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Call Us: 0402 117 398


Small Class up to 10

  • 3-4

    Years olds

  • 10

    Class size


Pre-Kindy Program

Starting school for the first time is a big step for any child, so at Early Years Education we provide the language building blocks valuable to ready your child for Kindergarten and Pre-Primary School.


“We support students and families by introducing reading to their young children so that they develop the early literacy skills they need to become good readers at school.”

Reading together


You can help your child enjoy reading by:

  • Reading aloud together every day
  • Talking about the story and pictures
  • Choosing books together

Reading is the essential life skill

Research shows that learning to read is one of the most important factors in school success and that an early exposure to books and stories substantially contributes to success in early literacy.  There are strong links between literacy, school performance, self-esteem and life chances with poor literacy skills being linked with lower education, earnings, health and social outcomes.


Emergent drawing and writing skills are crucial in the development of handwriting. Children will make marks on paper from an early age and call it ‘their writing’. Marie Clay describes their repetitive squiggles or attempts at adult writing as the ‘recurring principle’.

Hand–eye coordination is important in the development of handwriting. At Early Years Education young children are supported in the development of their:

hand–eye coordination,


spatial awareness and

fine and gross motor skills.

Writing lesson

Language Experience


Learners’ experiences is used to create links between spoken and written language. The ‘language experience’ strategy creates opportunities to use learners’ experiences and their oral language as a basis for constructing a written text. Learners are encouraged to take an active role in the writing of texts and reading them back.


Learners’ early attempts might include making marks on a page to represent their thoughts and drawing to assist in focusing thoughts and expressing themselves—these activities act as a bridge to writing. The educator assists by recording the learner’s thoughts on paper. This provides an opportunity to talk about the sentences, words and letters as the learner watches.


Learners can be involved in tracing or copying the text the educator has written for them. As learners begin to identify individual letters and undertake their own writing, letter formation in handwriting can begin to receive more emphasis. Educators monitor learners’ progress by watching them copy the another

Small-group sessions, conducted at chairs and tables, enable close observation of handwriting movements and provide optimal conditions for learners to write.

Language experience is an ideal context for the teaching of:

  • letter names, the sounds they can represent and their correct formation—starting points, direction, finishing points and number of strokes
  • key concepts such as words, sentences, spaces, lines and the head, body and tail (of letters)
  • pencil grip
  • paper placement and hand, arm and sitting positions.


“Relationships are the key. For relationships, minds have to engage. Ideas are essential, and books constitute a superlative source of ideas. Books can be bridges between children and parents, and children and the world.” (Dorothy Butler, Babies Need Books. Bodley Head, 1980) 

At Early Years Education our teachers and educators form a bond with children that allows minds to engage, we provide smaller groups that allow relationships to develop, enabling our reading time to become a cosmos of ideas.


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