Educational Programs
Our balanced programs encourage children to participate in activities at their own developmental level to further enhance their skills. Opportunities to practice and reinforce existing skills through participation in new and exciting play are provided throughout the day. Learning experiences are planned based on observations taken as well as communication with families, taking into account children's current interests.
In our 0-2's there is an emphasis on exploration in a safe and caring environment;
You Will See: |
Why? |
Spacious rooms with soft spaces where babies can relax on large pillows and cuddly rugs |
Babies need a space that is soft and comforting |
Toys which are varied in textures, colours and shapes |
Babies need a range of materials which stimulate, sooth and relax |
Adults responding to babies cries and coos |
Babies develop a sense of trust and self-esteem when adults respond to their needs - they learn they are important and worthy individuals |
In our 2-3's, there is a balance between exploration and discovery along with specific learning outcomes.
You Will See: |
Why? |
Activities for dramatic play, blocks, art, books, dough, drawing making choices is an important skill for children to learn. |
Clearly defined activities assist toddlers in making their choice |
Materials that vary in complexity e.g. puzzles with varying number of pieces, play dough with utensils |
Toddlers should experience success and be sufficiently challenged to learn new skills and concepts |
Noisy play such as blocks and home corner located away from reading and drawing areas |
Toddlers are better able to focus on their play and are less distracted |
Sufficient times for routines such as eating, toileting, tidying the room |
Routines are important learning times and toddlers should not be rushed through these times of the day |
In our 3-5's there is a balance of play and fun with literacy and numeracy as they learn skills to assist them in the transition to a school environment.
You Will See: |
Why? |
Clearly defined activity centres that accommodate two to five children |
Preschoolers work best in small groups where they learn to relate to others, establish friendships and solve problems together |
Children meaningfully involved in transitions such as setting the lunch table, tidying home corner |
Learning takes place when children have a chance to try out their ideas and see the results of their actions; allowing for their development and responsibility for their environment - eventually their classroom |
Children engaged in activities that enable them to represent their ideas e.g. art, telling stories, dramatic and block play |
In representing their ideas children are learning to think abstractly and preparing for reading. In order to read, children must first understand that words represent ideas |
Opportunities for reading and writing e.g. a range of story books, staff reading stories in both group and free play, use of charts, written language displayed at child's level, access to word cards, story CD's to listen to, writing and drawing materials always available |
Children will be motivated to read and write if they understand words have meaning. Teachers guide and facilitate preschooler's learning by responding to their ideas and suggestions |
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