Programming at Richmond Preschool
The Preschool Routine
The programme and daily routine are flexible and recognise the individual needs and interests of the children. Knowing the routine of the day provides security to the children. It is important that children arrive at a time when they can experience the range of preschool activities on offer.
The Daily Programme
Richmond Preschool implements The Early Years Learning Framework.
The Frameworks vision is for all children to experience play based learning that is engaging and builds success for life.
The Early Years Learning Framework describes childhood as a time of belonging, being and becoming.
There are 5 learning outcomes which are designed to capture the integrated and complex learning and development of all children from birth to 5 years.
The outcomes are:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of well being
- Children are confident and involved learners
- Children are effective communicators
The Framework focuses on each child’s learning. Educators work with families to get to know each child well, Educators listen, watch and talk with each child. They then create a learning program that builds on each child’s interests and abilities. Families are kept involved in this continual process.
By working together parents and educators can enhance the child’s learning and well being.
These activities are designed to promote a wide range of skills and to encourage independence, creativity and to build self-esteem. The activities offered may include:
- Art (eg. easel painting, printing)
- Craft (eg. pasting, collage)
- Skill promotion (eg clay, scissors, playdough)
- Manipulative (eg. lego, duplo, sewing)
- Mathematic experience (eg. blocks, scales)
- Social skills (eg. dramatic play, sharing materials)
- Science skills (eg. nature table, experimentation)
- Books and puzzles with a variety of mediums.
This is an expressive and creative experience aimed to assist children in developing ability in areas such as:
- Rhythm and beat
- Listening skills
- Movement and creativity
- Body awareness
- Spatial relationships
- Gross motor skills (eg. co-ordinations - large muscle skills)
- The naming and playing of a variety of musical instruments.
As well as in a group situation such areas as language, science and maths are evident throughout the day in all areas of the programme. Within the group situation the experiences are extremely varied, a small example of these include:
- Story, group discussion, perception, correct "book" terminology (eg. author, title, spine, etc)
- Picture talks (personal experiences, vocabulary, and freedom of speech)
- Science experiences (conservation, curiosity, experimentation, exploration/investigation, identification, and discovery)
- Maths (comparing, counting, ordering, grouping writing)
The planning of the outdoor programme takes into consideration many developmental areas and interests some of which include:
- Water/Sand play – concepts, volume, conservation, sensory exploration, social skills (eg. Sharing, interaction, co-operation, calming experience)
- Dramatic Play, Music, Art/Craft, manipulative equipment
- Climbing equipment - confidence, spatial relationships, large and small muscle exercise
- Interaction with the natural environment - gardening, bug finding
Children’s interest and fine motor development are considered when planning for these activities which can include:
- Computer work - Richmond Preschool has computers in each room for the children to use. We aim for the children to become familiar with the computer and it’s programmes as well as to become familiar with the keyboard and typing.
- Manipulative Equipment (threading)
- Educational Games (lotto, opposites, pairs)
- Dramatic Play (puppets, felt boards)
- Drawing (textas, pencils, rulers, free drawing and writing activities)
At Richmond Preschool we believe that the children are preparing for school from their first day. We feel that it is important for children to be socially and emotionally prepared for school, to be confident and independent individuals. When children are socially and emotionally competent, then learning skills and knowledge required for successful school transition is much easier and successful for them.