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.
I am 4
I'm a smooth talking, agile and observant seeker of adventure.
I'm kind of a know-it-all, as in I want to know it all.
I have more questions in me than you have answers.
I'm perceptive enough to sense this can frustrate you, but please don't discount my inquisitiveness.
I am 5
I'm a risk taker and mess maker.
I'm a confident doer of exciting things. I'm not built for desk sitting. My busy brain craves action and novelty.
I'm not as grownup as some people think - I still need to play, move and explore.
Don't rush my childhood
Our goal for children is to have the freedom to be children, to play, to socialise, to learn and to be happy . . . Our Bush Kindergarten program emphasises the importance of the whole child, as we nurture children through the understanding that each child has their own thoughts and self-identity, by listening and acknowledging children they begin to feel safe and secure, and therefore gain a sense of belonging and trust, it is only then that deeper learning takes place. Bodrova & Leong, 2005 state it so beautifully “Young children’s play allows them to explore, identify, negotiate, take risk and create meaning. The intellectual and cognitive benefits of playing have been well documented. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning”. Therefore our responsibility as teachers is to ensure an environment that offers many learning possibilities for children to interact, explore and experiment, allowing children time and space and not to be hurried, to take risk through trial and error and learn the difference between thought-out risk and a haphazard risk, as children gain confidence within themselves while understanding their own limitations. Nature play offers such experiences, as they continue to learn about nature and the world in which they live. Also another integral part of our program is children’s wellbeing and practicing gratitude, as children develop emotional intelligence they gain further skills of resilience and empathy while they make mistakes and realise that they are just developmental learning opportunities. Such self-regulation allows children to be challenged and take healthy risks, while children develop a connection with the environment and learn to share and develop further acceptance and awareness of their own and others emotions and feelings.