Program for Three Year Old Group- Echidna
We aim to present an emergent program embracing the VEYLDF learning outcomes of Identity, Community, Wellbeing, Learners and Communicators. Based on discovery through play, our program is dynamic and recognises the needs and abilities of each child. The ideas that are built upon come from the children’s own interests, and allow for play to develop in depth and extend over time.
Intentional teaching, as well as community and parent-based learning, is also developed within the program.
The program is displayed on the notice board in the foyer for parents to read and is also available by email.
The activities and learning experiences are provided to provoke thought and interest. They are also designed to encourage children in all areas of development: physical, social, cognitive, perceptual and emotional.
Often, 3 Year Old kinder is the child’s first foray into the world, away from the intimacy of the family home. We place a large emphasis on assisting children to learn to become a part of a group for their social and, emotional development. Building confidence and self- esteem is also a focus in three year old group. Often children will be practicing the same skill over and over or sometimes they might be trying to master a new skill and need a little guidance or reassurance from an adult. It is always rewarding to see the look of triumph when they have mastered a particular skill, climbed to the top or put the last piece in the puzzle
In our three year old program, the children are offered open ended opportunities to explore an idea. We allow time for the development of an idea to grow. Materials required to extend ideas are offered or made available upon the children’s request. Individual objectives are planned for all children according to their specific needs and in consultation with their parents.
A variety of unstructured, sensory materials are always available for the children to use. By exploring the properties of sand, water, clay and dough, the children learn many concepts about how they feel, look and can be manipulated. Sensory materials also provide opportunities for relaxing, messy play!
Cognitive tasks at Kindergarten arise in children’s play constantly. Children match, sort and classify objects, they learn to recognise colours, shapes and numbers; they practise informal maths and science concepts, solve problems and predict outcomes. Cognitive skills are also evident when children create play goals with other children and use language as a tool to facilitate these goals. Many other processes of ‘playing’ require cognitive skills.
Imaginative play is a very important part of the program. It allows children to create goals and act out roles within them. Dramatic play assists children to understand more about their experience of the world. Social skills develop such as taking turns, creating group goals, solving conflict and developing language skills.
Language skills are developed when children listen to and discuss stories, act out dramatic roles, share their ideas in play, discuss items of interest, communicate their feelings and attempt to draw or write their ideas.
We offer activities to help develop fine motor skills. The children paint, paste, draw, use scissors, thread, manipulate puzzle and construction pieces, play with clay, dough, small beads etc.
Gross motor skills are practised when children climb, roll, swing, dig, run, skip, hop, jump, throw, practise ball and bean bag skills, balance on beams, push and pull trolleys, dance and move in a multitude of ways!