Our learning environments frame tailored experiences to encourage the unique potential of each child.

At Jasmine Preschool we adopt a key educator approach to learning, where our little learners participate in small group learning experiences, maximising learning opportunities and are encouraged to ask questions through our ‘real life’ investigations and ‘provocations’. Working with their interests, a context is created in which literacy, science and numeracy (STEM) are organically explored and embedded in our day to day.

Ideas are shared and discussion encouraged to build understanding, social development, collaboration, respect and empathy.

Our educators go on this journey with the children and are always there to lend a caring hand or prompt with a small nugget of knowledge or wisdom to support their inquisitive explorations.

 The Early Years Learning Framework recognizes that children experience of learning is most successful when it is engaging and relevant. As they grow we engage with their sense of belonging (safe and secure relationships), being (who they are) and becoming (what they are capable of).

As children participate in everyday life, they develop interests and construct their own identities and understandings of the world. The Framework conveys these expectations through the following five Learning Outcomes which we reference when we document what learning is taking place:

• Children have a strong sense of identity (LO.1)
• Children are connected with and contribute to their world (LO.2)
• Children have a strong sense of wellbeing (LO.3)
• Children are confident and involved learners (LO.4)
• Children are effective communicators. (LO.5)

The Framework, therefore, provides broad direction for us to facilitate children’s learning and guides us in curriculum decision-making, planning, implementing and evaluating the quality of learning taking place.

Our key educators work closely with children and their families, aiming to establish strong relationships based on trust, empathy, and respect. They actively engage with children, providing individualized care and support, and promote a sense of belonging within our preschool community.

By forming meaningful connections, our educators create an environment where children feel safe to explore, learn, and develop their unique interests and talents.

Our key educators play a multifaceted role in supporting children's care and education. They observe and assess each child's developmental progress, tailoring their approach to meet individual needs.

Our educators design stimulating and age-appropriate learning experiences, encouraging children's natural curiosity and fostering their cognitive, physical, and social-emotional growth.

We understand the importance of collaboration between educators and parents in a child's development. At Jasmine Preschool, we actively involve parents in their child's learning journey. Regular open communication, enable us to share insights, exchange information, and discuss strategies to support each child's well-being and progress.

Benefits of the Key Educator Approach:

The key educator approach implemented at Jasmine Preschool offers several benefits for children, educators, and parents alike.

These include:

• Continuity and consistency in care and education, allowing children to develop a sense of security and trust in their environment.
• Individualized attention and tailored support to address each child's unique strengths and areas of growth.
• Enhanced communication and collaboration between educators and parents, fostering a shared commitment to a child's development.
• Development of strong and secure relationships, promoting positive social interactions and emotional well-being.

We believe that the key educator approach is fundamental to providing high-quality care and education for young children.

We are committed to nurturing the growth and well-being of every child, laying a solid foundation for their future success.

Typically, our preschool program formally commences from 9:00am through to 3:00pm.

• We commence our day in a Yarning Circle, where we share ideas openly and inclusively. This is an opportunity to explore the children's curiosities, news and interests. These discussions guide us in determining the activities and things we focus on as a class. Be it space, dinosaurs or whatever is of most interest, this provides educators with the context upon which specific learning areas are delivered.
• From there we progress to morning tea and outdoor investigations, where the children’s activities are facilitated, self-determined or naturally arise through collegiate play.
• We build on the morning’s discussion with planned and spontaneous activities through to lunch at 12pm
• Yarramundi time follows, where children are invited to rest, read or engage in quiet individual activities that encourage calm independence.
• During the afternoon a further group time is held, focused on music and movement.

Our Environment

To enhance each child’s experience and memory of these special days at preschool we aim to progressively build upon its quality and ambience.

Our planning is guided by the belief that these days, too often, children’s experience of the world is limited to the standardised ‘safe’ playground of rules, cottonwool and softfall; where anything remotely appearing as a risk is hastily removed from the environment. This contributes nothing to spontaneous natural play, learning and challenge.

We believe playing in the natural setting of our outdoor learning environment teaches children to better take care, be aware, estimate risks, make decisions and to cope with life with confidence. We infuse these attributes into our future planning; encouraging the judging of risks and not simply removing them all together.

That said, we remain wholly committed to maintaining the preschool as a safe place, but recognise the benefits for a child in better understanding their world through experiential play which should be a natural part of childhood.