Bexley Jack and Jill Preschool

Our program is based on the Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’ (2009).

Learning in early childhood is particularly significant as it lays the foundation for all future learning. Our aim is to provide children with experiences and opportunities that encourage them to acquire skills, knowledge, attitudes and sensitivities that will allow them to make the most of their potential. Learning in childhood largely happens through engagement with others and the physical world.

When we develop the program we consider the whole child and the interrelated nature of development and learning.

What do children do at Preschool?

Bexley Jack and Jill Preschool is committed to providing a warm and caring positive environment for children and their families. This ensures that children are able to develop to their fullest potential at their own pace and to gain independence and positive self esteem.

We aim to provide a total learning environment to meet the children's physical, social, emotional, thinking and creative needs and respect each child’s individuality.

The preschool program is based on active learning, which includes play and inquiry. At preschool the children will be:

  • Developing relationships with teachers and peers
  • Drawing, painting and creating collages to encourage creativity, oral language and early literacy skills
  • Using blocks and manipulative equipment to develop early mathematical concepts and skills
  • Initiating and participating in dramatic play to build an understanding of the world around them
  • Participating in language and music experiences
  • Participating in outdoor activities to develop an understanding of and respect for the environment and strengthen gross motor skills
  • Playing and investigating independently, in pairs and small groups
  • Actively making choices about what and how they learn
  • Investigating and learning how to inquire about their interests
  • Planning collaboratively with the teachers

The ultimate aim is to teach the children how to learn and to foster a love of learning.

What are children doing when they play?

We believe that children's play is the single most effective and appropriate vehicle for their learning. When children play they make decisions, solve problems, develop thinking skills, collaborate, communicate and develop a positive sense of self. Play emphasises learning through ‘doing’ and provides the basis for most of the daily experiences. At preschool children participate in a range of play including fantasy, exploratory, directed and free play as well as physical play and games with rules.

What is inquiry-based learning?

At preschool children and teachers work together to explore, observe, ask questions, discuss observations and seek answers to topics of interest to young children.

Why is preschool important?

The learning experiences at preschool will help children to;

  • learn how to cooperate with others
  • develop independence and problem solving skills
  • increase self confidence
  • understand and use language to group, sort and describe objects and to communicate ideas, feelings and needs
  • listen, respond to and give directions
  • develop early literacy and numeracy skills
  • develop physical coordination skills
  • assist with the transition to school

Program Outcomes

Our program is guided by the outcomes from the Early Years Learning Framework:

Outcome 1: Children have a strong sense of identity

  • Children feel safe, secure and supported
  • Children develop their emerging autonomy, interdependence, resilience and sense of agency
  • Children develop knowledgeable and confident self identities
  • Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
  • Children respond to diversity with respect
  • Children become aware of fairness
  • Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing
  • Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

  • Children develop dispositions for learning such as curiosity, cooperation, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  • Children transfer and adapt what they have learned from one context to another
  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective communicators

  • Children develop dispositions for learning such as curiosity, cooperation, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • Children interact verbally and non-verbally with others for a range of purposes
  • Children engage with a range of texts and gain meaning from these texts
  • Children express ideas and make meaning using a range of media
  • Children begin to understand how symbols and pattern systems work
  • Children use information and communication technologies to access information, investigate ideas and represent their thinking