At Mount Peter Early Learning we will work closely with families to ensure your child has a thoughtful and considerate transition to Care. Our Primary Care Giving model, planned opportunities to stay and play, creating relationships from the outset are important to a stress and anxiety free start for your child and for you.
Bush Kinder: For all children 3 years and above
Nature is paramount to our programs with access to transport for excursions and opportunities in the nature parks and wetlands in our community the subject of our exploration and investigation. Tuning children to Nature improves well-being, and surrounding them in all the glories of Mother Nature creates endless teachable moments. Nature Deficit Disorder is coined by Richard Louv in his book Last Child in the Words meanings that human beings, especially children are spending less time outdoors resulting in a wide range of behavioural problems.
Strollers are provided for smaller children to embark on nature walks, and the older children are able to explore with teachers on hikes and walks to observe and collect information and images to bring back for further investigations.
A strong Educational Leadership team, led by Bachelor Qualified Teachers, discuss and oversee the programs through pedagogical discussions and critical reflections. Our documentation process for children is visible in classrooms, and rich portfolios created for children for their entire learning journey with us at Mount Peter Early Learning.
XPLOR helps us share day to day images of your child in action with you, participating in the program in a secure digital platform delivered to your smart phone.
Gratitude Action Research Project
Our Research: Robert Emmons (Professor of Psychology at the University of California) author of The Science of Gratitude has been well documented in improving well-being and emotional prosperity. Our action Research in Practising Gratitude with children now reaches over 3500 children, and some of the results have been amazing so far. Children, teachers and families have been able to grow and flourish individually as well as helping their community thrive. We can be grateful to gratitude for working hard on our behalf. We truly believe that when children are grateful for the world around them and everything and everyone in it they are happier.
Our results are staggering. As educators, we can focus intensely on educational programs and learning, but we have been missing the most vital of elements of children’s needs – well-being. When we turned our focus towards personhood – with the practice of gratitude children started to notice. They noticed that the everyday things that happen around them – like mummy picking us up at the end of the day, cooking our favourite meal– is something that we should be appreciative of. Children started to express their appreciation and parents were overwhelmed. The data results we have collected speaks for itself. I dare to say our children, as a result, are “happier” and our staff are “happier” Fiona O’Donnell, 2018
Nurturing responsive relationships with children is our primary focus within the Nursery. Educators take time to get to know you and your child so that your routines are reflected in the daily program and all children have a strong sense of wellbeing and belonging. The program and all children have a strong sense of wellbeing and belonging. The program concentrates around children's primary areas of learning their senses - what they see, hear, taste, touch and smell.
A tiny toddler’s keen sense of discovering the world around them is supported through the creation of environments that ignite their curiosities. Play is central to all learning and our educators ensure there are many varied opportunities for children to become independent and confident learners.
A burst in language development and the opportunity to learn about turn taking and socialising is the main influence in the educational program for toddlers. Flexible classroom routines are filled with opportunities for role play, dance, music and emerging literacy balances the active physical play that children require each day. Educators support children emerging independence whilst being responsive to their need for closeness and security.
An emergent curriculum based on children's interests engages the 3 year olds curiosity and sense of adventure. The 3 year old loves to test their limitations; they want to show their helpfulness and empathy and educators support children's motivation to persist with challenges. The daily program provides choice between the indoor and outdoor classroom and learning environments are prepared to challenges and engage children in their learning. Educators are supportive in encouraging children's sense of wonder and recognise children strong sense of identity.
Teachers support children's keen approach to learning by offering an educational program that is challenging, insightful, consultative and reflects each individual in the classroom. Developing friendships and group play offer our teachers further opportunities to extend your child's skills in negotiating, collaborating and social interactions. We focus on learning environments that foster development in the arts, numeracy, literacy and science and from here project development offers the prospect to delve deeper in gaining skills, knowledge and attributes that will prepare your child for their formal schooling years.