Program Details
Additional Information
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Join us in preparing your child for a successful start to their educational journey.
Group Therapy
School Readiness Program
Welcome to Play Therapy Melbourne's School Readiness Brain Power Program!
Prepare your child for a successful transition to primary school with our specialised program, designed and led by experienced educators and credentialed mental health clinicians.
Our Brain Power Approach
We use our evidence-based ‘Brain Power’ approach to promote neural integration, support nervous system regulation, and help re-pattern children’s nervous systems. We are also a proud provider in the Victorian Kindergarten School Readiness Funding menu.
Evidence Based Design
Collaboratively designed by our multidisciplinary team, including input from occupational therapists and speech pathologists, our program utilises evidence-based approaches to ensure effective outcomes for all children.
Tailored Curriculum
Our program integrates intentional teaching and child-led approaches, personalised to meet the individual needs and interests of each child. Children are explicitly taught about their brain states and self-regulation strategies. Throughout engaging play-based experiences including art, music, storytelling, and mindfulness, children develop essential social and emotional skills.
Individualised Support
With a high ratio of facilitators to children and small class sizes, each child receives personalised attention and therapeutic support. Our dynamic social learning environment fosters confidence and independence while ensuring a fun and enriching experience.
Parent Support Engagement
Prior to enrolment, a member of our highly skilled team will contact you for a parent consult. This provides us with an opportunity to appreciate YOUR unique child and informs our understanding of the goals we will be working on in our Group setting. We will use this information to create a comprehensive support plan, so you are clear as to what we will be focusing on.
At the conclusion of the program, you will receive a personalised report detailing progress and outlining future recommendations to support your child. Many Parents and Carers report that this is very beneficial to share with Educators and other Specialists. Throughout the program parents and carers are able to follow their childs experience of each session through StoryPark and will be able to further consolidate their childs growth through access our Brain Power parent resources.
Qualified Facilitators
Our Lead Facilitators are highly qualified clinicians with an undergraduate degree in Allied or Mental Health or early Education with additional postgraduate studies in their chosen area of expertise. They are supported by highly experienced and credentialed co-facilitators. As NDIS registered providers, we committed to a high standard of education and experience for all of our team members.
**Children that are already at school are also invited to join and we would love to support them to continue developing social skills and emotional awareness.
Starting school is a big step for children.
They do not just transition from home, childcare and kindergarten to school, but also from small-scale to large-scale interactions, from highly personalised to less personalised relationships, and from small environments with a limited range of ages to a large institution with children of many ages. It requires enormous social adjustments and greater independence, which many children find challenging.
In addition, the current global pandemic has had a significant impact on children’s social and emotional learning and “school readiness” generally.
School readiness is a measure of the knowledge, skills and behaviours that enable children to participate in school. This “readiness” is often mistaken as being able to read, write and do basic mathematics. However, research shows that every child needs a strong foundation of social, emotional, physical and communications skills in order to have the ability to take in academic information that they will receive in school. Quite simply, children cannot thrive at school if they haven’t yet developed the skills to manage things like getting along with other children, following instructions, communicating their needs and being able to wait and take turns. Success in school, as in many aspects of life, is about relationships, as well as what is known and the skills one has.
How well children are prepared for the start of schooling life is extremely important as it impacts their long-term educational and behavioural outcomes. Every year at Play Therapy Melbourne we see an influx of children referred for therapeutic support who have simply not transitioned well into formal schooling.
Our School Readiness Program is specifically designed to support children with the readiness and social and emotional skills they require to transition into Primary School. The Program is facilitated by experienced educators and mental health clinicians and the program has been devised with input by our occupational therapists and speech pathologists. Facilitators draw on the therapeutic powers of play and employ evidence-based practices to assist children with emotional, social and behavioural challenges.
Our curriculum integrates both intentional teaching and child-led approaches and experiences and is based on the needs and interests of the children attending. These experiences are all facilitated through play and include art, craft, construction, movement, music, stories, role-play, games, mindfulness and relaxation. Children are also supported to be more independent and confident in their learning, emotional and social regulation and self-care. Self-regulation helps children and teenagers learn, behave well, get along with others and become independent. Self-regulation begins to develop rapidly in the toddler and preschooler years, it is key to a successful start at school and will ensure that children continue to make the most of their educational experiences.
Class sizes remain small and we ensure a high ratio of clinicians to children to ensure that each child can benefit from close therapeutic support and scaffolding to practice their skills amongst their peers and gain confidence within a dynamic “real-world” social learning environment. And of course, it is fun!
The program also acknowledges that every child is unique and develops at their own pace with their own strengths, interest, temperament and approach to learning.
We are committed to ensuring your Child has the best possible experience in our Group Program.
An initial parent consult via a phone call will be conducted prior to group allocation and payment. This will be an opportunity for us to gain a deeper understanding of your child and ensure that we are placing your child in the most appropriate group to support your goals. During this time we are happy to answer any specific questions you may have relating to our group program. We will also ask you to kindly complete an intake form and an Assessment tool (SDQ) to help us identify goals and measure outcomes.
At the conclusion of this program, parents/carers will receive a personalised report for your child and recommendations to support them moving forward into their formal education.
School Readiness Program Objectives
Social Skills
Children will have opportunities for social play, practicing turn-taking, valuing and respecting each other through similarities and differences, and promoting kindness in communication. Children will have the opportunity to practice transitions through a range of activities to promote adaptability and resilience within school environments.
Emotional regulation
Children will be supported to regulate their bodies and emotions in an appropriate way and practice strategies for managing themselves in various circumstances. Children will learn to identify emotions and empathy in responses to various social settings through stories with characters and experiential group activities.
Self-regulation gives your child the ability to sit and listen in the classroom , become more independent – because self-regulation gives your child the ability to make appropriate decisions about behaviour and learn how to behave in new situations with less guidance from you. A child that is able to stay regulated in their classroom is a child that is going to be better placed to engage with their learning.
Sense of self
Children will work through multifaceted activities in identifying who they are through verbal and visual expressions, expressing favourite colour, favourite food, their family, pets, hobbies they enjoy, and how to communicate that. Children are given opportunities to self-reflect and understand their abilities through their achievements, celebrating successes and building confidence, and developing a positive mindset while reflecting on daily learning.
Relationships to Self and Others
Children will have opportunities to develop and build relationships through embodied and conceptual experiences with peers, understand how to be together harmoniously in a group, how to work together as a team, develop strategies for dealing with challenges and conflict, build confidence, and embrace differences, strengths, and diversity. Children will engage in stories of empathy and friendship, explore what makes a good friend, and how to communicate effectively with others.
Developmental and Educational Learning
Children will experience a range of activities with shapes, colours, numbers, movements, words, and songs, and practice fine motor skills and pencil grips. Children will engage with developmental movement patterns to support cognitive function, regulation, spatial perception, and visual perception skills required to support handwriting.
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 Skills 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.