Kindy Room

Age Group: This room caters for 21 children aged from 3 to 5 years.

With a ratio of one staff member to ten children, this room is supervised by three experienced staff in a loving and nurturing environment.

Staff work towards promoting children’s independence and confidence through routines such as meal times and group times.  Programs are used as a guide and are inspired by the Reggio Emilia principles, but staff will observe children and allow flexibility in the the day to follow their interests.


The kindy room has three sections to their large indoor area, these are divided as required to create different learning spaces and environments suited to the children’s interests and developmental needs.  The kindy adopt the indoor/outdoor concept and have access to the indoor and outdoor spaces throughout the day providing choice and a sense of agency among the children. The outdoors consists of have two verandah areas , a sensory path, a large forte with bridge and slide, a large sandpit, various climbing structures, mixing station and loose parts to provoke children’s ideas and thinking.  The kindy have child sized toilets with privacy doors and child sized basins and mirrors to practice selfcare.

KindyBottomImage copy

Play Areas

Throughout the indoor and outdoor areas, we are able to cater to all areas of child development. We have a quiet area, dramatic play area, construction, creative, focus interest areas and many other fun little exploration areas to provoke thought and challenge ideas.  These change regularly to reflect the children’s interest and based on what observations have been made to enrich children’s learning. The kindy room have a designated area for a mud kitchen in the outdoor area.


The kindy are encouraged to enjoy indoor/outdoor play and have free flow between these areas during the majority of the day.  Selfcare and help skills are promoted throughout the flexible routine. We encourage and support school transitions and readiness as the children become confident in their identities and abilities.  A lot of these skills are learnt through various activities and are tailored to individual learning through the programming cycle carried out by the Early Childhood Teacher alongside team. The kindy children explore many activities, spontaneous experiences, intentional teaching and planned opportunities to aid in their development.  We encourage all learning through play and authentic opportunities that arise naturally.  Kindy activities are often interest based and taken from the children’s needs and strengths.  We adopt the early works curriculum which is an online based program so parents can log on anytime and receive updates on their child’s progress and daily ventures. Families are invited to communicate with educators through the online forum and become involved in the kindy curriculum.

Some of the favourite activities are: dramatic play- role playing and dressing up , messy experiences, cooking, climbing, mud kitchen and craft activities such as painting and gluing. We like to make things from recycled items. We love learning about recycling. We have monitors in our room that helps us take ownership and develop leadership skills in reducing our environmental footprint at care.


Alongside the Mundarda Philosophy, educators adopt their personal philosophy and pedagogy towards the way children learn. Educators use this knowledge alongside The Early Years Learning Framework and developmental milestones to guide child development. The Early Childhood Teachers aims to correlate learning goals between The Early Years Learning Framework and Western Australian Kindergarten Guidelines to cater to the various development needs of the children. We aim to ensure each child develops a sense of belonging within the environment, is encouraged to be themselves and invited to learn and grow in their own unique way.

We adopt the Earlyworks curriculum, which is online based, providing parents the flexibility to log on and receive updates on their child’s progress easily throughout the day.  Through conversations, interactions and meaningful relationships built with families, individual developmental goals can be reached through partnerships created between care and home.