What do I need to provide for my child?

Nappies

Parents are asked to provide disposable nappies for their child due to individual preferences. You can either leave a nappy bag at the centre or bring approximately five fresh nappies each day. Cloth nappies are also welcome.

Clothing

• Please provide a complete change of clothes, including underwear and socks.
• A Greythorn hat, available for purchase at the centre, is required for sun-smart weather and can be kept at the centre.
• During cooler months, bring weather-appropriate clothing such as jackets, boots, and any protective outerwear.
• Many parents leave a ‘wet bag’ for educators to place any wet clothes or cloth nappies in, which parents take home at the end of the day.

Food

• Morning Tea, Lunch, and Afternoon Tea are provided daily by our experienced kitchen chefs. All meals are prepared on-site and menus are developed according to Healthy Eating Guidelines for Children. Continental breakfast and late snacks are also provided.
• We cater to all specific dietary requirements and allergies. Parents are asked to provide formula or breast milk for children in our infants' room.

Bedding

All bed linen is provided by the centre.

What is Play-Based Learning?

Play-based learning is an educational approach that emphasises the importance of play in a child's development and learning process. Rooted in the understanding that children learn best through experiences that are engaging, meaningful, and enjoyable, play-based learning integrates educational concepts with play activities to create a rich learning environment.

Key Elements of Play-Based Learning

• Child-Led Exploration: Children take the lead in their learning, exploring topics and activities that interest them. This autonomy encourages curiosity, creativity, and motivation.
• Active Engagement: Learning through play involves active, hands-on experiences. Children engage with materials, ideas, and their peers, fostering deep understanding and critical thinking.
• Social Interaction: Play provides a natural context for children to develop social skills. Through cooperative play, they learn to share, negotiate, and empathize with others.
• Imagination and Creativity: Play-based learning nurtures imagination and creativity. Children experiment with different roles, scenarios, and solutions, which enhances their problem-solving abilities.
• Holistic Development: This approach supports all areas of development—cognitive, physical, social, and emotional. By integrating play into the curriculum, educators can address a child's overall growth and well-being.

Benefits of Play-Based Learning

• Enhanced Cognitive Skills: Engaging in play helps children develop critical thinking, problem-solving, and decision-making skills.
• Improved Language and Communication: Through interactions during play, children enhance their vocabulary, storytelling, and conversational abilities.
• Emotional Regulation: Play provides a safe space for children to express and manage their emotions, leading to better emotional regulation and resilience.
• Physical Development: Active play promotes motor skills, coordination, and overall physical health.
• Social Competence: Children learn to collaborate, resolve conflicts, and build friendships, which are crucial social skills for future success.

Implementation in Educational Settings

Educators facilitate play-based learning by creating environments rich with materials and opportunities for exploration. They observe children's interests, provide appropriate resources, and guide play in a way that deepens learning. This may include setting up themed play areas, offering open-ended materials, and planning activities that align with educational goals.

At Greythorn Early Childhood Centre, our play-based educational program is designed to harness these principles and benefits, ensuring that each child's learning journey is both joyful and impactful. By fostering a love for learning through play, we prepare children for lifelong success, rooted in strong community connections and family values.

What is the daily fee at Greythorn?

Greythorn offers Long Day Dare and Occasional Care services, as well as 3 & 4 year old funded Kinder Programs. Each with varience fees. For more information on fees, please contact us at (03) 9857 3793

Should we delay starting school?

Legally, children must be a minimum of five years old by 30 April of the year they are commencing school. They may commence school in the year they turn six. Readiness for kindergarten or school does not reflect on parenting styles or the intelligence of the child.

Do you start your child at four and a half years or do you wait until they’re going on six? Will they be bored with another year shared between home and preschool/kinder or will they struggle if sent to school too early? Are they emotionally mature enough? Will they be able to keep up academically falls into that uncertain area are often in a quandary as to which year to send them to school. Sometimes parents know that their child is not ready for learning but cannot afford to keep their child in childcare so they send them to school in the hope that they will manage the transition.

Given the difficulty in having two years of funded Kindergarten in Victoria, families are being encouraged to plan ahead in determining when they would like their child to commence school. Obviously, we cannot know at the age of 1 or 2 years if a child will be ready, but there is some useful information that may help some families in the planning process.

• Young boys, according to some research, may benefit from having an additional year to mature before commencement.
• Multiple births or children significantly premature may also benefit.
• Remember that Victoria has one of the youngest age entries into school of anywhere in the world.
• Ask yourself, “am I in a rush to send my child to school?”.
• There is no detrimental impact of giving a child an additional year, in fact it is often viewed as a bonus year.
• Don’t assume children will magically ‘catch up’ once they start school. In the majority of cases, they don’t, and in fact the problems in maturity usually become more pronounced.
• Don’t send a child to school already thinking they can repeat prep if they have to. We want the first year of school to be exciting, successful and not just one where the child attempts to ‘cope’ and then has to do it all again.
• Readiness for school or kindergarten is about having the maturity to make the most of these early years.
• Being legally ready to start school does not mean the child will be ready and does not mean that the child must start school at that time

FURTHER READING:

https://www.theage.com.au/national/victoria/the-abc-of-holding-them-back-20140717-ztwzp.html