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How To Determine What Level of Book is Right for Your Children in Childcare

How To Determine What Level of Book is Right for Your Children in Childcare

Your child isn’t going to become a great reader over night, but it can happen one book at a time. But what is the best way for you to choose the right book for your child to read?

It may be second nature to feel like you should be picking your children’s books, but the fact remains that letting your child choose their own books is a skill that they should learn at young age. By allowing your child to choose their own books independent of your input, allows your child to learn the different reason we choose a book to read in the first place.

If your child has reached reading age, here are a few helpful tips to help him or her learn to choose books that will make them want to read more:

 

  • When your child is ready to start reading, begin instilling the fact that we read for a purpose – whether it’s too learn something or if the purpose is simply for enjoyment.
  • Have your child browse through the books either at the library or the bookstore. If this seems to be too overwhelming, then have them narrow down their choices by either a type of book (fiction or nonfiction) or by action, funny or other subject.
  • Say “yes” as often as you can when your child selects a book that he or she is interested in. Rather than saying “no” try saying that a choice is “not so a great selection.
  • If your child selects a book that is beyond his or her reading ability, solve the problem by reading the book out loud with your child. Let them read as much of the book as possible, you can jump in if there are difficult parts for your child to read.
  • If your child has really enjoyed a particular book, remind him or her of the author name when they are selecting books the next time.

 

Childcare, Kindergarten, Preprep, Reading, Gympie, Daycare, Early Learning, Best.

Separate Nursery Room for Child Care in Gympie

Separate Nursery Room for Child Care in Gympie

Parkside Early Learning Centre has made available a separate nursery room for children from 6 weeks of age.
The move has been because of growth in the amount of families enrolling at Parkside and the need to have babies and infants in a separate environment. The nursery has its own spacious room along with a separate sleeping room. Both the sleeping room and the classroom have air conditioning and views out over the natural parklands that surround the centre.
The nursery and toddler rooms have their own private covered balcony and outdoor play area. This keeps them safe and in an environment of age appropriate play experiences. The nursery staff exceptionally experienced and have a special passion for the nursery age group. For safety of our children they follow SIDS protocols. Parkside also offer all meals.
little-guy
Many centres in Gympie don’t offer care for the younger age groups. For the owners Andrew and Carolin being able to offer a full child care service for all ages was always part of the plan. “We want to be able to offer families the convenience of having all their children in one service in a safe and caring environment.” says Andrew
Children can start from the age of 6 weeks and then progress through the different classrooms with their friends and up until the Kindergarten room where they run the Queensland approved kindergarten program before heading off the school.
Toddler LP
The nursery is almost at capacity on many days now with more families to start in the coming weeks. If you are interested in finding out more call on 07 5482 7738 or here.
Child Care, Nursery, Gympie, Daycare, Childcare, Early Learning Centre, Babies, Infant, Toddler
The importance of Creative Play in Childcare

The importance of Creative Play in Childcare

It is already February – the year is moving fast! Christmas is well and truly in the past and our kids’ rooms are full with new toys – often more than they can handle! The floor is in a mess and we can hardly see the carpet… and yet they come up to us and say they are bored!!!

This conversation usually plays out in someone threatening to get a big rubbish bag and bin all the new toys! How can they be bored with so many toys around, and most of them are only a month old? Did Santa get it all wrong?

Recently I came across an interesting quote saying that “the more the toy does the less the child does, and the less the toy does the more the child does.”

This really got me thinking, especially since we at Parkside Early Learning Centre in Gympie believe in play-based learning. Research has shown how important play is for children: Maria Montessori, known for her work in early childhood education and childcare, said:” Play is the work of a child.”; and Albert Einstein once said “Play is the highest form of research”. So, if your children spend extended time playing, they are in fact hard at work and researching the world.

But then my next question is what exactly is play and is any kind of play good?

