Our programme is developed around the Early Years Learning Framework (ELYF), Western Australian Curriculum and National Quality Standards. The framework is based on the importance of children having a sense of belonging, being and becoming.

There are five outcomes in the framework:

  • Children have a strong sense of identity.
  • Children are connected with and contribute to their world.
  • Children have a strong sense of well-being.
  • Children are confident and involved learners.
  • Children are effective communicators.



The big difference Kindaimanna and other Community Kindergartens have is lessons have always been approached in a play-based manner. Through play, children experience hands-on, active learning that develops language, social and emotional maturity, physical capabilities, pre-literacy and numeracy skills.

Children are more motivated to learn which develops a positive attitude towards learning. They explore, experiment, discover, solve problems and engage through imaginative play. Time spent in play is seen as important for learning, not as a reward for good behaviour. The nature of this style of teaching caters for all ability levels and styles of learning. As lessons are child-lead, teachers are able to identify children’s interests and build skills through scaffolding concepts and ideas into their play.

As the children have more frequent interactions with the teacher and other children, they also develop higher levels of literacy skills compared to a rote or teacher-centered program. Through authentic experiences children develop rich oral language skills and a strong foundations in literacy, in preparation for reading and writing.

This is complimented by the smaller class sizes, as the teaching staff are able to work closely with children and their specific needs. Children who may not cope well with large groups often find the smaller class sizes more manageable, as they are able to work closely with the teachers. This provides a smooth transition from home to school.

Being in a stand-alone building, we are not physically connected to a primary school, meaning we can provide age-appropriate spaces, equipment and routines. There are no split-classes with older children or set bell times the children have to follow, meaning lessons can be flexible.

This type of environment is a gentle way to transition into a wider school setting and is perfect for children who may experience some developmental vulnerabilities or those going through early intervention.



There are several studies done on play-based education & early childhood development and here are some links below if you want to find out more:

The Importance of play based learning – Department of Education

Play-Based learning can set your child up for success at school and beyond [article] – The Conversation

Why we must prioritise play for today’s children and why we need to do it NOW – Maggie Dent

Australian Early Development Census Fact Sheets based on studies on early education

Australian Early Development Census informational videos