In Talkabout 4 Kindergarten, children learn in small groups of 4-5 children led by educators, our speech pathologist and occupational therapist. All learning activities are heavily embedded with language or fine motor goals to develop children’s learning skills.

Learning experiences include:

• Play-based learning – Intentional, cooperative play is weaved within the day at Talkabout. Play is an essential component of Early Childhood development, fostering physical, cognitive, social and emotional growth in children and play-based learning is included in the Early Years Learning Framework.
• Language activities – Develop a range of expressive and receptive language skills such as vocabulary, extending the length of children’s sentences, retelling stories, understanding concepts, following instructions and understanding and responding to different levels of questions.
• Fine Motor activities – Develop fine motor, visual perceptual skills, sensory processing and independence/self care skills.
• Numeracy – Through Language of Mathematics and Bond Blocks activities students build the foundational skills in recognising numbers.
• Regulation – Regulation is an important part of Talkabout with occupational therapists working with educators to develop sensory regulation activities which help children develop the skills to recognise what their body needs in order to regulate.
• Outdoor and Nature Play – During outdoor play the children are encouraged to interact and play with each other. Outdoor play stations support play skills, language development and social skills. Plenty of opportunities for gross motor skills development are provided as well as exploration, inquiry and discovery.

• Talkabout teacher (Early Childhood Teacher) who plans and implements activities, integrating language and fine motor goals into the program.
• Education assistant who provides additional support for students.
• Speech pathologist who assesses the language skills of students and addresses the receptive and expressive language needs of students through small group work within the classroom. The speech pathologist supports teachers with planning for the language needs of the students.
• Occupational therapist who assesses and addresses fine motor skill needs of student through small group work. The occupational therapist supports teachers with developing individual programs where required. The occupational therapist plans whole class movement and balance programs which are held in our specialised gym.
• Psychologist who supports students and families with social, emotional and behavioural development when needed. The psychologist can work within the classroom setting or in a private session with parent, caregivers or family.
• Audiologist who assess and monitor hearing and ear health of the students. Hearing assessment and screening of middle ear function completed regularly. Implications on speech and language development and/or further intervention is communicated with parents and caregivers for consideration.

Does your child:

• Nurturing small group environment (4-5 children) for personalised attention
• Integrated professional team including speech pathologists, occupational therapists, and early childhood teachers
• Structured yet playful learning using visual timetables
• Evidence-based strategies embedded in natural play and daily routines
• Occupational therapy to assess and enhance your child’s physical abilities
• Regular progress updates celebrating your child’s achievements
• Development of pre-literacy skills preparing children for school success
• Social skills practice with peers in a supportive setting
• Partnership approach working alongside families