Supporting Developmental Milestones
At Grow Early Education we take a holistic approach to childcare and early education. We believe that children’s learning is interconnected, and our approach supports children in their cognitive, physical, social, emotional, linguistic, and spiritual domains.
Our Educational Program aligns strongly with Howard Gardner’s Theory of Multiple Intelligences. We believe that children develop at different rates and learn in different ways. Our Educators program according to children’s individual learning styles and interests to support developmental milestones, including gross motor skills, fine motor skills, language skills, cognitive skills, and social-emotional and behavioural skills. Our Educators create experiences and learning opportunities to complement and strengthen each child’s way of learning
At all times, we ensure that all children are supported, respected and feel a sense of belonging, as they enhance their skills and understandings of the world.
Our Educational Program aligns strongly with Howard Gardner’s Theory of Multiple Intelligences. We believe that children develop at different rates and learn in different ways. Our Educators program according to children’s individual learning styles and interests to support developmental milestones, including gross motor skills, fine motor skills, language skills, cognitive skills, and social-emotional and behavioural skills. Our Educators create experiences and learning opportunities to complement and strengthen each child’s way of learning
At all times, we ensure that all children are supported, respected and feel a sense of belonging, as they enhance their skills and understandings of the world.
Learning Through Play
The early years are a time for joy, wonder, and natural curiosity. Children learn through play, and through spontaneous and planned learning experiences and interactions. Our passionate Educators adopt a stimulating play-based approach to their curriculum delivery. Our centre is structured to allow the environment to become the third Educator. This offers children open-ended experiences to explore avenues such as imagination, creativity, and problem-solving skills.
Our inspiring learning environments are set up with a variety of indoor and outdoor learning spaces. Children are encouraged to move freely between the two environments to explore their individual interests. We provide active and quiet spaces, and areas for messy, wet, and creative play.
Our Educational Programs are based on real life engagements. These real-life engagements may include caring for class pets, planting and nurturing our vegetable gardens, cooking experiences, adopting sustainable practices to help care for our environment, and engaging with our local community through regular excursions and centre visitors.
Our inspiring learning environments are set up with a variety of indoor and outdoor learning spaces. Children are encouraged to move freely between the two environments to explore their individual interests. We provide active and quiet spaces, and areas for messy, wet, and creative play.
Our Educational Programs are based on real life engagements. These real-life engagements may include caring for class pets, planting and nurturing our vegetable gardens, cooking experiences, adopting sustainable practices to help care for our environment, and engaging with our local community through regular excursions and centre visitors.
The Abecedarian Approach Australia (3a)
Our curriculum is built on the foundations of the Abecedarian Approach Australia (3a).
3a has over 40 years of research which highlights the importance of language and responsive adults in maximising children’s learning outcomes. Scientific evidence shows us that in order to have a strong positive effect on child development, adult-mediated interactions need to be individual, frequent, and intentional.
3a is a set of evidence-based teaching and learning strategies that have been proven to maximise children ’s learning outcomes by enriching and enhancing educator practice. 3a is designed to enhance children’s cognitive, emotional and communication outcomes and readiness for school.
3a consists of four elements, each which specifically promote intentional and meaningful adult-child interactions.
3a has over 40 years of research which highlights the importance of language and responsive adults in maximising children’s learning outcomes. Scientific evidence shows us that in order to have a strong positive effect on child development, adult-mediated interactions need to be individual, frequent, and intentional.
3a is a set of evidence-based teaching and learning strategies that have been proven to maximise children ’s learning outcomes by enriching and enhancing educator practice. 3a is designed to enhance children’s cognitive, emotional and communication outcomes and readiness for school.
3a consists of four elements, each which specifically promote intentional and meaningful adult-child interactions.
Language priority
A commitment to make every experience in a child’s day an opportunity for talking, listening, and learning language.
Enriched Caregiving
Intentionally adding educational content to the daily, repeated routines of care.
Conversational Reading
Individual and pair reading that emphasises back and forth (serve and return)
communication.
Learning Games
200 experiences or games played between an adult and one or
two children.
A commitment to make every experience in a child’s day an opportunity for talking, listening, and learning language.
Enriched Caregiving
Intentionally adding educational content to the daily, repeated routines of care.
Conversational Reading
Individual and pair reading that emphasises back and forth (serve and return)
communication.
Learning Games
200 experiences or games played between an adult and one or
two children.
Being, Belonging, Becoming
Our Educational Program is strongly linked to the Early Year’s Learning Framework, to ensure every child’s learning needs are met. Even before birth, children are linked to family, community, culture and place. Their learning and development takes place through these relationships as they develop their identity, explore, and make sense of the world around them.
