Playgroups in schools
Playgroups in schools Playgroups in schools
Why we developed this projectEvidence based research• Supporting the importance of play for children, parents, families, and schools• AEDI data that identifies the South West area and Wendouree as vulnerable in twoor more domainsGovernment Policies• Federal and State, supporting the importance of play and playgroupsTo address local needsServices in the South-West area had identified that:• transitioning to school was an issue• some prep children haven’t had prior experiences of childcare /kinder /playgroups• oral language development was an issue• it can be difficult to engage families• schools were wanting to establish strong community links• schools were wanting to develop effective strategies for working with pre-school children andfamiliesPartnership opportunities• All partners had a strong commitment to work together to build community capacity• Provide pre service teachers with experiences working with families and more time in early yearssettings.
Many parents continue to be unaware of theimportance they play in their child’seducation and have a limited understandingof their role in their children’s learning.(Harris & Goodall)
- Page 1 and 2: Connecting Schools andCommunitiesBr
- Page 3 and 4: Our Agenda for this workshop willco
- Page 5: What our project is• Establishing
- Page 9 and 10: What we hope to achieve• Better p
- Page 11 and 12: How we will evaluate the project•
- Page 13 and 14: Evaluation Design‘How can school-
- Page 15 and 16: Where we are up to now• Students
Why we developed this projectEvidence based research• Support<strong>in</strong>g the importance of play for children, parents, families, and <strong>schools</strong>• AEDI data that identifies the South West area and Wendouree as vulnerable <strong>in</strong> twoor more doma<strong>in</strong>sGovernment Policies• Federal and State, support<strong>in</strong>g the importance of play and playgroupsTo address local needsServices <strong>in</strong> the South-West area had identified that:• transition<strong>in</strong>g to school was an issue• some prep children haven’t had prior experiences of childcare /k<strong>in</strong>der /playgroups• oral language development was an issue• it can be difficult to engage families• <strong>schools</strong> were want<strong>in</strong>g to establish strong community l<strong>in</strong>ks• <strong>schools</strong> were want<strong>in</strong>g to develop effective strategies for work<strong>in</strong>g with pre-school children andfamiliesPartnership opportunities• All partners had a strong commitment to work together to build community capacity• Provide pre service teachers with experiences work<strong>in</strong>g with families and more time <strong>in</strong> early yearssett<strong>in</strong>gs.
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