Preschool Program @ MELC

Previously, long daycare centres had a reputation for ‘caring’ for children, while preschool was associated with a focus on ‘early education’. Over the years this has changed, with the development of the Early Years Learning Framework  (practices that support and enhance learning from birth to five years of age).
Many preschools run a ‘Preschool Program’ from 9am to 3pm every day with the purpose of preparing children for their future schooling. Long daycare educators also schedule in the ‘Preschool Program’ at particular times and days of the week to cater for children attending various hours and days (due to the extended hours).

In the Diamonds Room at MELC our program offers children the opportunity to engage in a wide variety of learning experiences and activities, each specifically designed to promote children’s confidence as capable, active participants in their own learning. Children are presented with a range of activities including gardening, zoology, biology, sociology, arts and crafts, music and movement, physical play, block building, sand and water play, science experiments, early numeracy activities such as counting and measurement, and early literacy activities such as reading, drawing and writing. Our program is tailored for each child to reach their full potential.

As the Early Childhood Teacher (ECT) in our centre it is my (Janette) role and responsibility to: design, plan, implement and evaluate educational programs and practice’s of our preschool program and work alongside Danielle who is the Educational Leader to support the other Educators at our centre in delivering an educational program for all children.
As well as meeting the approved framework as an ECT I am also governed by the Australian Professional Teaching Standards.

The Australian Professional Standards for Teachers help Teachers to understand and develop their teaching practice and expertise across 4 career stages. By demonstrating the Standards - Teachers/Educators can have maximum impact on all learners.

The Standards are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains. Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement. I am currently at the second stage of my teaching career ‘Proficient Teacher’ and working towards my accreditation as a ‘Highly Accomplished Teacher’. I am qualified to work with children (birth - 12years) as I have a Bachelor in Primary Teaching and Early Education. I am also qualified as a Montessori Teacher/Directress. I also work in Primary school to ensure my teaching practices (Preschool - Year 6) remain current. As well as my experience and knowledge as an Educator (32 years ), I am a mother of five children.

In our Diamonds Room Tylah and I work tirelessly to design, plan, implement and evaluate our programs in relation to current research tailored to each child.
As a neurodivergent person a ‘one size fits all’ style of curriculum did not meet my educational needs. With this in mind I have also trained in multidisciplinary courses to learn about different approaches to ensure we make our curriculum (program) fit the child instead of making the child fit the curriculum. This one size fits all approach is common in our current school system, it is outdated and does not support how most children learn.

Mauri Ora (In Sacred Breath),
Janette (Bachelor of Primary and Early Childhood Education).