About Eleanor Clapham
[/vc_column_text][vc_column_text]- Singer, song writer, creator of Cheeky Tunes
- Mother of three
- Murrawarri Aboriginal woman
- Bachelorof Performing Art, University of Wollongong
- First non-Vietnamese person to study and perform traditional Vietnamese theatre at Hanoi Opera House, Vietnam
- Released pop album, The Awakening(2010)
- Influenced by Australian children’s song writer, Peter Combe
Cheeky Tunes Program Overview
[/vc_column_text][vc_column_text]Cheeky Tunes is a multi-sensory, interactive musical show for young children that runs for 35-40mins.The show is a combination of well-known and original children’s music accompanied by Cheeky the Monkey and various handmade props. It incorporates languages other than English as well as indigenous Australian language. Cheeky Tunes gives your child the opportunity to delight in music, dance and drama. Children are given multi-sensory experiences so they become part of the show. Each week the show comprises of a balance of familiar songs to build routine and confidence, and new songs to keep things exciting. Each song is accompanied by actions and various handmade props, musical instruments, dress-ups and multimedia displays. Songs in languages other than English are explicitly introduced, simple words and phrases are taught to children and meaning is explained. At the end of each show, each child is given a Cheeky Tunes stamp, sticker and balloon.[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]Cheeky Tunes Song List
[/vc_column_text][vc_column_text]| Super Hero | Children engage in role play as they put on capes and masks and ‘fly’ around like superheroes. Individual children’s names are utilised in each verse. |
| The Bubbles Song | A multisensory piece during which children pop bubbles all over the room. |
| Baby Doll | A soothing, gentle song. Children roll play rocking baby dolls to sleep and putting them to ‘bed’ on a communal blanket. |
| You and Me | Children learn about friendship as they swirl beautiful, coloured ribbons around to make shapes and animal actions. |
| The Drum Song | Children learn about rhythm and tempo with drums and drumsticks. |
| Ngaya Naba | A song about the importance of family sung in Dharug Aboriginal language, using clap sticks. |
| Row Row Row Your Boat | Actions performed in pairs OR children role play being snappy crocodiles. |
| Silly | Children role play monkey actions alongside a multimedia display. |
| Twinkle Twinkle | Song and multimedia display with surprise comedy element. |
| Babicino | Children bop along with their own babycino cups. |
| The Grasshopper story | A spoken word narrative about growth mindset with accompanying actions. |
| Tiri Tiri | Sung in Arabic, children put on shiny bird wings and role play flying around the room. |
| Chasy Chasy | A high energy song that envolves children running on the spot and pretending the chase. It laso teaches children responsibility and awareness of other other them. |
| Tricks on Grandma | A comic song where the children pretend to play tricks on ‘grandma’. It is a funny song but also teaches children about the balance of how far to take a joke. |
| Meo Meo Meo | A Vietnamese song where the children pretend to be cats. |
How Cheeky Tunes meets outcomes in
The Early Years Learning Framework
[/vc_column_text][/vc_column][/vc_row][vc_row][vc_column][vc_column_text]OUTCOME 1:
CHILDREN HAVE A STRONG SENSE OF IDENTITY
Children feel safe, secure, and supported |
|
Children |
Cheeky Tunes Educator |
| · respond to ideas and suggestions from others
· confidently explore and engage with social and physical environments through music, dance and drama · explore aspects of identity through role play |
· acknowledge and respond sensitively to children’s cues and signals
· respond sensitively to children’s attempts to initiate interactions · is emotionally available and supports children’s expression of thoughts and feelings · acknowledge each child’s uniqueness in positive ways · spend time interacting with each child |
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency |
|
Children |
Cheeky Tunes Educator |
| · be open to new challenges and discoveries
· demonstrate an increasing capacity for self-regulation |
· promote children’s sense of belonging, connectedness and wellbeing
· maintain high expectations of each child’s capabilities · provide opportunities for children to engage independently with tasks and play · display delight, encouragement and enthusiasm for children’s attempts · support children’s efforts, assisting and encouraging as appropriate · motivate and encourage children to succeed when they are faced with challenges · communicate explicit safety rules to children |
Children develop knowledgeable and confident self-identities |
|
Children |
Cheeky Tunes Educator |
| · explore different identities and points of view in dramatic play
· share aspects of their culture with other children and educators · use their home language to construct meaning · develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities · develop their social and cultural heritage through engagement with Elders and community members |
· show respect for diversity, acknowledging the varying approaches of children, families, communities and cultures
