pool
Where it was nice and cool
Then there were four green speckled frogs.
(The verse is then repeated, but with one fewer frog each time.)
Five dumb speckled frogs
Sitting on a speckled log
Eating some some scum (Yum, yum!)
One little speckled frog
Fell off the speckled log
Now there's only four dumb speckled frogs (Glub, glub!)
Line #1: By show of fingers hold up the number of frogs sitting on the log.
Line #2: Draw in your hands close to your chest and curl your fingers downward, facing the floor as though you are a frog perched atop a log.
Line #3: Mimic eating while you sing 'Eating some scum', then rub your belly delightfully while singing 'yum, yum!'.
Line #4: Hold one finger up to represent the frog who fell off the log.
Line #5: Pretend to fall over.
Line #6: By a show of fingers, hold up the number of frogs still remaining on the log while singing "Now there's only four speckled frogs". Upon singing "(glub, glub)", repeat the same movement as in the second line except look upward as though you were a frog underneath water.
Ding, dong, bell,
Pussy’s in the well.
Who put her in?
Little Johnny Flynn.
Who pulled her out?
Little Tommy Stout.
What a naughty boy was that,
To try to drown poor pussy cat,
Who never did him any harm,
But killed all the mice in the farmer's barn
Ding dong bell,
Pussy's at the well.
Who took her there?
Little Johnny Hare.
Who'll bring her in?
Little Tommy Thin.
What a jolly boy was that
To get some milk for pussy cat,
Who ne'er did any harm,
But played with the mice in his father's barn.
One, two, three, four, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten
Then I let it go again.
Why did you let it go?
Because it bit my finger so.
Which finger did it bite?
This little finger on the right.
Line #1: Count with your fingers
Line #2: Place palms together to make a swimming fish
Line #3: Count with your fingers
Line #4: Throw hands in the air
Line #5: Shrug shoulders
Line #6: One hand bite pinkie finger on right hand
Line #7: Shrug shoulders
Line #8: Wiggle pinkie finger on right hand
The wheels on the bus go round and round (Roll hands over each other)
Round and round, round and round
The wheels on the bus go round and round
All through the town.
The wipers on the bus go "Swish, swish, swish, (Put arms together in front of you and'swish' like wind shield wipers)
Swish, swish, swish, swish, swish, swish"
The wipers on the bus go "Swish, swish, swish"
All through the town.
The door on the bus goes open and shut (Cover eyes with hands on 'shut' and uncover them on 'open')
Open and shut, open and shut
The door on the bus goes open and shut
All through the town.
The horn on the bus goes "Beep, beep, beep (Pretend to honk horn)
Beep, beep, beep, beep, beep, beep"
The horn on the bus goes "Beep, beep, beep"
All through the town.
The gas on the bus goes "Glug, glug, glug (Pretend to fill tank using pointer finger as gas nozzle)
Glug, glug, glug, glug, glug, glug"
The gas on the bus goes "Glug, glug, glug"
All through the town.
The money on the bus goes "Clink, clink, clink, (Pretend to put money in cash box on bus)
Clink, clink, clink, clink, clink, clink"
The money on the bus goes "Clink, clink, clink"
All through the town.
The baby on the bus says, "Wah, wah, wah! (Fisted hands in front of eyes and rub them like baby crying)
Wah, wah, wah, wah, wah, wah!"
The baby on the bus says, "Wah, wah, wah!"
All through the town.
The people on the bus say, "Shh, shh, shh, (Put pointer finger to mouth to 'shhh')
Shh, shh, shh, shh, shh, shh"
The people on the bus say, "Shh, shh, shh"
All through the town.
The mommy on the bus says, "I love you, (Point to self on 'I',right hand over heart on 'love', and point to other on 'you')
I love you, I love you"
The daddy on the bus says, "I love you, too"
All through the town.
The Driver on the bus says "Move on back,
move on back, move on back;"
The Driver on the bus says "Move on back",
All through the town.
OR
The mommy on the bus says "Shush, shush, shush;
Shush, shush, shush; Shush, shush, shush."
"The mommy on the bus says "Shush, shush, shush"
All through the town.
OR
The bell on the bus goes ding-ding-ding.
The lady on the bus says, "Get off my feet"...
The people on the bus say, "We had a nice ride"...
"Your name" on the bus says Let Me Off!
Two little dickie birds,
Sitting on a wall;
One named Peter,
One named Paul.
Fly away Peter!
Fly away Paul!
Come Back Peter!
Come Back Paul!
There were two blackbirds
Sat upon a hill,
The one was nam'd Jack,
The other nam'd Gill;
Fly away Jack,
Fly away Gill,
Come again Jack,
Come again Gill
Line #1 Both of the exposed, marked, fingers are wiggled to attract attention
Line #2 Wiggle one marked finger, Peter, to attract attention
Line #3 Wiggle other marked finger, Paul, to attract attention
Line #4 The Peter hand is quickly drawn back alongside the adult’s head. As part of the movement the adult folds the marked finger and sticks out the second finger of the same hand and drops the hand back down to the original position. The child sees that the marking, Peter, is no longer there – it has flown away
Line #5 The action is repeated with the other hand Line #6 The action is reversed to make Peter reappear Line #7 The action is reversed to make Paul reappear.
