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2 Year Old Pre-Kinder Program

Entry age: children must turn 2 years old by the end of March of the commencement year - there is a degree of flexibility there (please call us to discuss).

To waitlist for a future 2, 3 or 4 Year Old Kinder place, complete a Waiting List Form (click the pdf button).


For more detailed information about our programs, please click the pdf button.


Children in the Pre-Kinder program typically attend twice a week in one of the classes, Hedgehogs, Bluebirds, Ducklings and Ladybugs (See timetable for class days & times). During each and every class, the children are exposed to a wide range of learning opportunities:

  • In the Music and Movement Studio the children engage in physical activities such as dancing, singing, music, role play, dress-ups and games.

  • In the Art Room they enjoy experimenting with a broad and varied range of different art mediums. Cooking activities and science projects are also part of the program.  

  • In the Pre-Kinder Room, the children are free to move around the room and take part in activities, utilise resources and partake in play opportunities that interest them.

  • In the Library, the children come together as a group to share stories, sing songs and learn about fundamental information about their world, eg colours, seasons, healthy food choices etc.

The Department of Education sets certain parameters that all services must follow (see bullet point list below).

But our main point of difference at Bubbles Pre-School, is that we, above all else: 

1. practise, value and model kindness in our everyday teaching, 

2. teach children the importance of using good manners, showing generosity, thinking of others as well as themselves,

3. and give children real life, relatable ways to positively resolve social conflict with their peers and sustain healthy relationships. 

All Victorian children's services are required to adhere to the Victorian Early Years Learning and Development Framework. Teachers are encouraged to:

  • gather information, including the views and perspectives of each child, and use it to inform, review and enrich decision-making, 

  • draw on expertise beyond the team to gain clear and shared understandings and to inform new directions, 

  • reflect with children and families as collaborators to create more inclusive environments to advance each child’s learning and development, 

  • collaborate with professionals in other disciplines to provide, receive and consider multiple perspectives, encouraging every person’s contribution, 

  • use sound evidence to inform planning for children’s progress in learning and development, 

  • apply evidence-based practices to advance children’s learning and development, 

  • embrace professional learning and skill development that aligns with priorities for setting, service or network improvement, 

  • review and evaluate to inform ongoing improvement, 

  • and challenge and change some practices to incorporate new understandings into practice.


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