Terminology

In South Australia, the terms Preschool and Kindergarten (‘Kinder’ meaning children and ‘garten’meaning garden) are interchangeable but mean the same thing. At the moment, children are eligible for 15 hours per week of Preschool in the year (4 terms) prior to commencing formal schooling. This may change when the “3 year old Preschool” roll-out commences in future. Long Day Care (LDC) refers to a service offering education and care in a childcare centre. An ELC (Early Learning Centre) is a title chosen to describe a LDC. It is no different to any other child care centre. Of course individual services may have some differences in what they offer, however all will base their curriculum on the The Early Years Learning Framework V2.0 (EYLF), are guided by the National Quality Standard and legislated by the National Law and National Regulations (ACECQA). It might also be helpful to know that in S.A. the first year of schooling is titled ‘Reception’. Other states refer to it as a variety of names including ‘Prep, Pre-primary, Transition, Kinder or Kindergarten’.

About Preschool at Margaret Ives

At Margaret Ives the Preschool children are referred to as the ‘Starfish group’ and are able to access 2 sessions of Preschool totalling 15 hours per week. Sessions offered are 8.30am-4pm, which is longer (per day) than many other Preschools. Parents also have the option of choosing to do LDC days booked on other days through the week, with the child remaining in the Preschool program for all days they attend. 

Curriculum and Teaching

Curriculums the teachers use include the EYLF, the Keeping Safe: Child Protection Curriculum and the Preschool Indicators of Literacy and Numeracy. Children continue to learn through play and intentional teaching. Structured group times include large groups and targeted smaller groups for extended learning including social and emotional development, Child Protection Curriculum and inquiry based research. After the morning whole group session, teachers run extended learning, often involving a numeracy or literacy focus. Group time focuses are planned on the room weekly curriculum plan, with intentional teaching outlined - this is displayed on the program board within the room. Families will receive a term plan overview outlining targeted curriculum areas, at the beginning of each term.

Enriching the Program and School Transition

We invite special guests to enhance our curriculum with a variety of concepts including First Aid, what to do in an emergency and around consent. Relevant excursions enrich the program where appropriate, including regular community walks and visits to our neighbouring Richards Park. Each term we attend the Norwood Primary School Early Years Assembly. Afterwards our Preschool children visit the early years classrooms which helps children to become familiar and build relationships with both students and teachers at the school. We see this as beneficial for all children, providing an introduction to the school environment even if they will not attend this particular school in future. 

Assessment of and for learning

Assessments involve ongoing formative snapshots of learning and summative assessments, including parent teacher interviews and Statements of Learning which are sent both home and onward to each child’s enrolled school. Teachers liaise with future schools regarding specific learning needs.

We have access to a range of Allied Health supports through the Department for Education including Speech Pathology, Psychology and Occupational Therapy. This helps to ensure children are supported as best we can now, and in the lead up to school. We can work with children and families to identify any concerns, and refer for advice and support where possible. 

School Readiness and Daily Routines

The Starfish children bring their own fruit to morning group time, developing independence and responsibility managing food and a small lunch box. Through our relationship with local reception teachers, I hear that some of the best ways we can help prepare our children for school are through teaching them to manage their belongings independently and by building social and emotional resilience. The skills and development we target here in the Preschool year includes self-help skills, play skills, dispositions for learning, language acquisition, pre-literacy and pre-numeracy skills, emotional literacy, confidence, fine motor and core strength.

Above all, children learn through intentional teaching and peer relationships within both group experiences and blocks of uninterrupted play. In the words of Loris Malaguzzi,

 “nothing without joy” (reggioaustralia.org.au).

Hayley Sidelik

Educational Leader MICCC