We say ‘our children are playing’ when they are actively engaged with others in the sandpit building sandcastles, when they are solitary engrossed pushing trains around on their tracks or when they act out real life situations in the family corner pretend cooking or dressing up. And all this is work or research? Well, yes, it is! Children participating in play such as this practise and acquire important social skills, they explore ways of doing things or experiment what happens when we pour too much sand or water in a container. They gain confidence as they progress in the skills they acquire and learn to understand the world around them better.

Play often involves all 5 senses – this is the way children learn best. We see this in little babies: they turn their head when they hear a tune, they stick everything in their mouths or squish things with their little hands. Older children use their senses to explore textures, make sounds with instruments or use their eyes to follow a bird or butterfly. At our childcare centre in Gympie, Parkside Early Learning, we expose the children to lots of sensory experiences like painting, messy play like swishing shaving foam around, hiding animals in rice or making slime. We allow the children to explore real life natural materials like pine cones, seeds, drift wood or pumice stone rocks. They love it!

So back to the toys…Do we need them and what are good toys? Are we wasting our money on the shiny noise making toys advertised on TV as must haves?

Toys are objects for children to play with. Some toys on offer these days seem to do a lot and attract our children’s attention but, soon after every button has been pressed, the excitement wanes and the attention of our child moves away quickly (and we are disappointed about all the money we spend). Toys like that usually have a set of activities requested from the child and, once completed, the child can’t develop any further skills and a new toy is needed.

Creative Toys 2

Some people mention the ‘good old days’ when they played with sticks and stones. They became swords, cookies or counters in games. And they cost NOTHING! All can be called toys but there seem to be toys that require more imagination and that brings us back to the quote from the beginning that some toys do a lot and require little input from the child and others do little but engage the child’s imagination a lot more. Children need to develop a bright imagination in order to become good thinker outside the box and problem solvers. Imagination helps develop the children’s cognitive skills and they became more adaptable. All these are skills our children need in order to get school ready and later in adult working life.

Creative Toys 3

So, maybe, as parents we need to be more adventurous and send them outside more, allow them to climb trees, play with sticks, stones, sand and water (and hide some of the old toys). At Parkside Early Learning centre, we are very fortunate being located next to a lovely park – we have gone over there for picnics, to collect natural materials which we later used for art, craft or play, and to watch birds and insects. As parents, we are called to be role models for our children. So, let’s get down on the floor, grab an old pot, some water and leaves and make some delicious soup. Help you child develop creativity and, on the way, you might make some of the best memories of play with your child and re-develop your own creativity!

 

childcare, early learning centre, kindergarten, kindy, day care, gympie, child care, parenting 

Coping with Separation Anxiety in Child Care

Coping with Separation Anxiety in Child Care

Coping With Separation Anxiety

As it starts into the new enrollment year at Parkside Early Learning Centre separation anxiety is very common. Parkside works very closely with the families to ensure a smooth and successful transition for all our new families. Here are a few other tools and techniques to assist parents with dealing with separation anxiety.

A child starting in child care is a major life transition for both young children and their families. Any change,even when it is a positive change can be stressful. For many children this can be the first time a child is away from the secure and loving arms of their family. Parents and children may experience anxiety about starting a child care experience. Parents want to know that their child will be in a loving and safe environment when the child is not in their direct care. It is very normal for parents to feel guilty about placing the child in a daycare program, thus making the departure more difficult. Little children have been developing a attachment to their parents and are often secure in their daily home life and routine. There are definitely things that parents and child care centre can do to alleviate separation anxiety.

I remember with my own son when he went into child care for the first time. He would cry to begin with and I would want to go back just for one last cuddle but that would prove to be the wrong choice. Sure enough once we were down the road the crying stopped as soon as it begun. Soon he couldn’t wait to get to his centre each day to have fun with his friends and teachers.

