Preschool and Kindy

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Philosophy Statement

Preschool is a special place for children. As an educational setting, it provides a safe, supportive, stimulating and enjoyable environment. It is an important bridge between home and school. Its educational program (curriculum) describes all that occurs from day to day. It involves all the opportunities for learning in the environment, whether teacher-planned or child-initiated, as preparation for learning for life. Play is central to the way children learn. It is through play that children explore relationships, both through the manipulation of physical objects and interaction with others. Children make sense of their world as they participate with others in play situations, negotiating meanings. Early childhood education promotes a holistic understanding of the child. We recognize that children develop individually, at varying rates. Preschool is a place ~ Where each child reflects unique characteristics of their background and knowledge, where social justice is implemented, especially regarding issues of gender and ethnicity, where tolerance and standards of appropriate behaviour are fostered. The role of the teacher is: . To observe, plan and evaluate meaningful activities that are developmentally appropriate. . To facilitate and encourage development of the whole child, supporting individual interests and differences. . To promote confidence and a positive self-esteem. . To recognise and value parents' participation in their children's learning, both at home and at school and to seek to encourage a continuing bond. Yes! Preschool is a very special place for children!

Literacy

Developing speaking and listening skills.

Exploring language through rhymes riddles and jokes.

Reading and viewing a wide range of texts.

Discussing features of texts when engaged in reading or viewing.

Responding critically, through discussion, to texts that are read or viewed.

Observing writing and reading behaviors as they are modeled and discussed.

Jointly writing messages with competent writers who 'talk them through the process'.

Recognize familiar words, letters or symbols in the environment.

Use symbols/print to convey messages during play and routines.

Reading and writing for different purposes; recipes for cooking, signs for cars and trains, plans for building.

Be engaged in language and literacy during make believe play. ·

Participate in a variety of play situations that promote group interactions.

Experiment with writing.

Dictating stories about their drawings and representations.

Begin to use language such as word, letter, number and illustration.

Recount experiences.

Creating, dramatising or retelling stories.

Discussing storylines in mime, dance and theatre productions.

Exploring language in a pitch rich and oral language rich environment.

Providing opportunities to share home literacy experiences.

Explore a different range of literacies including multi media

Numeracy

Explore and use a range of concrete materials appropriate to their development and interests in a variety of play situations.

Exploring the quantities of items in the environment.

Exploring the patterns and relationships in the environment.

Exploring the shape and size of items while playing, climbing and building.

Using mathematical language in real-life and play situations.

Applying number concepts and processes to a variety of situations.

Matching, counting, sorting, ordering and classifying everyday objects.

Identifying familiar numbers in the environment.

Using mathematical ideas as children engage in make believe play.

Observing how adults and other children use numeracy in meaningful contexts.

Representing mathematical understandings through drawings maps buildings and actions.

Predicting results as children play and interact.

Investigating the consequences of actions.

Discussing aspects of time in meaningful situations- after lunch, before morning tea.

Reading and reciting number rhymes and finger plays.

Playing games involving mathematical ideas.

Exploring sequence in number and position.

Solving problems in a variety of real life and play situations.

Comparing number and size.(length, mass and volume).

Foundations of Learning

The above information is found in the S.A., W.A., and QLD Early Childhood Guideline documents.

Critical Thinking
Enhances problem solving and decision making.
Evaluates ideas and actions that creative thinking has generated.
Reasonable and reflective thinking focuses on deciding what to believe or do.
Children need to be encouraged to develop confidence to choose and experiment with materials, to play with ideas and to actively explore with all their senses.

Communicating
Through verbal and non-verbal communication children learn to communicate their experiences.
Opportunities to develop and further their competency and understanding of language.
Enhanced by rich oral and written language experiences, art drama, dance and music.

Creativity
Provides an avenue for children’s natural curiosity about expressive materials to be explored.
Through imaginative play, self-expression and aesthetic awareness children can enjoy a range of experiences in the area of art, drama, music, dance and culture.
Time, resources and interaction with the environment nurture children’s ability to develop creative expression.

Cultural Understanding
Enhance the growing awareness and appreciation of each child’s owns cultural identity and the cultures of others.
Promote the valuing of and respect for all cultures and languages fostering positive experiences relating to people, language, lifestyles, customs and expectations.

Environmental Understanding
Children have a natural curiosity and desire to discover and investigate their world.
Enhance and explore their understanding and knowledge of how they relate and contribute to the world around them.
Through observation, exploration and use of technology children can develop a great understanding of the world in which they live.

Health and Physical Development
Enhance the development of fine and gross motor skills.
Promote a positive attitude towards personal health and hygiene.
Promote a positive attitude towards personal safety.
Enhance their physical skills as they explore and experiment with a range of materials and equipment.

Social Development
Enhance and develop personal and interpersonal skills that enable children to participate at different levels as a member of a group.
Positive peer interaction.
Co-operative play.
Negotiate and problem solving.
Recognize their feelings and express them in appropriate ways.

Technology
Exposure to various forms of technology; clocks, computers, telephones, radios, TV,
Develop skills, knowledge and understanding about properties of natural and processed materials.
Rituals and routines provide avenues for prediction and planning.

Sense of self and others
Enhance the development of the child’s self-concept, self-esteem and the interrelations between themselves and others.
Develop positive feeling about themselves.
Develop successful relationships and friendships.

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