Our vision: A place where we are heard.
Our Playroom caters for children from approximately three to four years. We have intentionally created small group sizes to support optimal learning environments and opportunities. We have a maximum of 17 children a day with 3 educators.
In keeping with the MOCCA Philosophy and our vision children are central to all that we do and in order to achieve our vision we know that genuine partnerships with families is critical. Throughout your time in our room we warmly invite you to contribute to our program and share in decision making about your child’s learning, development and wellbeing. In addition, to formal opportunities to meet and discuss your child’s program and progress or any concerns and suggestions you may have we look forward to many informal opportunities on a day-to-day basis.
Communication and Mark Making
Opportunities to support early literacy skills are embedded throughout our planned and spontaneous learning experiences, routines and transitions, interactions and intentional learning environments. In the early years literacy includes a range of modes of communication including music, dance, drama, storytelling, mark making, phonemic awareness and more. Learning environments contain signs suggesting ideas that inspire the children with ways to engage in the learning environment. These signs expose the children to the concept of written language and help the children to make connections between written and spoken language.
STEM for early years
In the playroom room we have a play based approach to STEM learning. Educators provide learning experiences that encourage children to explore mathematical and scientific concepts and are encouraged to hypothesise and reflect on outcomes. Children use processes such as exploration, collaboration and problem solving developing dispositions for learning such as curiosity, persistence and creativity. This enables children to transfer and adapt what they have learnt from one context to another and to resource their own learning through connections to people, places, technology and our natural world (EYLF, 2009).
Social and emotional learning
Experiences of relationships and participation in communities contribute to children’s belonging, being and becoming. In playroom, the educators support children to develop understandings that their actions or responses affect how others feel or experience belonging. Our educators create environments in which children experience mutually enjoyable, caring and respectful relationships with people and the environment, children respond accordingly. When children participate collaboratively in everyday routines, events and experiences and have opportunities to contribute to decisions, they learn to live interdependently (EYLF, p.25).
Please contact MOCCA for a copy of our information pack. In this package you will find the following information to help support your child’s transition to a new learning and care environment:
- Team member introductions
- Our core curriculum and information about our program
- Rituals and routines
- A what to bring list and general reminders; and
- A getting to know me summary form to complete and return.