Alice the camel has five humps.
Alice the camel has five humps.
Alice the camel has five humps.
So go, Alice, go.
Alice the camel has four humps.
Alice the camel has four humps.
Alice the camel has four humps.
So go, Alice, go.
Alice the camel has three humps.
Alice the camel has three humps.
Alice the camel has three humps.
So go, Alice, go.
Alice the camel has two humps.
Alice the camel has two humps.
Alice the camel has two humps.
So go, Alice, go.
Alice the camel has one hump.
Alice the camel has one hump.
Alice the camel has one hump.
So go, Alice, go.
Alice the camel has no humps.
Alice the camel has no humps.
Alice the camel has no humps.
Now Alice is a horse.
Open, shut them,
Open, shut them
Give a little clap
Open shut them,
Open shut them
Lay them in your lap
Creep them, creep them
Creep them, creep them
Right up to your chin
Open wide your little mouth
But do not let them in!
Shake them, shake them
Shake them, shake them
Shake them just like this
Roll them, roll them
Roll them, roll them,
Blow a little kiss!
Open, shut them.
Open, shut them.
Give a little clap, clap, clap.
Open, shut them
Open, shut them.
Put them in your lap, lap, lap.
Wave them, wave them,
Wave them, wave them,
High up in the sky, sky, sky.
Wave to me, I'll wave to you,
Let's all say "Bye, bye."
Open, shut them.
Open, shut them.
Give a little clap, clap, clap.
Open, shut them.
Open, shut them.
Fold them in your lap, lap, lap.
Criss and cross them, (Students criss-cross legs.)
Criss and cross them,
Fold them on the floor floor floor.
Creep them creep them,
Creep them creep them,
No noises any more more more. (Students creep fingers up their arms and put them over their lips)
Ring-a-ring o' roses,
A pocket full of posies,
A-tishoo! A-tishoo!
We all fall down.
Ring-a-round the rosie,
A pocket full of posies,
Ashes! Ashes!
We all fall down.
Ring-a-round the rosie,
A pocket full of posies,
Hush! Hush! Hush! Hush!
We've all tumbled down.
Ring-a-ring o' roses,
A pocket full of posies,
A-tishoo! A-tishoo!
We all fall down.
The cows are in the meadow,
Eating buttercups.
A-tishoo! A-tishoo!
We all jump up.
Old MacDonald had a farm, E-I-E-I-O,And on that farm he had a (animal name), E-I-E-I-O,
And on that farm he had a (animal name), E-I-E-I-O,
With a (animal noise twice) here and a (animal noise twice) there
Here a (animal noise), there a (animal noise), everywhere a (animal noise twice)
Old MacDonald had a farm, E-I-E-I-O.
Old MacDonald had a farm
ee-i ee-i oh
And on that farm he had a cow
ee-i ee-i oh
With a moo-moo here|
And a moo-moo there
Here a moo, there a moo
Everywhere a moo-moo
Old MacDonald had a farm
ee-i ee-i oh
And on that farm he had a sheep
ee-i ee-i oh
With a baa-baa here
And a baa-baa there
Here a baa, there a baa
Everywhere a baa-baa
Old MacDonald had a farm
ee-i ee-i oh
Here is the list of the EYLF Learning Outcomes that you can use as a guide or reference for your documentation and planning. The EYLF Learning Outcomes are goals that can be achieved by a child during their learning.
This is a guide for educators on what to observe under each sub learning outcome from the EYLF Framework, when a child is engaged in play and learning. Educators can plan experiences for the curriculum and for individual learning and gain an understanding on how children can achieve each individual outcome.
Part of being a childcare professional is to maintain and complete paperwork. However at times this can be easily said than done. More often than not paperwork such as observations, programming, evaluations, daily diaries etc can become overbearing to complete during the course of our busy day and quite often you may find yourself falling behind.
This article was inspired by someone that I knew that was unfairly dismissed. I thought it would be a good idea to share amongst other educators in the childcare sector, how to take action, the processed involved, dismissal during probation and what to expect. All things that are mentioned were correct at the time it occurred, so I suggest to just take this as a guideline only and not a how to step by step document.
Welcome to the world of childcare...have you started working at a centre yet? How are you finding it? Or are you thinking of starting a career in childcare? Here is basically an outline of the list of duties you are expected to do while you are working at a childcare centre. Now remember, this is a very general outline and doesn't cover your centers policies & procedures and basic “centre duties” that you will also need to cover as part of your carer duties. The child care duties are normally given based on your level of qualification. The higher your qualification the more duties and responsibilities (endless paperwork) you have. If you are just starting in the childcare industry, your duties will obviously be different as you are still learning the ropes.
