The program offered at Dover Heights Community Preschool is underpinned by The Early Years Learning Framework which is a Nationally recognised document formulated as a result of much research and professional input into how our young children learn best.
Our programme is play-based because we as educators know through research and experience that children need to facilitate learning in concrete ways that have the most meaning for them. Age appropriate equipment and natural materials are offered to provoke thought and imaginative play so that the children can explore at their own individual pace.
The preschool environment reflects the view that the children are capable learners and construct their own thoughts and ideas. Parents and educators are facilitators and co-learners.
The children here are free to choose the areas of interest in which to participate throughout the day and the educators and children engage in collaborative decision-making about the materials that are used.
Our programme is supported by developing respectful relationships with the children, families, and the community of Dover Heights Preschool.
The program is flexible and recognises the individual needs and interests of the children. Visitors and regular incursions are also planned throughout the year to extend the children’s learning.
We believe our role is also laying foundations for more structured days at school and as such plan for the on-going development of self -help skills, routines and early literacy and numeracy skills for the children that will make the transition to school an enjoyable process.
School readiness encompasses many areas of a child’s development. Dover Heights Community Preschool is well-known in the area for preparing children successfully and with confidence to progress to their first year of school.
Each day, experiences provided are based on the children’s interest. These include:
- creative arts : painting and drawing with a range of media, clay and dough, 3d construction
- puzzles, blocks, construction and games which promote problem-solving skills
- extended time for imaginative play in the garden surrounds and sandpit.
- active participation in obstacle courses, climbing and ball skills
- environmental sustainability education
- storytelling and literacy
- music and movement
- Small and large group experiences promoting high order thinking skills and science based projects
- Children can initiate or continue their own projects and investigations that may last days or weeks. Some children may also be involved in collaborative projects with other children.
- Children will also have the opportunity daily to participate in group activities where they learn to share ideas and knowledge with their peers.