For Parents Coping with Separation Anxiety

  • Recognise your own feelings – Your child is sensitive to your emotional state and attitudes. If you are apprehensive about the childcare program or how your child will adjust, you may unwillingly convey this to your child. If is important that you have taken great care in choosing a childcare alternative that you are personally comfortable with. Also be sure to always talk to the child about daycare as a positive and exciting thing. Avoid apologising to the child about enrolling them in to child care.
  • Recognise your child’s temperament – You know your child better than anyone else. Let your knowledge about your child’s personality and temperament guide how you approach this new transition. If your child is naturally somewhat shy and slow to warm up, then you will know that you may need to take extra time in introducing your child to a new environment and new people.
  • Prepare your child in advance – Your child will have less anxiety if they know what to expect and are familiar with the program and caregivers. Bring the child along when you tour a program or meet a family daycare provider. Try to visit at least once where you can remain with the child as they explore the new surroundings. There are some super children’s books about starting daycare that address what daycare is like. Often these books show another child overcoming separation anxiety in a positive way.
  • Make the first day a first week – One of the most successful strategies for alleviating separation anxiety is to make the break slowly. If at possible, start your child’s daycare experience slowly. Maybe only an hour the first day, two hours the next, until the child is comfortable remaining in care the full day.
  • Reinforce a sense of trust with your child – Young children’s separation anxiety is often closely tied to fears of abandonment. It is important that they will know that you will be returning for them at a designated time. With an older child you can even point out on the clock when you will return or give them a concrete milestone such as, “I will be back for you right after lunch time”. It may also be helpful to discuss with your child where you will be and what you will be doing during the time of separation. In any case remind your child that you will indeed return.
  • Leave something behind – Sometimes called transitional objects; blankies, teddys and other objects of comfort can help a child feel secure. Many parents find that an object that helps the child remember the parent is of great benefit. These “remembrance” objects may include photos or an object of the parents clothing.
  • Communicate with the caregiver – They are your greatest ally in making the separation a smooth and calm experience. Be sure to let them know if you have any specific concerns and needs. Don’t be afraid to specifically request their assistance or guidance. Some caregivers will stand back until you directly say,”I am leaving now and I need you to hold Todd.”
  • Say Good-bye – You may wish to warn that child that you will be leaving in five minutes, or that after the story you will be going to work. When it is time to go, say good-bye and go. Continued extensions to the separation seem to only add to anxiety and make the separation more difficult. It is never suggested to “sneak” out. Regardless of how upset the child is, sneaking out only adds to their anxiety, increases fear of abandonment, and breaks down the child’s sense of trust.

Remember overcoming separation anxiety and adjusting to childcare, like any major life change is a gradual process. Soon daycare will become a positive and exciting part of your child’s daily routine. You and your child will be in the best of hands at Parkside to ensure a smooth beginning to their life of learning.

 

Child Care, Early Learning, Day Care, Gympie, Kindergarten, Kindy, Child

Emotional and Social Development for Preschoolers in Child Care

Emotional and Social Development for Preschoolers in Child Care

I recently visited a number of schools in around Gympie and after a number of discussions with Principles and prep school teachers a common thread was starting to appear. The children starting school for the first time were really struggling in regards of their emotional development and social skills. This makes the transition to big school difficult for the children and also challenging for the teachers.

These two areas of early childhood are a major focus for Parkside Early Learning Centre and it’s families. Through the larger social setting of a child care centre and surrounded by caring and skilled educators our children are able to develop those skills more quickly and make a more successful transition into school.

Social & Emotional Development

Birth to school age is the period of greatest growth and development. The early childhood years are not only a time for taking first steps or for saying first words. They are also when, through their relationships with others formed in a child care centre environment, children are building expectations about their world and the people in it and are developing their first.

  • sense of self including feeling good about themselves and what they can do
  • social skills to get along in life with others
  • emotional skills such as recognising, expressing and managing a wide range of feelings.

These first skills are very important as they form the foundations for children’s ongoing development and affect their mental health and wellbeing, now and into the future. All skills that can develop significantly in a child care centre environment.

Babies are natural communicators and are able to experience and express a wide range of emotions. Through their many positive interactions with child care workers, they learn to feel good about themselves and enjoy relating with others. They learn from an early age how to manage a range of feelings and to communicate effectively to get their needs met. As babies grow into toddlers and later preschoolers, they can manage more things by themselves but still need guidance and support from their caregivers. Toddlers want to please adults and also to be themselves. They do this by imitating others and build their self confidence by ‘helping’ during everyday experiences such as cooking, cleaning, and shopping.

