Kinder Room

2.5 – 3.5 years

Welcome to the Happy Valley Community Children’s Centre’s Kinder Room. This is a brief summary of the expected learning experiences for your child while in our care at Happy Valley Community Children’s Centre.

For the full summary, please download our Kinder Room Information Booklet.

The Kinder Room environment allows children to be cared for between 2.5 and 3.5 years of age (or until they are developmentally ready to transition into the Preschool Room).

When children reach the Kinder Room, independence is encouraged and supported. Throughout their day children learn self-help skills, allowing them the opportunity to make choices such as serve their own food, pour drinks into cups and help clean up after meals. We support children with dressing themselves and taking ownership of their belongings and being accountable for respecting their property. These independence skills help children to feel confident, self-assured and are important life skills.

We actively encourage and invite parents to work with us during their child’s stay in the Kinder Room. We enjoy having visitors and encourage grandparents, parents, or guardians to share with us their culture, music, art, craft, dancing, cooking or perhaps even bring in the family animal! This is a way of connecting the child’s environment to their environment at childcare.

 

Learning Experiences

For each child in the Kinder Room, we encourage and observe their learning experiences across five categories: physical, social, emotional and cognitive, and language as per the Developmental milestones, the Early Years Learning Framework document and the National Quality Standards.

Children are expanding independence and social skills and imaginative play demonstrating more cooperation between each other. They are developing an understanding of fairness and the ability to take turns. We encourage children to listen to their peers, which supports the cultivation of friendships in this age group.

Children show strong attachments and connections with primary caregivers by sharing moments of joy and elation as well as signs of upset when separated. An understanding of complex emotions also develops at this age, for example, showing guilt or remorse for misdeeds.

In this area children recognise and identify common objects and pictures verbally and non-verbally.  They can be seen lining up objects in a ‘train-like’ fashion, building towers of five to seven objects high and incorporating symbolic play. Children gain an understanding of spatial awareness and can follow two or more directions while staying focused on tasks for a longer period of time.

Children ask many questions, copying words and actions of others and enjoy listening to stories. Their understanding of language increases and in turn, they begin using new words like pronouns, prepositions and phrases. The children also demonstrate an increased ability to use correct labels, copy words and actions and recite their own stories through play.

Children are discovering the ability to further their skills in walking, running, climbing, kicking and jumping with confidence. Their fine motor skills such as drawing are developing from scribble to more legible patterns of circles and lines. Hand eye coordination strengthens which can be observed through kicking balls and with an increased capability to move to music with rhythm. Self-help skills such as dressing, and toileting are progressing.

Learning Outcomes

There are many examples that reflect the learning outcomes suggested for the age groups within this room. For specific examples that relate to the five learning outcomes, please see the Early Years Learning Framework document, Belonging, Being, and Becoming, on the Australian Children’s Education and Care Quality Authority website.