3 Year Old Program
Term 1 Overview
Our Pre-Kindergarten Program follows the Early Years Learning Framework, focusing on the development of the whole child and their social and emotional wellbeing. Our Early Learning program is centred on the approach which allows children to develop in a play-based environment catering for your child’s diverse interests. We value the partnership between the school and the home in the overall development of your child.
Developmentally appropriate practice is when an early childhood professional provides a program that nurtures all aspects of a child’s development. The Three Year Old Kindergarten Program recognises, acknowledges and includes:
- Each child develops at a different rate and their learning at various stages.
- Beginning with the child’s skills, strengths and interests and building upon these.
- Allowing each child the time to develop, master and practice new skills and knowledge.
- Allowing each child time for quiet reflection.
- Experiences that provide opportunity for exploration at each child’s pace.
- Stimulating curiosity and wonder in each child.
- Promoting creativity across a variety of areas including, art, music and movement.
- Encouraging children’s developing independence.
- The significance of the family as first teacher of the child.
- Utilises all forms of play as the vehicle for learning and teaching
Our Pre-Kindergarten Program will encourage development in eight main areas:
- Social – through interaction with peers and staff.
- Emotional – through expressing feelings and developing self-worth and self-esteem.
- Gross Motor – development of large muscle control through climbing, running, jumping, throwing, catching, balancing and pedalling.
- Fine Motor – development of fine muscle control through hand eye coordination, peg games, threading, puzzles, drawing and cutting.
- Language – developing communication skills through listening, verbalising, following instructions, singing and understanding words.
- Cognitive – developing your child’s ability to problem-solve.
- Self Help – developing independence in preparation for future schooling years.
- Arts and Crafts – free expression through painting, drawing, construction, play dough and collage.
Arrival: Children and parents are invited to spend time together playing in the room before the bell rings. This time allows for your child to make a smooth transition from home to school.
Mat Time: Children and teacher come together on the mat to engage in greetings and group activities.
Indoor/Outdoor Program: Activities are carefully planned and presented to the children to meet each child’s interests and development. A balanced approach of child centred and teacher directed activities are provided and include:
Sensory Play – Children learn best when they can touch, see, smell, taste, hear, and manipulate the materials in their world. Sensory play can involve just about any kind of material from sticks and leaves, to water, playdough, beans, rice, pasta, paper, straws, and the list goes on.
Exploratory Play – e.g. Food preparation and cooking, caring for plants and animals, playing with water and ice, recycling and caring for the environment, taking apart old equipment to see how it works like clocks and toasters, nature walks to explore the outdoor environment.
Manipulative Play – e.g. Threading and screwing materials – beads, macaroni, nuts, bolts, small plastic jars with lids, a range of items for sorting, matching and classifying for colour, shape, size, etc.
Dramatic Role Play – Pretending to be someone else like a mummy, daddy or a doctor or chef, permits children to fit the reality of the world into their own interests and knowledge. ‘One of the purest forms of symbolic thought available to young children, dramatic play contributes strongly to the intellectual development of children’ (Piaget, 1962).
Creative Play – e.g. Painting, building, drawing and any other artistic or imaginative activity. It’s often free and sometimes messy, but always fun.