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Welcome to Bulleen Pre-School

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Why Bulleen Pre-School?

Our innovative and exciting learning journeys, influenced by the Reggio Emilia experience, will encourage your child to discover themselves by exploring nature, materials and friendships.

They will be stimulated to encounter the world around them by asking questions and using their hands, minds and emotions.  Creativity and self expression are always encouraged.

The approach to education is committed to the creation of conditions for learning that will enhance and facilitate children’s construction of “their own power of thinking”.

Concepts, ideas and interest come from the children which are developed and studied through projects and collaborative work.

We are very proud to have been awarded “Exceeding National Quality Standard” in every assessable category by ACECQA – the Australian Children’s Education and Care Quality Authority in their  National Quality Framework Ratings Chart. For more information, please refer to www.acecqa.gov.au.

We have a well equipped Pre-School with a wide range of materials and equipment. Our two beautiful shady play grounds provide excellent sun protection and a chance to stimulate the children’s senses in our vegetable, fruit and herb gardens.

We are a “Sun Smart” centre and we encourage the children to lead a healthy life style.

The Pre-School is conveniently located next to the Maternal and Child Health Centre, opposite Bulleen Library and Bulleen Plaza Shopping Centre. The latter two are incorporated into the children’s learning journeys in the form of story times and walks to explore the Plaza.

Bulleen Pre-School is managed by a voluntary committee of management, made up of interested parents and persons within the local community in conjunction with bestchance Early Years Management.


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Bulleen Preschool has been rated as Exceeding National Quality Standards in all 7 areas!

For more information on our rating, take a look at the documents below.

Final Report

Notice of Rating ASR


Caring for our Oceans

Our inquiry into the habitat of the Little Penguin began when we read the book What Animal am I.

The children confidently shared their knowledge and ideas.

What do we know about Little Penguins?

They’ve got wings but they can’t fly.

They swim and fly underwater. They have feathers so they can do this (child demonstrates moving his flippers.)

The penguin has a baby in his tummy then the egg comes out. Then you have to wait.

The children enjoyed exploring the Little Penguin Colony play space, moving the penguins from their burrows down into the ocean and back again. One child suggested that there should be fish in the ocean for the penguins to catch so felt fish were added to the play space the following week.

To extend on the children’s interest in Little Penguins we read books that introduced the concept of ocean conservation. Seagull, which tells the story of a seagull who gets tangled in fishing line and Tilly’s Reef Adventure, the story of a turtle who becomes stuck in a plastic bag.

We added “rubbish” to our Little Penguin Colony play space to allow the children to explore the impact that pollution has on our oceans and on sea birds and animals.

What happens to the penguins when rubbish gets into the ocean?

The penguins got stuck in the fishing net. The fish can die, they can eat the rubbish.

It will be bad for the penguins because it can’t catch fish. He’s so tangled he can’t help his friends catch fish.

People should put rubbish in the bin and not in the water.

Trapped penguins need people to unwrap them and help them.

The children then drew penguins and created two scenes – a beautiful, clean ocean and a polluted ocean.


Magnet Investigations

The children’s fascination with magnetic attraction and repulsion was ignited when one of the children discovered he could construct a spinner from magnets. Others observed closely then made their own spinners.

“I made a fidget spinner! You need a ball to make it spin. I saw the ball could spin and then I could fit it in this hole. I invented this!”

When the children spun their spinners close together they observed them moving towards and “grabbing” each other. They discovered that a magnet had the power to make another magnet move without touching it.

“When it spins it grabs the other magnets.”

“There are things inside magnets called steel.”

“Every metal thing sticks to a magnet.”

Over several weeks the magnetic spinners continued to be the focal point of many of the children’s investigations. We made several videos featuring the children working with magnets, which we watched during our morning meetings. The videos prompted further inquiry, interest and experimentation. It was discovered that the spinner could be made to spin by moving a strong magnet in a circular motion above it. The children were astounded to see the spinner move without anyone touching it. The spinners were then set into motion on the overhead projector, which resulted in a fabulous visual effect. The children observed that when the spinner was moving its arms seemed to blur and almost disappear.

“When something goes really fast you can’t see it. Watch my hand (the child waves his hand rapidly and everyone watches it become blurry.”

To enable further investigation into the properties of magnets we provided a pendulum. The children observed how the magnetic pendulum responded when they moved a bar magnet below and around it.

“It’s following! When you swing it, it stops!”

“I put one magnet under and it went all wobbly.”

“It’s going the same way! How does it work? Can I try?”

One child made an extremely interesting discovery while working with the pendulum. She placed several small magnets under the pendulum and watched it swing. The swinging pendulum caused the small magnets to move slightly….gradually becoming closer together. Then all of a sudden they dramatically snapped together!

“It wiggles and connects.”

“Look! It can jump!”

Another group of children decided to test the strength of a bar magnet by observing how many metal balls it could hold.

“This magnet is very strong. It can hold THIS many.”

“I know…we can make an experiment! I’m stacking them on. I can’t even count how many! It looks like a bunch of grapes. It’s a big ball of shiny balls. I created it myself.”

The children enjoyed discussing their theories and sharing their discoveries with each other.


Campfire

Throughout the term we have observed several groups of children incorporating fire into their play. To extend on this interest we planned a campfire experience. In preparation, the children’s knowledge of fire and important safety precautions were discussed during our morning meeting.

E: You collect sticks and put the sticks together to make a head so that you can burn it.

J: You rub sticks together on top of other sticks and that’s how you make a fire.

S: You need lots of sticks to make a fire.

A: You rub sticks together to make a big fire but it takes a long time. If you get a white thing (fire starter) you light that with a match and that will melt and make a fire.

A: You need to rub them really hard and you need to rub them really fast to get fire. If you rub them too slow you won’t get a fire.

L: You need matches to light a fire.

L: You put the marshmallows on a stick so you don’t get burnt from the fire and have to go to the hospital.

The children then worked together building a brick fireplace and collecting firewood. Once the flames were blazing the children took turns to approach the fire safely and toast a marshmallow.

Afterwards, educators demonstrated how to safely extinguish the fire with sand and water.

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