Age of discovery and learning new skills
The ratio of staff to children in the pre-schooler’s room is 1:7.
Pre-schoolers become increasingly social and enjoy more complex play. Conversations become an important aspect of games. They learn about fairness, social roles and rules. Negotiation, cooperation and turn taking are all skills needed for life beyond pre-school. They begin to learn what is expected of them, how to problem solve, reason and play together. “Belonging” and making connections become meaningful.
Play becomes more imaginative. Social and dramatic play provides spaces where friendship groups are formed, challenging life experiences explored, and children foster their developing self-expression (“being”). Sometimes there are ups and downs and children “quickly learn that the ground is uneven in group settings and that not all players are winners” (Early Childhood Australia, 2015. Everyday Learning Series 13(2)). Educators play a vital role in guiding children’s play. Sometimes specific environments are set up that enhance or develop specific skills which need practice. Educators provide environments that are structured deliberately and thoughtfully. The focus in this room is developing the foundations for life-long learning (“becoming”).
Play also provides opportunities for developing, among others, language and literacy skills. It is the link between oral language and imaginative thinking to written language. Bunya provides for this connection by providing a literacy-rich environment.
Pre-schoolers love physical activity. Their movements are becoming more coordinated and they enjoy high energy activities such as running, chasing, and ball play. Children need lots of daily practice to master all these skills which they need when they move on to the next life stage – school.
“…when children are exposed to literacy and numeracy learning through hands on, practical and play-based experiences, they are more likely to engage meaningfully and successfully with them”
Early Childhood Australia NQS PLP e-newsletter 66, 2003.
For further information see
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No66.pdf
The ratio of staff to children in the pre-schooler’s room is 1:7.
Pre-schoolers become increasingly social and enjoy more complex play. Conversations become an important aspect of games. They learn about fairness, social roles and rules. Negotiation, cooperation and turn taking are all skills needed for life beyond pre-school. They begin to learn what is expected of them, how to problem solve, reason and play together. “Belonging” and making connections become meaningful.
Play becomes more imaginative. Social and dramatic play provides spaces where friendship groups are formed, challenging life experiences explored, and children foster their developing self-expression (“being”). Sometimes there are ups and downs and children “quickly learn that the ground is uneven in group settings and that not all players are winners” (Early Childhood Australia, 2015. Everyday Learning Series 13(2)). Educators play a vital role in guiding children’s play. Sometimes specific environments are set up that enhance or develop specific skills which need practice. Educators provide environments that are structured deliberately and thoughtfully. The focus in this room is developing the foundations for life-long learning (“becoming”).
Play also provides opportunities for developing, among others, language and literacy skills. It is the link between oral language and imaginative thinking to written language. Bunya provides for this connection by providing a literacy-rich environment.
Pre-schoolers love physical activity. Their movements are becoming more coordinated and they enjoy high energy activities such as running, chasing, and ball play. Children need lots of daily practice to master all these skills which they need when they move on to the next life stage – school.
“…when children are exposed to literacy and numeracy learning through hands on, practical and play-based experiences, they are more likely to engage meaningfully and successfully with them”
Early Childhood Australia NQS PLP e-newsletter 66, 2003.
For further information see
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No66.pdf
