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S T O R Y
After 15 years teaching, in 2011, founder Danielle O'Brien left the School World to follow a dream. A vision of a place where learning was play based, happy and messy. A place where children are free to laugh, learn and experiment.
From simple beginnings and with this philosophy Bright Futures was born. Gorgeous programs have been developed, built on the principles of play-based learning. Programs that help kids gain confidence through play, programs that encourage growth in their self-esteem and their creative imagination.
By 2018 Bright Futures had grown into a hive of activity, and larger premises were needed for the growing number of classes. Joining with the amazing Kate French from Side by Side Psychology new premises were acquired. Classes now run from Monday- Saturday.
O U R
P H I L O S O P H Y
Bright Futures Mildura is a privately owned early education and therapy centre. Our philosophy is based on the belief that all children whether neurotypical or neurodiverse, can learn if provided with the right support. Children have diverse needs but we believe they are all competent and capable learners. All children learn at different rates, in different ways, and at different times. We aim to build connections with children and with families.
During early childhood years, children live very much in their imagination, for this reason our early learning classes are all play based, hands on and sensory based. We want early learning to spark curiosity.
Our team is inspired by Reggio Emilio and Waldorf Education (Steiner).
Through play-based, hands-on and sensory-based group classes and workshops, children have the opportunity to get messy, explore, play and grow. Bright Futures Mildura is a place where children are free to laugh, learn, experiment, and experience success.
Children thrive in our environment, like Reggio Emilio we also believe that our environment should be welcoming, aesthetically pleasing, culturally representative of community, embracing of nature and filled with purposeful materials. It encourages exploration, questioning, discovery, creativity and problem-solving cooperatively and collaboratively.
The teachers gently scaffold learning. They begin with the child's play interactions and gently respond with reflective and extended language to encourage higher order thinking. (Vygotsky’s Social Cultural theory). Play inspires us to higher thinking and learning.
Bright Futures Mildura teachers aim to inspire a lifelong love of learning. We want our students to be filled with curiosity about life, so that their learning continues long after they leave our space.
“The heart of the Waldorf method is that education is an art – it must speak to the child’s experience. To educate the whole child, his heart and his will must be reached, as well as the mind.” – Rudolf Steiner
Bright Futures strives to be an inclusive community for every child and every family. We value inclusion and equity - Our groups are for EVERYONE. Differences are valued and all children and their families are appreciated and respected. We value diversity and multiculturalism and embrace different ways of living.
WE TEAM AROUND THE CHILD. We aim to work together with you, with your child and with any external teams of support. We believe that all children have individual needs, that they develop at individual rates and in individual ways. We aim to create a community of learners who embark on mutually beneficial and exciting learning journeys.
Our teachers and therapists are experts in their fields. They will support your child in their development of:
* receptive and expressive language
* social and language pragmatics
* fine motor skills
* gross motor skills
* emotional understanding and development
* creativity
* executive functioning skills
Bright Futures offers NDIS support to self and plan-managed clients.
E Q U I T Y,
D I V E R S I T Y
and I N C L U S I O N
Relationships between children and children, children and teachers and teachers and families are nurtured.
The environment that we invite children to sets our scene - it is visually beautiful, calming, and creative. Although it is a commercial premise, it feels close to nature with large windows as well as outside play and sensory zones. It aims to nourish the senses, stimulate curiosity, sensory perception, a sense of wonder, and open-ended play.
Children grow and change at a rapid rate. Individually they have very different needs and interests. Our environment is dynamic with materials and equipment that provides the challenges they seek. We provide consistency in their environment to return again and again to familiar things and new activities to stimulate their curiosity.
Activities are predominantly designed for children around their sensory-motor needs, including activities for those that are sensory seekers and for those that are sensory avoiders.
Each week we provide open-ended materials around our current theme to explore and manipulate. Children play with them in ways that are meaningful to them - at their developmental level.
To support their natural desire for sensory exploration, we continually provide the following materials for exploration and play:
*aromatic materials - for children to smell
*sound-producing materials - for children to hear
*textural materials - for children to touch (tactile exploration)
*visually interesting materials - for children to look at
All materials are natural where possible and on-site plastic toys with limited appeal are being replaced promptly.
In addition to a sensory-rich environment, we run a weekly Sensory Feast class for children aged 2-4 and a carer. Our expert Educational Consultant facilitates this 45-minute session - modeling oral language development and appropriate sensory play to parents and or carers.
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S E N S O R Y
R I C H
L E A R N I N G
E N V I R O N M E N T
Our highly qualified teachers and therapists design our unique play based programs for our early childhood programs. With a focus on sensory and hands on learning that reflect the most contemporary early childhood theory and research.
Play-based learning allows children to organise and make sense of their social worlds through interaction with peers and objects. It allows them to explore, identify, negotiate, take risks and create meaning.
The cognitive and intellectual benefits of playing are well documented. Children that have been engaged in quality play based experiences tend to have better deeveloped memory skills and language skills than those who have not. They are also able to self regulate their behaviour which beenefits their transition to school. (Bodrova & Leong, 2005)
Play develops social competence. Children have opportunity to build relationships, practise conflict resolutiuon, resilience as well as practise regulating their own behaviour. During conflict children are introduced to the concept of empathy as children begin to understand other points of view. During play children are able to make thier own choices and create their own success.
In play, the dispositions for learning, such as curiosity, openness, optimism, resilience, concentration, and creativity (SACSA, 2009), are developed.
The Australian Government curriculum guidelines including the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF) have been used as a resource for our intential teaching objectives. The Framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school. It communicates these expectations through the following five Learning Outcomes:
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Children have a strong sense of identity
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Children are connected with and contribute to their world
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Children have a strong sense of wellbeing
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Children are confident and involved learners
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Children are effective communicators.
C U R R I C U L U M
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