It is very important to have positive role models in a child care centre environment and also at home. This is because the children adapt their behaviour according to their child care workers responses and are learning ways to cope with conflict and to solve problems through their relationships with significant adults in their lives.

Kindergarten aged children develop their social and emotional skills through a wide network of social relationships including other adults and children. Supported by their increased language, thinking and planning capabilities, Kindergarten child are more able to wait for things they want, to negotiate solutions to everyday problems and make decisions for themselves and with others.

What Parkside Early Learning Centre Does

  • Building relationships with families so that children feel safe, secure, and comfortable with early childhood staff ›
  • Getting to know each child ›
  • Being warm and responsive with children ›
  • Arranging developmentally appropriate experiences that promote social and emotional development (e.g., helping toddlers to begin taking turns and sharing) ›
  • Having conversations and storytelling with children about emotions and social situations
  • Talking with children about events, their feelings and the feelings of others and how they relate to behaviours

What Families Can Do

  • Being affectionate and warm
  • Providing security for children by being consistent and predictable
  • Having frequent face-to-face interactions, including making eye contact, smiling and laughing together
  • Responding to your child’s signals and preferences (e.g., knowing when to stop playing when your baby turns away signalling they have had enough for now)
  • Talking with children about what is happening and what will happen next
  • Being comforting and helping children to manage their feelings
  • Encouraging children to explore, play and try new things
  • Using social and emotional skills yourself and showing children how they work (e.g., by talking with children about your own mistakes, saying sorry and trying to make things better for the child you show them that these are a part of life and can be learning opportunities for everyone)
  • Describing and labelling emotions (e.g., ‘I enjoyed doing the puzzle together with you. It was fun!’ or ‘Are you feeling sad today because your friend is not here?’)
  • Storytelling, playing games, singing, dancing, and imaginary play
  • Supporting children to make choices and solve problems as appropriate for their developmental level (e.g., ‘Do you want to wear your red dress or your blue dress?’)
  • Providing opportunities for interactions with others (e.g., going to play groups with other children, inviting a child to your home for a play, going to the park where there are other children playing)

 

Gympie, childcare, early childhood, daycare, child care

Benefits of Music for Pre-Schoolers

Benefits of Music for Pre-Schoolers

“Good morning to you, good morning to you…” It’s Tuesday morning at Parkside Early Learning Centre and a group of bright-faced children sit mesmerised as Miss Carolin sings the welcome song in their music class. We all know that music can soothe a child. But music also enhances intelligence, coordination, emotional expression, creativity, and socialisation skills.

There’s no guarantee your child will be composing symphonies by age 6 but music is almost a developmental necessity in early childhood.

                                               

Music Enhances Intelligence

At birth, a child’s brain is in an unfinished state. Music can play a critical role in the process of “wiring” a young child’s brain. With older children, music can create a good study environment and help a child learn information more efficiently. But it’s not simply a matter of playing music in the background to make children smarter. In fact active participation of children and their caregivers, especially when children are young, is very important. In other words, warm up those vocal chords and start crooning! Music combined with movement further improves brain development as it creates new brain connections and crosses the midline of the body which is known to create bilateral integration skills.

With young children, singing, chanting and rhythmic play can increase your child’s vocabulary. Parkside encourages parents to make up songs about everyday activities like nappy changes and baths, turning a boring chore into a fun “sound break.” As a child gets older, encourage her to invent her own songs.

If you can’t carry a tune in a basket, don’t despair. If you don’t think you’re a good singer, sing louder!

 

Music Helps Motor Development and Coordination

In young children, music helps pattern the movement of the body. The ear’s primary function is coordination and balance within the body. And when we pace things with a musical beat, we are more coordinated.

Unfortunately, with more children spending time in front of television or computer screens, motor skills may not keep up with cognitive development. In fact, many children today are unable to keep a steady beat. These kids may be less likely to be successful on sports teams.

