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We follow the Early Years Learning Framework as per our programming policy. This is Australia’s first national Early Years Learning Framework for early childhood educators. The aim of this document is to extend and enrich children’s learning from birth to Five years and through the transition to school.

We are committed to providing a developmental and educational program which caters for each child’s individual needs, abilities and interests. Our program will continue to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

We encourage children to be responsible for their own learning through choices in experiences, interests and routine. We use conversations, actions and play as the basis for teaching which involves the children being partners in teaching by seeking out ideas, opinions, thoughts and questions. We encourage children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest based projects to further enhance their learning and knowledge. We value children and families input and encourage family involvement in order to gather a comprehensive and holistic view of the child.

We know that children learn effectively through play and this is supported by Educators who are diligent in their responsiveness to each child. Applying strong intentional teaching practices will provide the children with an authentic and meaningful learning environment which challenges, supports and nurtures a child’s development. We also support research which confirms that literacy starts well before children enter school and that the early years of life are the most critical for learning. The literacy understandings and experiences that take place before school age are a key factor in lifelong successful literacy learning.

We include opportunities for literacy learning in every area of the program throughout the day - indoors, outdoors, routine and transition times - providing many opportunities for children to engage in literacy practices.

The addition of literacy texts, images and resources to children’s play areas encourages children to experiment with print in meaningful situations. As children play with literacy they enhance their understandings of the functions of print and images as well as their understandings of literacy concepts and processes.

Reference: The Literacies, Communities and Under 5‘s Resource

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