We deliver an emergent curriculum that supports the premise of play-based learning, and incorporates five learning and development areas that relate to the five broad learning outcomes identified in the EYLF:
We deliver an emergent curriculum that supports the premise of play-based learning, and incorporates five learning and development areas that relate to the five broad learning outcomes identified in the EYLF:
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.
Our Educators create opportunities through play and learning, embedding the Early Years Learning Framework of Belonging, Being and Becoming into the Educational Program and daily routine. As our Program is responsive to the children’s individual needs and interests, we look for ways to enable all children to experience learning that is engaging and will build success for life.
An integral part of ‘Being’ is the pursuit to provide opportunities to learn and develop skills, build relationships, explore self-identity, and build resilience. Our children’s day usually includes whole group, small group, interest-based and teacher-initiated experiences delivered around the following areas:
An integral part of ‘Being’ is the pursuit to provide opportunities to learn and develop skills, build relationships, explore self-identity, and build resilience. Our children’s day usually includes whole group, small group, interest-based and teacher-initiated experiences delivered around the following areas:
Investigating science and technology.
Creative arts and construction.
Literacy and numeracy.
Music and dramatic play.
Physical adventurous play
Sustainability and environmental awareness.
Working in Partnership with Our Families
We see children’s learning as integrated and interconnected. We value the connections between children, families, and communities, and the importance of reciprocal relationships and partnerships for learning. We see learning as a social activity and value collaborative learning and community participation. We believe in the power of partnerships with families and child development agencies in our wider communities, such as local primary schools and inclusion support.
Our Educational Program is reflected on weekly. We encourage parent feedback and input into our programs, to ensure that the best possible learning outcomes are being adhered to at all times.
Our Educational Program is reflected on weekly. We encourage parent feedback and input into our programs, to ensure that the best possible learning outcomes are being adhered to at all times.
Our Kindergarten Program
The day is more structured in our Kindergarten/Preschool classrooms, as this gives the children the opportunity to experience consistency in their daily routine. Focus is given to teaching fundamental skills needed for a successful transition to the school. These skills include literacy, numeracy, and fine motor skills.
Our Kindergarten/Preschool day usually includes whole group, small group, interest-based and teacher-initiated experiences delivered around the following areas:
Our Kindergarten/Preschool day usually includes whole group, small group, interest-based and teacher-initiated experiences delivered around the following areas:
Investigating science and technology.
Creative arts and construction.
Literacy and numeracy.
Music and dramatic play.
Physical adventurous play.
Sustainability and environmental awareness.
Children are also encouraged to express their individuality through their natural learning style and enjoy extending on their interests as they learn through play. Group work promotes a sense of belonging, encouraging children to develop teamwork skills and engage with their peers.
Daily incursions and extracurricular activities enhance classroom learning. Our weekly scheduled activities allow the children to engage with the community and enhance their learning experience. They keep fit and practice their gross motor skills with our fitness classes and learn balance and mindfulness through yoga lessons. They also take part in language lessons and enjoy cooking and gardening lessons too.
Our Kindergarten/Preschool Programs are taught by Bachelor-qualified Early Childhood Teachers who hold their Bachelor of Early Childhood. Our aim is to ensure that by the time each child completes their Kindergarten/Preschool year, they are well prepared with the skills and learning needed for a successful transition into a formalised school setting.
Daily incursions and extracurricular activities enhance classroom learning. Our weekly scheduled activities allow the children to engage with the community and enhance their learning experience. They keep fit and practice their gross motor skills with our fitness classes and learn balance and mindfulness through yoga lessons. They also take part in language lessons and enjoy cooking and gardening lessons too.
Our Kindergarten/Preschool Programs are taught by Bachelor-qualified Early Childhood Teachers who hold their Bachelor of Early Childhood. Our aim is to ensure that by the time each child completes their Kindergarten/Preschool year, they are well prepared with the skills and learning needed for a successful transition into a formalised school setting.
Transition to School
Throughout the Kindergarten/Preschool year, your child will learn essential skills to support their transition to Primary School.
Our Kindergarten/Preschool Teacher will also coordinate several visits to local schools across the year as part of your child’s transition to school process.
A formal discussion towards the end of the Kindergarten Year is scheduled to share information with parents and Teachers and support each child’s transition to school. This discussion provides an opportunity for parents and other partners to collaboratively create a summary of a child’s learning in the form of a transition statement.
Our Kindergarten/Preschool Teacher will also coordinate several visits to local schools across the year as part of your child’s transition to school process.
A formal discussion towards the end of the Kindergarten Year is scheduled to share information with parents and Teachers and support each child’s transition to school. This discussion provides an opportunity for parents and other partners to collaboratively create a summary of a child’s learning in the form of a transition statement.
