Our vision: A place of exploration and learning for all.
Our Preschool is a specifically designed Preschool Program catering for children in the year before formal schooling. We have intentionally created small group sizes to support optimal learning environments and opportunities for children. 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.
Transition to school and continuity of learning
A successful start to school is linked to later positive educational and social outcomes. Research tells us that children transition more successfully when children and families experience a sense of belonging and partnerships within early childhood and primary school settings (Educational Transitions and Change Research Group, 2011). For this reason, our transition to school and continuity of learning program begins when the child is first enrolled at MOCCA; from Nursery through to Preschool. This component of our curriculum looks at preparing children socially, emotionally, physically and academically for a successful transition to primary school and other settings.
Literacy in the early years
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 preschool 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).
Critical thinking and social justice
Children growing up in Australia are growing up in diversity. Australians are not a homogenous group: we differ in all aspects of identity – gender, race, ethnicity, cultural heritage, abilities and disabilities, sexual orientation, religion and socio-economic status (Glover, 2016). Children notice and are interested in our differences, for this reason all aspects of our curriculum support children’s critical thinking about diversity to ensure they receive positive messages about the many social groups in their world (Derman- Sparks & Olsen Edwards, 2010).
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.