Brain Power - School Readiness Program
The goal of our evidence informed program is to create a strong foundation to ensure that your child’s transition and experience to Prep is a positive one. Our program is offered to children aged from 4-6 years old and is facilitated by qualified and experienced Clinicians from our highly skilled team. We offer small groups, with a high ratio of facilitators to ensure your child’s experience is a supportive and individualised one. Our School Readiness Program curriculum integrates both intentional teaching with child-led approaches and experiences and is based on the individual needs and interests of the children attending. These play-based experiences include art, craft, construction, movement, music, stories, role-play, games, mindfulness, and relaxation. Children are supported to develop their independence and confidence in their approach to interactions and engagement in learning. They will have opportunities to learn about and practice regulation strategies and increase their awareness of self and others.
Prior to your child’s enrolment in our Program, we will conduct a parent information-gathering session on the phone or via Microsoft Teams, so that we can understand your child’s unique goals and create a tailored support plan which will inform the focus of our Group work with them. Upon completion of the group (8 sessions) you will receive a feedback report outlining your child’s progress and including recommendations.
You will also have the opportunity to go through this report with one of your child’s facilitators to discuss your child’s experience in the program.
Fee Structure: 8 x 2.5hr group sessions, 2 x Parent consults, Supportive resources to use at home, and final report$2111.95 to be invoiced in 3 instalments. *Please note your space is not confirmed until the initial invoice has been paid.
The School Readiness Program curriculum integrates both intentional teaching and child-led approaches and experiences and is based on the individual needs and interests of the children attending. Children are supported to develop their independence and confidence in their approach to interactions and engagement in learning through play-based experiences. They will have opportunities to learn about and practice regulation strategies and increase their awareness of self and others, engage in social play, structured group time activities exploring emotions, friendship.
The 5 Pillars of VEYLD
The 5 Pillars of the Victorian Early Years Learning and Development Framework to support all professionals who work with children aged 0 to 8 years of age are ingrained into the School Readiness Framework throughout the program, informing our curriculum focusing on different areas.
The following is an outline of each sessions focus informed by the 5 pillars of Early Education:
- Developing routines
- Identity
- Developing a sense of self in relation to others
- Developing Self-Regulation strategies
- Sensory Exploration
- Sharing and developing friendship
- Imaginary/pretend play skills
- developmentIdentifying emotions in self and others
A child’s Social and emotional wellbeing is sometimes referred to as a child’s mental health. This comes from children feeling safe, secure and valued, ensuring they able to meet challenges, express and regulate a range of emotions, explore their environment, and form secure relationships, all within the context of their age and developmental stage.
Brain Power: Social Group
Our Brain Power Social Group Runs across our Clinics across terms and as intensives over the holiday period. Please visit our website for upcoming dates.
This is an inclusive and reflective approach to exploring a range of innovative activities as a whole group, in partners or small teams across eight exciting sessions. Children are given opportunities and support to interact, communicate, problem solve and collaborate through creative games and challenges and open-ended play. Our engaging and hands on experiences are planned together with Allied Health and Metal Health Professionals and experienced Educators to develop confidence, autonomy, agency and the ability to self-advocate through exploring and understanding of children’s own strengths, needs and boundaries. We offer a safe, child-led space to share ideas and be heard, to negotiate and compromise and to adapt and increase flexibility by supporting children to create and practice strategies and supports according to their own interests and needs. We encourage and model interoception and self-regulation by integrating Brain Aligned Strategies throughout our eight sessions. Our program meets children where they are at providing individualised and strengths-based care through developing and nurturing rapport and responding to changing needs throughout the Program.