In every aspect of your child’s day there are opportunities for fun, learning and development to take place. Your child will be given opportunities to develop socially, emotionally, physically and cognitively.
To help children to take responsibility for their own learning, we strongly encourage independence. This promotes self-esteem and a sense of control for young children. The level of independence encouraged will depend on the child’s age and stage of development. However, all children will be challenged and stimulated to do many things themselves. Examples of this include helping with packing away, encouragement to think through and complete tasks independently, and using trial and error and problem-solving skills to work through any problems they may come across when completing their tasks.
Another skill we highly value is communication. Communication is a vital skill in early childhood for successful social engagement and later literacy success. We encourage children to talk to us and to each other. We do this by presenting ourselves as role models, greeting each child as they arrive, talking to the children about what they are doing and holding conversations in which the child is the leader of the conversation, yet also an active listener. Our aim is that children will feel comfortable and secure in communicating their concerns and worries to us. We present a caring, accepting environment where the child can naturally express their emotions verbally while at the same time respecting the rights of others.
We also encourage children to communicate with each other. We support the children in learning how to express their needs to their peers. This increases the child’s independence and develops confidence in their own communication skills.
We believe that children learn through play. Play enhances social interactions and the development of social skills – learning how to share, interact with others and take turns. It promotes physical development and body coordination and develops fine and gross motor skills. Children try lots of different behaviours in their play, and these behaviours can later be useful in solving problems. Play aids in a child’s creativity. Children use objects in their play in a non-standard way. Overall play is a vital component of the learning environment for children.
Art also has a major role in the development of children. Art activities provide opportunities in developing and refining gross and fine motor skills. Art also aids the child’s social development. As children are egocentric, they need opportunities to share, take turns and listen to each other, all which art provides. A child can make a personal statement through art and it can also help them non-verbally express their emotions and feelings. For those that find communicating verbally challenging art can provide that expressive side of them without the need to verbally communicate.
As we guide a child through these processes of learning, we are always planning for their individual needs. We recognise that each is an individual, with his or her own psychological state, rate of maturation, family and cultural experiences, skills and interests. We therefore plan our program upon individual observations of children, assessing their needs and strengths and then formulating appropriate individual goals and strategies linked to learning outcomes.
These individual goals are coupled together with the group’s long-term goals to produce a program that meets both the whole group’s needs as well as the individuals within it. Program plans and reflections are displayed for your information each week and forwarded to families via email so that information relating to the preschool program can be shared.
Children learn through play. At kindergarten they explore and experiment by involvement with materials and new ideas and through their interactions with others. The program is planned around the individual needs of each child and the group as a whole. All children are encouraged to develop to their full potential. The program provides open ended and group activities that encourage the children’s physical, social, intellectual, language and emotional development.
The children are invited to select an activity and work at their own pace, with help from staff or the parent on duty, if they need it. Indoor activities may include painting, pasting, clay/dough, puzzles, blocks, and construction, books, sensory activities and dramatic play area. In our lovely large playground, the children can play in our sandpit, digging patch, climbing equipment, water play in various forms, swings, zoom slide, carpentry and props for dramatic play.
The fortnightly program is outlined on the three-year-old notice board and the weekly reflections are emailed to families each Friday.
We take great pride in our Special Music Program for all groups. For both the three and four-year-old this takes the form of a specialist music teacher joining us in third term for weekly music sessions. The children are divided into two smaller groups to provide more meaningful and appropriate lessons.
Our kindergarten places a large emphasis on music as part of the everyday program; listening skills are developed through music, and concepts such as pitch, tempo, and beat are taught. Singing is not just at music time.
We regularly sing to children and use singing during transition times which supports smooth and more purposeful methods of moving the children from one part of the day to another.
Bush kinder is a part of the Funded program (4 to 5-year old) throughout terms 2 and 3. Children are taken into the local South Surrey Parklands to: discover and explore free of commercial toys; learn respect for our environment; and gain knowledge of our country’s Indigenous heritage. Children can get up close to fauna and flora that may not be possible within the preschool playground.
Each Wednesday session the Blue group go to bush kinder and each Thursday the Red group attend bush kinder.
Please refer to our Bush Kinder policies located on the policies page for further insight into this program.