We all agree on the importance of play for children's learning, emphasising that play involves active exploration, investigation, and creativity. Educators are encouraged to create thoughtful provocations to engage children, but there is concern in some services that play is sometimes viewed as unstructured or lacking clear purpose. This has led to children struggling when they begin school, as reflected in AEDC testing. Every child has unique interests and readiness for learning, a balance can be struck between play-based learning and the development of early literacy and numeracy skills. By being intentional and knowing each child's abilities, educators can link provocations to individual needs, thus ensuring play-based learning while also supporting school readiness. The challenge lies in navigating the open-ended nature of the Early Years Learning Framework (EYLF) while preparing children for formal education.
**Montessori Approach:**
Montessori pedagogy naturally integrates the dual objectives of fostering play and preparing children for school. In Montessori environments, learning occurs through hands-on, child-led activities that resemble play but are deeply purposeful. Montessori educators carefully design the learning environment to provide self-correcting materials that allow children to engage in meaningful work while developing cognitive and motor skills. This structure aligns with children's natural curiosity and promotes independence, enabling them to explore at their own pace. As children build concentration, order, and self-discipline, they also develop foundational skills in literacy, numeracy, and practical life. Thus, Montessori education nurtures the whole child, allowing them to enjoy play while simultaneously preparing them with the confidence and abilities needed for school.
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