It is widely accepted that the early years of learning are among the most significant periods of growth for children. Experiences during this time not only affect cognitive, social and physical development, but deeply influence dispositions to learning and children's views of themselves as learners.

Our program design is research based. We understand that children's long-term success in education and citizenship is strongly influenced by programs which encourage active learning, problem solving, effective communication, creativity, social adjustment and participation.

Our Prep curriculum recognises the importance of continuity between children's prior experience and their future learning. The early learning areas of 'Language Learning and Communication', 'Early Mathematical Understandings', 'Active Learning Processes', 'Social and Personal Learning', 'Health and Physical Learning' are used to develop a balanced, differentiated and integrated curriculum for young children.

As children explore their understandings and capabilities, they are constructing their dispositions. Dispositions may be described as relatively enduring habits of mind and action, and tendencies to respond to situations in characterisitic ways. Teachers deliver explicit programs that are unique to our school, which encourage children to develop constuctive dispositions, such as a willingness to persevere, to engage with learning and to negotiate with others. This is best achieved through the development of our Prep program being fully integrated with our whole school program.

Preps at Mudgeeraba State School are fully immersed in the early years curriculum as well as participating in many whole school learning programs with specialist teachers; visual art, dance, drama, music, technology, science and physical education - athletics, swimming and gross motor. Further information about these programs can be found on this website.

Our exceptional program design responds to the indivdual within all key learning areas, so that every child's potential is acknowledged and celebrated.

‘Children are strong, rich and capable.  All children have preparedness, potential, curiosity and interest in constructing their learning, negotiating with everything their environment brings to them.’  Lella Gandini

We value and align our practice to the following principles which are reflected through this booklet:

• children are capable and competent and have been learning since birth;
• children build deep understandings when they learn through all senses and are offered choice in their learning experiences;
• children learn best through interactions, active exploration, experimentation and by representing their learning through a variety of modes;
• children’s positive dispositions to learning, and to themselves as learners, are essential for success in school and beyond;
• children learn best in environments where there are supportive relationships among all partners in the learning community;
• early childhood programs are most effective when they recognize, value and build upon the cultural and social experiences of children;
• build continuity of learning as children move to and through school provides foundations for their future success;
• assessment of young children is an integral part of the learning-teaching process and is not a separate activity.