We recommend bouncing, swaying, clapping, and dancing with your child from a very early age. Make a habit of creating musical moments, moving joyfully to your own drumming and chants, and playing active games with your child whenever you catch him on his feet. Let him experiment with objects that make sound – rattles, drums, spoons that can be banged against pans. (Earplugs optional.)

 

Music Increases Emotional Awareness

Everyone has experienced the emotional surge triggered by a meaningful song. Music can give children a place for their emotions. When there is fear, music can be soothing. When there is tension or stress, music can calm a child. And as a child learns to play an instrument, music becomes a powerful vehicle for self-expression.

 

Music Strengthens Social Skills

The key skill in interacting well with others is listening. By making your child aware of the relation between sound and emotion in music, he can begin to also discern others’ emotional state from their speech.

All children can benefit from group musical experiences to increase confidence and self-esteem as well as enjoy a sense of community.

 

Music Aids in Relaxation and Stress Reduction

In stressful situations, such as a hospital stay or school-related anxiety, music has been shown to decrease heart rate, breathing, and lower stress hormones. Stress obstructs learning. By playing 10 minutes of classical music, parents and teachers can help children clear their minds for productive learning and studying.

 

Music Enhances Creativity

Music lends itself to many creative activities. Stimulate creative thought in young children by singing a familiar song and leaving out the last word of each line. Your child will delight in inventing a new ending. Twinkle, twinkle little… tomato?

With older children, select a favourite piece and discuss what pictures, colours, or stories the music brings to mind for each of you. Then play the selection again, encouraging your child to act out these images with his body.

 

Nurturing Your Budding Musician

We recommend that all children should be actively involved with music. Learning an instrument or singing in a group has been linked in many studies with improved spatial coordination, creativity, math skills, and even ability to learn a foreign language.

Musical involvement may not be playing the piano or violin for every child. It may be experimentation with movement. It may be simple percussion instruments. It may be learning to sing. Up to age 5, Parkside recommends group music classes such as mainly music, which take place all over the country or our very own sessions on a Tuesday. The intent of this is not to make children symphony performers. It is to train the ear, eye and hand to coordinate.

At Parkside we hope the future generations can enjoy not only the educational benefits but also the exhilaration that comes from listening to and creating music.

Music is a wonderful mind weaver, and we have many opportunities in the early years to help orchestrate and harmonize the brains of our children with quality experiences.

Children Learning Styles in Child Care

Children Learning Styles in Child Care

When I was a child and going through the school system in New Zealand it wasn’t a great experience. Like many children going through the school system I found the learning aspect very difficult and couldn’t quite seem to keep up with the other children in my class. That was with everything except maths. I never knew anything at this stage about the different ways to learn.

As I went through my schooling years in primary school and then into high school my results were very much below average and found myself not being able to go to university as an option because my grades were so bad. I grew up thinking I was stupid with very little prospects because of my academic results.

Skip forward into my early thirties where I got my second wind of learning. I studied towards a management diploma and I remember the light bub moment when we did the communications module and heard for the first time about a concept of learning styles.

I can’t remember her name but the trainer had taken one of those microfiber cloths as wiped the mist of confusion from my eyes and I could see and understand for the first time.

She spoke of the different learning styles people have and how each person is individual in how they learn. She even had a test that we all did to work out our dominant learning styles.

You remember those tests when in school where the teacher reads a story and then you have to answer questions based on what she said. I would fail these miserably. I find out after the learning styles test that I am very low at learning aurally or listening . I tried at another stage of life to learn German via audio tapes. Another big mistake. What I did learn was my dominant learning style which was kinesthetic (look that one up) and secondly was visual. That means that for me to learn I need to be doing the task or I need to draw a picture to help me learn and understand something.

Times have not changed too much. Sadly I spoke to a childcare educator just last week who was responsible for teaching Kindergarten children and they have never heard of anything call learning styles.

