The Butterflies Room
The Butterflies Room ( Big School Preparation Room) Our program philosophy provides children to explore and develop in the indoor and outdoor environments of the centre. Programs are tailored to meet each individual childs interest and abilities. The play expieriences created are designed to continually stimulate young minds through a variety of teaching methods. These activities are carefully crafted into an integrated educational program. Children in the Pre School room are encouraged to discuss their interests. These interests are then investigated and incorporated into the educational program.
Our trained staff in the Butterflies Room, educate important values on a daily basis within the School Readiness Program, which will assist not only during thier time at care, but when they transition into primary school. Some of our positive classroom values include;
  • Respecting themselves and others
  • Looking after themselves and their personal belongings
  • Using 'our words' to probelm solve and negotiate with our peers and educators, rather than use our actions
  • Displaying politeness at all times; saying Please and Thank you
  • Helping our friends whey they show signs of need and support
  • Sharing and participating in small/large group experiences
Stimulating and providing achievable challenges to our Butterflies plays a great role in our teaching roles as  educators. All of our educators in the Butterflies Room  use Vgotsky's method of scaffolding to further build each child's understanding of different concepts. How we facilitate their learning and understanding of different concepts through a variety of activities and experiences, which include:
  • Cognitive (Maths and Science):
Maths:- Counting in sequence from 0-30, Identifying numbers between 0-30, Learning even/odd numbers, Shapes, Colours, Telling the time (o'clock), Days/Months of the Year, Classifying and Sorting, Puzzles and Construction.
Science:-Activities that focus on cause and effect, trial and error and problem solving i.e. Goop, Slime, Cooking, Water/Sand Play
  • Physical:
Fine Motor:- Threading/Weaving, Hammer and Nails, Pegboards, Chalkboard drawing, Writing, Playdoh
Gross Motor:- Outdoor obstacle courses, Balance beams, Stepping stones, Stilt cups, Wheeled toys (Rollercoaster cars, Motorbikes, Pedal rollers, Scooters)

Language and Literacy: Stories, Tongue twisters, Rhymes, Singing multicultural/multilingual songs, Group discussions (Question Time), Letter identification, Alphabet phonics, Pre-writing skills (Writing our name and letters) and Show and Tell.                                                                                                                 

  • Creative Arts: Freestyle/Expression Art, Spray bottle painting, Golfball painting, String Painting, Body art, Mixed media collage
  • Nature and Aesthetics: Growing Mungbeans, flowers and vegetables
  • Music and Movement: Dancing and singing to multicultural/multilingual music, Playing different types of musical instruments, Tai Chi, Yoga, Aerobics, ZUMBA, Freestyle dancing
  • Dramatic Play: Home corner, Ambulance/Doctors Corner, Dolls Corner, Dress ups, Hairdressing salon, Puppet theatre.
In the Butterflies Room we focus on building each individual child's confidence, self-esteeem, and social skills, as these key skills are considered essential in our School Readiness Program to ensure a smooth transition to Big School. Children develop these skills through playing with their peers during structured and spontaneous activities, initiating and maintaing conversations with peers and adults and when building and sustaining friendships.
Furthermore, these skills are also enhanced through a variety of programmed activities/experiences set by our educators throughout the year:

Bringing in our lunchboxes from November: This is created to teach the school leavers how to unwrap plastic wrappings on sandwiches, open poppers to avoid spilling drinks out of the carton. All these skills are necessary for a successful transition into Big School.

Homework Folders: Encouraging the children to grasp the concept of receiving and completing homework sheets on a daily basis.
Early Years Learning Framework (EYLF)
Preschool Project Approach
Our educators have adopted the Early Years Learning Framework approach to further build each child's general knowledge and their understanding of the world around them. A core component  of this framework is using Project Approach. Through this method we assimilate your child's external interests and bring them into the centre and provide opportuntieis for your children to take the lead and direction into the experience.
Each week our parents are encouraged to complete Weekend Slips which provide our educators information of your child's current interests, outings or new experiences your child has enjoyed and become involved in outside of the Centre. Based on the feedback we discuss with the children the complied information and find a common ground/interest which the children would like to work towards.
Our next stage is brainstorming and discussing ideas of our chosen subject/theme, and finding the  appropriate equipment and activities to add to the project. The children are then given time to interact with their peers and their surroundings with minimal educator involvement and direction. Our role as an educator is to document comments which display their understanding of the concept, as well as, show the direction which they are taking in the experience. If  any new ideas or adaptations are developed during the experience, they will be gradually added.
All of the observations and reports are written by your childs primary carer,  which tracks the progress and developments of your child covering all developmental domains.

In the Butterflies Room  we communicate using a wide range of methods, such as the noticeboard, daily journals, suggestion box, weekend slips, as well as, verbal interactions.

Fire Brigade Visit