· provide children with examples of the many ways identities and culture are recognised and expressed · provide rich and diverse resources that reflect children’s social worlds · actively support the maintenance of home language and culture |
Children learn to interact in relation to others with care, empathy and respect |
|
Children |
Cheeky Tunes Educator |
| · show interest in other children and being part of a group
· engage in and contribute to shared play experiences |
· initiate one-to-one interactions with children, babies and toddlers, during weekly routines
· organise learning environments in ways that promote small group interactions and play experiences |
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation |
|
Children |
Cheeky Tunes Educator |
| · broaden their understanding of the world in which they live
· build on their own social experiences to explore other ways of being |
· promote a sense of community within the early childhood setting
· build connections between the early childhood setting and the local community |
Children respond to diversity with respect |
|
Children |
Cheeky Tunes Educator |
| · explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings | · plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity
· expose children to different languages and dialects and encourage appreciation of linguistic diversity · engage in interactions with children that promote respect for diversity and value distinctiveness |
OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING
Children become strong in their social and emotional wellbeing |
|
Children |
Cheeky Tunes Educator |
| · acknowledge and accept affirmation | · show genuine affection, understanding and respect for all children |
Children take increasing responsibility for their own health and physical wellbeing |
|
Children |
Cheeky Tunes Educator |
| · engage in increasingly complex sensory motor skills and movement patterns
· combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama · demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely · manipulate equipment and manage tools with increasing competence and skill · respond through movement to traditional and contemporary music, dance and storytelling |
· plan for and participate in energetic physical activity with children, including dance, drama, and movement
· draw on family and community experiences to include familiar games and physical activities in play · provide a wide range of tools and materials to resource children’s fine and gross motor skills |
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity |
|
Children |
Cheeky Tunes Educator |
| · are curious and enthusiastic participants in their learning | · respond to children’s displays of learning dispositions by commenting on them and providing encouragement
|
Children transfer and adapt what they have learned from one context to another |
|
Children |
Cheeky Tunes Educator |
| · develop an ability to mirror, repeat and practice the actions of others, either immediately or later | · engage children in repetitive songs and actions and build on these from week to week |
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
Children interact verbally and non-verbally with others for a range of purposes |
|
Children |
Cheeky Tunes Educator |
| · engage in enjoyable interactions using verbal and non-verbal language
· use language and representations from play, music and art to share and project meaning |
· engage in enjoyable interactions with babies as they make and play with sounds
· value children’s linguistic heritage and with family and community members, encourage the use of and acquisition of home languages and Standard Australian English · model language and encourage children to express themselves through language in a range of contexts and for a range of purposes |
Children engage with a range of texts and gain meaning from these texts |
|
Children |
Cheeky Tunes Educator |
| · listen and respond to sounds and patterns in speech, stories and rhymes in context
· view and listen to multimedia texts and respond with relevant gestures, actions, · sing and chant rhymes, jingles and songs |
· sing and chant rhymes, jingles and songs
· engage children in play with words and sounds |
Children express ideas and make meaning using a range of media |
|
Children |
Cheeky Tunes Educator |
| · use language and engage in play to imagine and create roles and ideas
· share the stories and symbols of their own culture and re-enact well-known stories · use the creative arts such as drama, dance, movement, music and storytelling to express ideas and make meaning |
· build on children’s family and community experiences with creative and expressive arts
· provide a range of resources that enable children to express meaning using dance, drama and music |
Children begin to understand how symbols and pattern systems work |
|
Children |
Cheeky Tunes Educator |
| · listen and respond to sounds and patterns in speech, stories and rhyme | · engage children in discussions about symbol systems, eg. Rhythm, beat and tempo |
Children use information and communication technologies to access information, investigate ideas and represent their thinking |
|
Children |
Cheeky Tunes Educator |
| · respond to technology integrated into learning experiences | · integrate technologies into children’s learning experiences |