Why Bush Kinder
At Elonera Preschool we believe in the importance of nature and outside play in a child’s learning and development. Numerous studies also support the need for children to spend time outside in nature.
Children are natural learners. Bush Kinder, held at Braeside Park, will provide your children with the ideal learning environment: time and space to play in a natural setting, materials provided by nature and their own interests and enjoyment spurring them on in their learning. They will have the opportunity to play in the rain and the mud, roll on the wet grass, manipulate sticks, find insects, birds, animals and plants that engage their interest, use natural materials in creative ways, explore their understanding of the natural world, climb trees, expand their knowledge and hone their skills, and share these experiences with their friends, parents and teachers. Bush Kinder will be a special part of your child’s total kinder experience.
Each child’s developmental progression, advancing skill levels and particular interests will be noted by their teachers. The teachers will use this knowledge to support the children’s learning (just as they do at kinder). Teachers will support children as they take considered risks and face challenges essential to well- rounded learning. Stories will be told, knowledge will be shared, songs will be sung, and fun will be had.
Through play the children will connect with and grow to respect and love this natural environment. They will connect with their land in a way that cannot be done under a roof or within walls.
Below is a great summary of different experiences and the developmental benefits supported within these
| Activity | Developmental benefit |
| Playing imaginative games using the resources nature provides | Open ended learning allows children to explore at their own pace and with their own challenges |
| Role play | Shared imagination, drama, working with others, sharing ideas, recollection of models of behaviour |
| Building shelters or other large structures from branches, with the help of peers and adults | This requires setting goals, planning, engineering, teamwork and perseverance. |
| Counting found objects, categorising found objects, finding patterns in nature | Exploring mathematical concepts, visual
discrimination |
| Observing changes in nature | Making observations, predicting patterns and outcomes |
| Arranging items to create transient art or an installation | Using natural materials creatively; creating with an emphasis on the “doing” rather than the outcome;
Using photography to record and display outcomes |
| Photography | Using digital technology to record and share their learning experiences |
| Drawing from life | Creative; observation of flora, fauna and natural surroundings |
| Climbing trees, walking on logs and
rocks, exploring the site, rolling down slopes |
Gross motor co-ordination; body awareness in space and movement; understanding risk and considering actions |
| Walking within the large green space | Improve physical fitness and stamina;
Making choices about activities for the day |
| Exploring or reflecting alone | Benefits of personal reflection and self-awareness |
| Play involving effects of water on
our environment e.g. puddles, mud play |
Awareness of effects of weather on environment; science: changes; properties of mud, soil.
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