Little Child Big Mind Difference
Why Little Child Big Mind?
Our philosophy is based on the understanding that children
who do not acquire key early literacy skills are more likely to
struggle to learn to read during the beginning years of formal
At Little Child Big Mind the learning is centred on teaching the key
early literacy skills. These skills include phonological awareness, letter
knowledge and oral language taught in an explicit and systematic manner. Research and experience has shown us that these are a prerequisite for interpreting, spelling and comprehension skills in the early years of schooling (Callaghan &Madelaine 2012). These factors are often very strong indicators of school readiness.
The Literacy Specialist's role is pivotal in this implementation and the understanding of the sub-skill of phonological awareness and phonemic awareness. As a result learning is tailored to teach these key skills to preschool children in preparation for formal schooling, reading and writing, and therefore overall learning.
Little Child Big Mind also believes that for older children high quality intervention/support will reduce literacy difficulty and help close the learning gap. Through careful administration of observation procedures and assessment, learning consists of a variety of experiences carefully designed to help children develop effective reading and writing strategies.
Our commitment is to helping all young children who enter Little Child Big Mind become successful, confident learners who are active and informed, in line with the Educational Goals agreed upon by all Australian Education Ministers in the Melbourne declaration.