Hansen Park Pre School

Activities will be set up both indoors and outdoors and the children will be able to choose for themselves where they would prefer to play.   One of the reasons for doing this is to spread the children out so that they each have more personal space.   This drops the tension in the group and allows children who are a little hesitant to observe without being pressured.   It also gives the staff opportunity to develop closer relationships with the children, establishing a good rapport.

 

 

• Packing up time:  During the session children are encouraged, as part of each activity, to hang up smocks, mop up paint, clean up the art activity, and put away puzzles and equipment they have used.   Part of learning is to take responsibility for themselves and their environment as well as their community.   All children help to pack up the playroom as a whole, not just what they have been playing with, at the end of playtime.

• Group Time:   Children come to the mat to enjoy music, stories, folk dancing, discussions, and picture chats. Sometimes we will divide and have smaller groups and sometimes we will have everyone together.

• Snack Time:   Children wash their hands before bringing their lunch boxes containing their snacks to the table where we spend 15-20 minutes socialising. A piece of fruit or a small sandwich with a healthy filling and drink bottle is usually the right amount. The snack does not have to be a full meal.

• Outdoor Playtime:   The children are provided with a variety of outdoor activities to choose from.

• Packing–up time:   Once again the children are encouraged to help pack up the small equipment.

• End of Session:   Children will be dismissed from the mat by the Teacher when their name is called, as the parent/guardian arrives.

Hansen Park Preschool implements a play-based, emergent curriculum using a strength-based approach which responds to children's interests, ideas and individual needs. We are responsive to the cultural and religious needs of all families. We try to incorporate significant experiences into the program to reflect the diversity of each family

 

Our approach to early childhood learning & development is reflected in the Early Years Learning Framework’s vision to provide children with a sense of Belonging, recognise and celebrate their Being and support their Becoming. When documenting children's learning and development, educators consider what  children are engaged in; they RECOGNISE when learning is occurring by REFLECTING on the National and Victorian Frameworks (NEYLF and VEYLDF) and they RESPOND to children by adding resources, providing guidance as needed and considering further planning opportunities.

 

Our centre’s philosophy changes as new insights are gained and practice is evaluated. The philosophy is reviewed annually.

​Education and Recreation

The program is developed around each child's individual interests and needs as well as stimulating and encouraging a "hands-on" environment. This program helps develop their everyday skills as well as providing a wonderful transition into the 4-year-old kindergarten. It also allows for the introduction to socialization with their peers.

The 3-year-old program makes great use of sensory and creative experiences, using them for children to develop their movement and co-ordination by exploring resources with their whole body.



Value-Added Programs

The group has an emphasis on having fun while learning to share and co-operate with each other in a happy, safe, relaxed, well-structured environment. This allows each child the time, space, and support to experience and develops in their own individual way. 



+ investigation-based learning.

+ Play
+ Imagination
+ Decision-making skills
+ Confidence