There are currently seven “Learning Styles“:

  • Visual (spatial): You prefer using pictures, images, and spatial understanding.
  • Aural (auditory-musical): You prefer using sound and music.
  • Verbal (linguistic): You prefer using words, both in speech and writing.
  • Physical (kinesthetic): You prefer using your body, hands and sense of touch.
  • Logical (mathematical): You prefer using logic, reasoning and systems.
  • Social (interpersonal): You prefer to learn in groups or with other people.
  • Solitary (intrapersonal): You prefer to work alone and use self-study.

Children will most likely not possess one style exclusively but you may be able to see patterns in their learning preferences. For example, a child who is visual may also be a very social and verbal learner and prefers to learn especially difficult topics using their primary skills.

Understanding how children learns is perhaps one of the most important tasks a parent can undergo. Another is learning how to provide opportunities for learning through the use of these identified learning preferences.

Teachers often use their preferred learning style as their main mode of teaching and if students do not share those same preferences then learning can be very difficult and frustrating.

As an Early Childhood Education it was important for me to understand those differences in order to maximize my students’ learning potential. It is just as important for all parents and teachers to do the same. Watch your children. Listen to what they want and their interests. Compare the differences between how they learn Aurally and Visually as well as the other styles outlined above. Compare how they interact with others while learning in a group or by themselves. Each observation will bring you closer to understanding their special gifts and will reveal to you more effective ways to teach them using their preferred learning styles.

No child is exclusively one style or another and most utilise a variety of modalities when learning. It is important to expand their abilities to use as many learning styles as possible, helping them to succeed in a world where how one learns often means nothing and only the ability to learn has value.

If you do find your child struggling to learn check out their learning styles.

This is a great reference for further investigation: Learning Style Tests and

 

Child Care Early Learning Gympie

Parents Feeling Guilty About Putting Their Children into Child Care.

Parents Feeling Guilty About Putting Their Children into Child Care.

It is very wide spread for parents to feel guilty about putting their children into pre-school care. I had 3 parents in one day talk with me about this very feeling. This blog post centres around the discussions with those parents.

First of all I want to state that it is very common and absolutely normal for parents to feel guilty about sending their children into care. They do however not need to feel guilty and hopefully after reading this article parents will feel encouraged rather than discouraged about the education and care of their children. My own children Isabella (8) and Felix (5) go into after school care most days and I must admit I also get a tinge of guilt on the odd occasion too.

The pull on the heartstrings is difficult for a parent when considering for the first time to put their children into care. Back in the days when I was a kid the only real options were part time kindergarten for the year before school as Mums stayed home a bit more than the mums of today. The other option was staying home with mum.

These days the normal family dynamics and responsibilities are slightly different. Many families the single parent or both parents are working full time. Pre-school children are in care more. School aged children attend before and after school care also more regularly. The demand on parents is arguably more today than ever.

One parent I was talking with was considering putting their children into care but really felt they were giving over the parenting job to some stranger and was feeling like a failure as a parent. Her mother was also giving her a bit of a hard time on the matter too. “Back in my day we didn’t need child care” Sound familiar? This is very common experience with many parents.

am-i-a-bad-parent-article2

Another parent in a similar situation did not really see the value of child care. Because they were being mum at home, and it was free why put their child into child care. She also had the same guilty feeling.

The 3rd parents I was speaking with was as slightly different story. We had there darling little daughter in our care for 4 days per week. Mum was thinking of reducing the days because she felt guilty about having her daughter in for so many days.

“Why should parents not feel guilty?” I here you ask.

The best way to look at child care and early learning development is that is not a replacement for what children can receive in that family unit at home but rather compliments the learning and development of all children.

The family is the first learning environment and mum and dad are the first teachers. The children learn about love, acceptance, family values and much more.

If you think of a child care centre or and early learning centre such as Parkside Early Learning Centre our primary purpose is to prepare children for a successful transition to school. The environment that we provide in an early learning centre you cannot reproduce at home nor in a small home based child care environment. As the children get older the classroom environments need to become closer to that of what the children will find in school. The ideal is to have the children in care for as much of the week as possible, with the same children over a long period of time.

