Early Learning

At St Michael’s Grammar School, we believe that each child is unique, and this should be celebrated. All children are capable and curious and should be respected and valued for their ideas and opinions. We believe in inclusivity and diversity with respect for culture, faith, gender and ability.

With a commitment to the values of the Reggio Emilia Educational Project, our learning is inquiry-driven. We teach for understanding, believing that learning is a social experience and that knowledge is constructed with others and the environment.

Starting in 3-Year-Old Kindergarten, our Early Learning educators support, guide and enrich each child’s thinking and provoke discovery and learning. They do not give answers readily; instead, they observe, listen and research alongside the children, encouraging them to wonder, inquire, pose questions, search for knowledge and reflect. We document the children’s thinking and learning, and this documentation shows the children that we respect and value their thinking, and the process of their learning.

The St Michael’s Kindergarten, Margaret Thomas House, provides a learning environment where all children are encouraged to be responsible risk-takers, to test theories and to question.

A typical day in Margaret Thomas House begins at 8.40am, when the children come together with their group for a Morning Meeting to discuss plans for the day and reflect on their prior learning, giving the children a sense of purpose and direction. The morning may begin indoors or outdoors, and through both small and large group experiences children express their thoughts and ideas, discuss, debate, theorise, reflect and investigate. Thinking skills are encouraged and extended through interactions between peers, teachers and the environment.

The informality of snack time ensures children can enjoy their ‘brain food’ at a time suitable to everyone regardless of arrival time and allows the program to have a natural flow.

Between 11.45am and 12pm the children come together for some mindfulness, story time, poetry, singing or a reflection on the morning’s learning experiences.

Lunch is around 12.15pm and is followed by a 45-minute rest/siesta. This provides an opportunity for all children to pause and reenergise in readiness for the afternoon program.

Afternoons are less structured and may include an indoor/outdoor program and some small group work with children from all groups. At 3.00pm, they farewell each other before the day finishes at 3.15pm.

The children have the opportunity to engage in weekly sessions of Gym/Movement in Wilma Hannah Hall or the Gymnasium, and each week have a session with our Music Teacher and Art Educator.