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3-5 years


‘Play is the highest form of research.’

Albert Einstein

Our educators help your children develop their innate curiosity and confidence by providing them opportunities to explore the environment, be involved in imaginary play and experiment with materials. Group activities help them to learn how to play and work in a team, take turn, share resources and appreciate each – others’ efforts.

Art and craft activities, music and movement and active play help develop their fine and gross motor skills. A love for reading develops as the children are exposed to more and more books, and stories are read to them. Children begin to understand science concepts and mathematical patterns as they play and interact with their environment, following their interests or provocations provided by educators. On their learning journey at Sea Urchins, children are encouraged to question, think and find solutions, make connections and discover relationships. Positive, warm, nurturing relationships help your children develop their identity, be resilient and transition to school with confidence.

Our Program

Our program is based on the National Early Years Learning Framework of Australia. We aim to extend and enrich children’s learning, with particular emphasis on play based learning, effective communication, language, social and emotional development. Our philosophy is reflected in our program.

At Sea Urchins Childcare Centre all curriculum decision making, teaching and learning is guided by the Being , Belonging and Becoming - Early Years Learning Framework for Australia.

The Framework puts children’s learning at the core and comprises three inter-related elements: Principles, Practice and Learning Outcomes.

The Principles underpinning our practice are:

  • Secure, respectful and reciprocal relationships.
  • Partnerships with parents.
  • High expectations and equity.
  • Respect for diversity.
  • Ongoing learning and reflective practice.

The principles of early childhood pedagogy underpin practice. Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:

  • adopting holistic approaches;
  • being responsive to children;
  • planning and implementing learning through play;
  • intentional teaching;
  • creating physical and social learning environments that have a positive impact on children’s learning;
  • valuing the cultural and social contexts of children and their families;
  • providing for continuity in experiences and enabling children to have successful transition;
  • assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.

The Framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school. It communicates these expectations through the following five Learning Outcomes:

  • 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.
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