our fledglings room

This room reflects the transitional nature of your child's third year of life. The programme is designed for each child to make the transition from the sensori-motor world of toddlers to an increasingly social world and the onset of symbolic thinking.

The children are exploding in their power to communicate, to move purposely, to assert their independence and individuality, and to control their important bodily functions. The fledglings experience is similar to adolescence in that it is transitional. In the same way that adolescence stands between childhood and adulthood, fledglings are moving from the total dependence of babyhood to the more independent, mobile world of preschoolers. Like teenagers, two to threes are often frustrated with being in-between.

They swing back and forth and often are conflicted by what they really want to do. Their imagination and desire often exceed their competence. Two to threes need manageable challenges and mastery experience. They need a relaxed environment that allows for frequent changes in moods, interests, and capabilities. Two to threes, in particular, need staff to be learning consultants who accept them in their entire inconsistent behaviour, setting limits calmly and firmly when necessary.

The fledglings learning environment has well-planned learning blocks that allow for child-initiated play, small groups, and supportive teaching. This encourages firm foundations for developing positive attitudes and dispositions for learning throughout life. The development of language, mathematical reasoning, and scientific thought is emphasised throughout. Changes to the learning environment, activities, and projects are based on observations and assessments of emerging skills, interests and individual learning goals. The fledgling room offers guided experiences that encompass all the skills and understandings necessary for optimum development and success in school.

Language/Library: A well-resourced book area which is warm and inviting for young readers.

Action/Movement: A range of resources and activities to promote physical skills such climbing, balancing and co-ordination.

Construction/Blocks: Blocks are universally popular for imaginative and creative constructions that incorporate mathematical problem-solving.

Discovery/Science: A hands-on learning centre for exploring, investing and experimenting.

Role Play/Imaginative Play: An area for imitating life and trying out different roles with realistic props.

Outdoor Learning: The outdoor area provides for physical development, gardening and role play. We aim to provide similar learning experiences to those inside.

Art/Creative Expression: A range of activities for creative expression including paints, crayons, glue and clay.

Music: Exploring musical instruments and creating music with shakers, bells and xylophones.

Sensory: Sand and Water. Both sand and water are 'open ended' resources that provide a timeless fascination for exploring scientific and mathematical concepts.

Table Toys/Manipulatives: These include puzzles, threading, peg boards - all important for developing hand and eye co-ordination, mathematical skills of sorting and classifying, and problem-solving.

Throughout the day, children make self-directed and guided choices, participate in planned activities with small groups, join in brief circle-times with the whole group, and reflect upon and document their learning experiences. Children are guided to critical learning experiences that form the building blocks of healthy development. Our aim is to create a place that invites children to explore, question, investigate, create and imagine. A place where skillful staff support learning and development so as to enable children to achieve their full potential.

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