Children are in school for 5 days per week so to enable a transition that is not overwhelming for the children it is advisable to have them attending a similar frequency.  They learn consistency, routine and know what to expect when they come in each day.

Kids playing in the room

Having the same children in their class helps them build long term relationships and helps them deal with the ups and downs of long term relationships. It develops their social skills which is one of the main areas where the children are behind where they should be when they start school.

Being in large groups similar to school is also important. Children are going to be presented with many situations and how to deal with them. How the children deal with these situations emotionally can be tested and developed more.

I know when my two children have a disagreement or are not behaving in a way that I would expect and I can tend to jump in too soon and solve the problem for them. This does nothing to aide in their development and takes away a great learning opportunities. I am doing it less now but are still guilty of jumping in too soon from time to time but I’m working on it.

One example I saw recently was when a child had a toy and then another child simply came over and took the toy away. The child was naturally upset and there were even a few tears. These types of situations you actually want to happen so the learning and the lessons can begin. The child who had the toy taken is learning to deal with their emotions and control them. With the help of a teacher they can assist the child regulate their emotions and instead of focusing on the loss of the toy we can focus on how we can solve the problem at hand in getting the toy back. Through the problem solving process the child learns the toy will come back. The child will be much better prepared when a similar situation happens again. There is also a great learning opportunity from the child who took the toy.

In larger groups there will be many of these experiences the children can learn from. When each situation occurs, with guidance and mentoring from a teacher, the child grows more and more mature. The child develops a resilience that will aide them greatly once they hit school to hand many difficult and emotional situations.

To have more discussions like this jump on to our facebook page and share some of your own experiences and thoughts.

Carolin and Andrew

 

 

Children Prepared Better For School With The ‘School Ready’ Program

Children Prepared Better For School With The ‘School Ready’ Program

Local schools tell us that many children that attend pre-school education in Gympie are not fully prepared to make a successful transition into primary school. Up to 60% of children attending some schools attend no pre-school education at all. This can lead to children being left behind, lacking in confidence and frustration for the affected children and families.

As a parent you want the best for your children. When your little ones grow up and take their first steps into the big world of primary school we want it to be an enjoyable and successful experience. Sadly that is not the case for many children.

When I was a child, which was many years ago I was fortunate enough to attend a pre-school program. I got to develop friendships with others in my class and then transition with some of those friends into primary school. My own personal transition was smooth in some areas and quite difficult and overwhelming in others. Thankfully I learned from this and my own children’s transition was much smoother and successful.

To fulfill this need Parkside Early Learning Centre has developed the ‘School Ready‘ program. The ‘School Ready’ program has been designed to 1, attract more children into pre-school education and 2, prepare those children better to make a successful transition into school and give them an advantage in the classroom.

The key to our ‘School Ready’ program is individually developed Learning Paths. Every child is unique. Their Learning Path must also be unique and specifically developed for each individual child. The Learning Path starts when they begin at Parkside (at all ages) and then goes through all their pre-school education through to a smooth transition into primary school.

There are generally 3 reasons why children do not enter pre-school education.

  1. Accessibility. In many regional or remote areas there is simply no pre-school options available for them.
  2. Value. Some families simply don’t see the value in child care. “Why should I send my children into child care when I can do that just as good if not better at home?”
  3. Cost. The cost of child care can be the blocker to stop families putting their children into care.

Value:

When I grew up in a small town in New Zealand there wasn’t a lot of extra money at the end of each week so we really got to appreciate when we did receive things. It made us always try to get the best value for money on purchases and try to save money where we could. Like many other parents we need to be sure we are getting good value out of any service we pay for.

At Parkside we want our families to see the value we offer their children and families. By having children enroll and go through our unique “School Ready” program you can relax and know that your children will be the best prepared they can possibly be for school.

Parents can feel good knowing that they are giving their children the best start in life by attending the Parkside ‘School Ready’ program.

Don’t wait. Call now to find out more. 07 5482 7738

(Parkside Early Learning Centre is a small owner operated Child Care Centre and Kindergarten established in 2015 located in central Gympie)