Our educational and flexible program changes and grows to provide a child led program incorporating times of active play, free play, music, language and quiet times. Routines provide structure and predictability with the ability to be flexible when needed. The program and routine are developed to provide opportunities for children to build life skills including independence, responsibility, self-esteem and self-discovery.
Each week our learning and exploration is documented through children’s learning stories and reflections of each day. These form the basis of our program planning, ensuring our program is inclusive and reflective of children’s learning and interests. These documents are available for families to view.
Our learning environments
We provide a range of learning environments that allow children to investigate and explore at their own pace and within their own learning abilities to foster growth and development of all children
- Outdoor play/ gross motor – opportunities for children to develop coordination, balance, spatial awareness, body movement and control.
- Language – opportunities for free exploration of language and communication elements with pre reading and writing. As well as large and small group exploration through stories, songs, games and discussions; developing social skills and the importance of communication as well as introducing our school readiness program.
- Exploration – learning areas providing a range of materials for exploration and creation. Free choice opportunities allow children to develop skills to think, plan and discover. These areas can include blocks, construction, recycled and reused items. As well as some structured mathematics and science activities.
- Dramatic play – learning areas providing opportunities for children to engage in role play and self-discovery through exploring familiar elements in their world. These areas can include dress ups, home corner and animal play.
- Art and craft – opportunity for self-expression through creating with a variety of materials and mediums. Also engaging in fine motor movement, control and hand-eye coordination.
- Sensory – exploring the world using our senses through sand and water play, playdough and other sensory activities. Discovering textures and other sensory elements through hands on play.
- Manipulative items –opportunities to strengthen small muscle movement and control as well as developing cognitive skills to plan, process and complete tasks such as puzzles, sorting and threading
Belonging, Being and Becoming
The Early Learning Framework for Australia — A summary
Flying Fox Mobile Preschool adopts the Early Years Learning Framework for Australia.
The framework focuses on a vision for children’s learning; that all children need to experience learning that is engaging and builds success for life. Fundamental to the framework is the view that children’s lives are characterised by belonging, being and becoming.
- Belonging is knowing where and with whom you belong – family, cultural group, neighbourhood and wider community – relationships are crucial to a sense of belonging.
- Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of here and now, knowing themselves, building and maintaining relationships, engaging in life’s joys, complexities, meeting challenges in everyday life.
- Becoming reflects the process of rapid and significant change that occurs as young
children learn and grow.
Flying Fox Mobile Preschool educators work in partnership with families, to use the learning outcomes to guide their planning for children’s learning. We identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment. The teaching team uses the framework as a guide in curriculum decision making, to assist with planning, implementing and evaluating quality in our preschool.
Preschool educators acknowledge that the framework conveys the highest expectations for all children’s learning through the following five learning outcomes:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicators