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We operate an emergent, play-based, indoor-outdoor program which focuses on extending play, acknowledging individual development and interests and highlighting creative thinking.

Our program facilitates and promotes individual learning through play – the children role play, create, improvise, explore, problem solve, experiment, and so on. Through play the children also learn about the life skills of compromise – taking turns, flexibility and relationships, give-and-take sharing, caring for others, success and failure. They find the need for communication, ingenuity, experimentation, independence and learn that they are responsible for their own actions, and their own personal belongings.

Play at kinder, whether solitary, parallel or in small or large groups, is the educational tool by which the children explore, understand, interpret and learn about their world in our very caring, purpose-built children’s environment.

The developmental areas we promote and work in with the children are:

  • Self Care –  Independence in selecting and carrying out activities, physical independence – buttons, zips, toileting, smocks on/off, co-ordination and perception skills.
  • Language – Communication skills, with other children and adults, listening with understanding and responding.
  • Cognitive Development – The children are encouraged to think of their own ideas, plan and carry out the idea, using previous experiences learnt through imitation, memory, and trial and error.  Problem solving skills are also closely monitored and encouraged.
  • Social Development – Learning how to play/work co-operatively, sharing and taking turns, appropriately expressing anger or frustration or joy, etc.
  • Emotional Development – Happy with their achievements, self esteem, able to form friendships and confidence asking for help if needed.
  • Physical Development – Building both small and large muscles aiding all skills and areas of development.

These areas link into the Victorian Early Years Learning Frame Work:

  • Identity – Children have a strong sense of self.
  • Community – Children are connected with and contribute to their world.
  • Well-Being – Children have a strong sense of personal well-fare.
  • Learning – Children are confident and involved learners.
  • Communication – Children are effective communicators.


What is an indoor-outdoor program?

An indoor-outdoor program can take many forms. At our pre-school it involves ensuring that doors between the inside and outside of our center are always open (weather permitting). This gives children free flow between the two different environments and allows them to make their own choices about where, when and what they play.