Our Learning Approach
At Panania Childcare Centre & Panania Preschool-Kindergarten, we believe childhood is something to be treasured.
Our centres are inspired by the philosophy of Rudolf Steiner and by our own deeply held values of Love, Family, Courage and Spirituality.
We lovingly nurture each child's natural development, creating warm and beautiful environments where children are given the freedom to wonder, imagine, create, explore and simply be.
What inspires our Samsala Way.
Thoughtfully informed. Uniquely us.
Our approach is influenced by educational thinking that shares our image of the child and our belief in protecting the richness of childhood.
Steiner-inspired principles particularly resonate with our emphasis on imagination, creativity, rhythm, beauty, nature, storytelling, meaningful experiences and wonder.
These ideas sit alongside the EYLF, contemporary research, reflective practice, the knowledge of our educators and, importantly, the voices of our children and families.
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We believe that a child's imagination is one of childhood's greatest gifts.
Research has shown that play is the best way for the children to learn the concepts, skills and tasks needed to set a solid foundation for later life. When children are encouraged and given the opportunity to explore and experiment through play, they will become confident and active learners.
Over the years there have been many theories regarding the value of play for a child’s development. In Steiner philosophy, free play supports the proper development of the will, and children are trusted to work out identities, relationships, fantasy and reality for themselves through play.
Our environments invite children into open-ended play, storytelling, music, movement, art, nature and meaningful everyday experiences. Rather than filling children's days, we intentionally create the time and space for their own ideas to emerge.
A piece of fabric can become a flowing river.
A branch can become a wand.
A garden can become another world.
Through these simple experiences, children discover that their imagination has no boundaries.
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There is magic in the ordinary when we allow children the time to notice it.
The changing seasons, a butterfly in the garden, sunlight through the trees, kneading dough, planting a seed, listening to a story or watching colours meet on a page all offer opportunities for wonder.
We intentionally create environments and experiences that encourage children to slow down, observe, question and develop a sense of curiosity and reverence for the world around them.
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Our days have a gentle and predictable rhythm that provides children with security while allowing childhood to remain unhurried.
There is a natural flow between active and quiet experiences, indoor and outdoor play, gathering together and exploring independently.
Our rhythm responds to the children rather than expecting children to continually respond to the clock.
This creates space for uninterrupted play, meaningful relationships and the joyful freedom to become deeply immersed in learning.
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Creativity is woven throughout our day.
Children experience painting, drawing, music, movement, storytelling, construction, dramatic play, natural materials and practical everyday experiences.
We value the process of creating rather than seeking a perfect finished product.
Children are encouraged to experiment, interpret and express ideas in their own unique ways.
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Nature is not something we simply visit. It is part of our everyday experience.
Our children are encouraged to notice the seasons, care for living things, explore natural materials, spend meaningful time outdoors and develop an appreciation for the beauty of the natural world.
Through these experiences, children begin to understand that they belong to something greater than themselves.
Our outdoor environments are special and incorporate natural play spaces, with endless opportunities for exploration and imaginative play. With play equipment ranging from a large wooden fort to wooden balancing logs, our vegetable gardens , worm farms and composting area allows for children learn and engage in connecting to a sustainable world.
The outdoor spaces are just as important as the indoors. We ensure all children experience both through our indoor~outdoor flow.
They mirror the indoors with areas to connect with nature, explore our senses, and engage in creative experiences.
Our outdoor environments are intentionally-designed to allow for a true continuation of our learning.
We recognise the traditional land owners and the original inhabitants of the of the Canterbury Bankstown Area -the Dharug and Eora people. Our educators gain an understanding and appreciation for these Dharug people and share their findings around the indigenous history and aim for the children to connect to country and with the natural world around them.
As a Sun Smart centre we have natural and purpose-built shaded areas throughout the environment to ensure we are protected from the sun in warmer months.
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We want our centres to feel less like institutions and more like an extension of home.
Warmth, beauty, familiarity and authentic relationships create spaces where children feel known, safe and deeply connected.
Children participate in the life of our centres through meaningful everyday experiences and relationships with educators, friends, families and our wider community.
Here, every child is valued for who they are.
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For us, spirituality is about nurturing a child's inner world — their sense of wonder, connection, gratitude, belonging and reverence for life.
We recognise childhood as a precious stage of life rather than something to be hurried through.
We create space for children to experience beauty, joy, imagination, stillness, connection and awe.
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At the heart of Panania is Joyful Freedom.
The freedom to imagine.
The freedom to explore.
The freedom to create.
The freedom to wonder.
The freedom to belong.
And the freedom to become uniquely themselves.
Preparing for the Next Journey (School)
We recognise that both families and educators play an integral role in supporting children with preparing for school and on the next part of their life’s journey.
We believe that the stimulating, high quality early childhood educational program that Panania Preschool-Kindergarten implements will not only prepare your child with skills for school, but also skills for life.
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“Their strategic framework aligned our disparate processes and produced measurable gains within one quarter.”
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“We observed immediate efficiency improvements after the implementation plan was executed precisely as outlined.”
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“Clear communication and rigorous analysis distinguished the team from prior vendors we engaged.”
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“Deliverables arrived ahead of schedule, enabling us to accelerate our own client commitments without risk.”
Children will learn to write, but first they need to:
Imagine – Making up stories when they paint and create will help them to write.
Build – Will strengthen their fingers to support writing.
Scribble and Draw – Making marks and shapes convey their message and will help them to write.
Manipulate – using paintbrushes, crayons, pencils, and pens will help them to write.
Climb – To provide strong arms and body muscles to sit up straight and write.
Play with letters and words – To encourage interest in letters and words to write.
And they need someone to show them how important writing is every day!
Children will learn maths, but first they need to:
Count – Understanding numbers will help them in all areas of maths.
Sort and Match – Understanding same and different will help them to classify.
Explore – Exploring will help them understand spatial terms like in front, behind, above, below, left, and right.
Measure – Measuring will help them understand the concepts of height, length, weight, time, and money.
Pattern – Making and recognising patterns will help them make maths predictions.
Recognising shapes – Recognising 2D and 3D shapes will help them in all areas with geometry.
And they need someone to explore these concepts with them every day!
Children will learn to read, but first they need to:
Rhyme – They need to recognise the sounds that letters make before they can read.
Look at books – They need to be interested in words and books to read.
Track – They need to follow objects with their eyes to read.
Talk – They need an extensive vocabulary to understand what they read.
Do puzzles – They need to differentiate size, shapes, lines, and directions to read.
Build – They need to use their fingers independently to hold books and turn the pages.
And they need someone to read to them every day!
Pre-Lit Program
It is designed by Macquarie University for the children who will be attending formal schooling the following year. PreLit is a skills-based, early literacy preparation program for preschool children in the year before school.
It is designed to complement a play-based learning environment and provides early childhood teachers with the tools necessary to teach pre-literacy skills and concepts in a fun and engaging way.
PreLit forms part of our high-quality program that is offered every day for all children in the year prior to entering formal schooling. There are 108 short, clearly prescribed lessons that incorporate different types of phonological awareness activities and oral blending and segmentation activities.
Key benefits:
Evidence-based, best practice program for preschool children in their year before formal schooling
Appropriate for all children regardless of skill level
Key features:
The program is systematic, skills-based and taught in a hierarchical sequence and designed to complement a play-based learning environment. There are two main components:
Phonological awareness, and;
Oral language development through Structured Book Reading
