Little Child Big Mind - Learn to Read Learn to Succeed

When the right foundations are in place before school even begins, learning can unfold so naturally.

This little person is using what he already knows about reading to help him write. He understands that words are made up of sounds, that those sounds can be represented by letters, and that he can listen carefully to a word and use what he knows to work out what to write.

Reading and writing grow together.

When children learn to read, they discover how sounds and letters work together to make words. When they write, they turn that process around — starting with the word they want to say, listening for the sounds, and choosing the letters that represent them.

Each one strengthens the other.

And when those foundations are built early, intentionally and in a way that makes sense to a young child, moments like this don’t feel forced.

They just happen.

Strong foundations give children the confidence to use what they know — independently, naturally and with so much pride.

When a PreKindy child says, “Hamburger is a really long word!” there’s actually a lot of early literacy thinking happening behind that little observation.

For a child in the year before school to notice that hamburger is a long word, she is already developing an awareness that words are made up of smaller parts.

She is beginning to:

* Listen closely to the structure of spoken words
* Hear and notice syllables or “beats” within words
* Compare the length of different words
* Understand that words can be broken into smaller sound parts
* Think and talk about how language works

This is phonological awareness developing in a natural, meaningful way — and it’s an important foundation for learning to read and spell.

These are the moments we love in PreKindy.

A simple comment like “that’s a really long word” can tell us so much about what a child already knows.

EarlyYears LittleChildBigMind

Children do NOT need to be able to read before they start school.

This little reader is a PreKindy child — and this post isn’t about suggesting that all PreKindy children should be reading.

They don’t need to be.

It’s about showing what can happen when the foundations for reading are in place, a child is ready, and learning has been positive, playful and responsive to their development. ✨

Watch what he is doing here…

He is sounding out and decoding words, using his knowledge of letters and sounds to work out what they say.

He is beginning to read with increasing fluency, as those words become more familiar.

And then he does something really important…

He re-reads to make sense of what he has read.

Because reading isn’t simply about being able to say the words on the page.

Reading is about understanding them.

There is no race to have children reading before school.

Some PreKindy children will be ready to begin reading. Others won’t be — and that is absolutely okay.

Our role is to build strong foundations, nurture their confidence and curiosity, and follow their readiness.

And when all those pieces come together, learning to read can be exactly what it should be…

Fun. Exciting. Meaningful. 📚

This is the kind of kindergarten writing we celebrate every single day.

This little writer was so excited to tell me about playing soccer.

Before he even picked up his pencil, he had already organised his ideas orally. He knew exactly what he wanted to say and the order he wanted to say it. Because his message was clear in his mind, he was able to stay in control of his writing from beginning to end.

Then came the exciting part…

He used his phonics knowledge to independently work out how to write the words he wanted.

He stretched out words.
He listened for the sounds he could hear.
He matched those sounds to the letters and letter combinations he already knew.

This is what we mean when we talk about applying phonics.

Phonics isn’t just something children do during a lesson. The real goal is for children to transfer that knowledge into authentic reading and writing experiences.

Every word on this page represents problem-solving.

Every sentence reflects careful thinking.

Every attempt shows a child who is becoming increasingly confident as a writer.

And my favourite part?

He wanted to do it all by himself.

That’s the kind of independence we’re working towards—not children waiting for an adult to tell them what to write, but children who trust what they know, have a go, and use the skills they’ve been taught to communicate their ideas.

This is kindergarten writing at its best.

This is what true number understanding looks like.

This is one of our Prekindy children identifying a missing number simply by looking at the number that comes before and the number that comes after.

Many young children can rote count to 20, 50 or even 100, but being able to recite numbers doesn’t necessarily mean they understand how numbers work.

What we’re developing is number sense—the ability to recognise relationships between numbers and understand that each number has a place in a sequence. When children can identify a missing number without counting from the beginning, it shows they are thinking mathematically rather than relying on memorisation.

These early mathematical understandings become the foundation for addition, subtraction, place value and problem-solving in Kindergarten and beyond.

At Little Child Big Mind, we don’t just teach children to count—we help them understand numbers. Because when children develop strong number sense in Prekindy, they are far better prepared for the mathematical demands of school.

Understanding numbers is far more powerful than simply saying them.

The Power of Interaction Matters

Some of the most important learning doesn’t happen sitting at a table — it happens when children are talking, thinking, negotiating, listening and solving problems together.

At Little Child Big Mind, we intentionally create opportunities for meaningful interaction because we know that language grows through conversation. As children work together, our teachers extend their vocabulary, model richer language, ask thoughtful questions and encourage them to explain their thinking. These everyday moments build the oral language skills that research consistently links to later reading success.

But there’s another reason we place such a strong emphasis on collaborative learning.

When children start Kindergarten, they’ll be expected to work with others, take turns, share ideas, solve problems and learn as part of a group. These are skills that don’t just happen naturally—they need to be explicitly taught and carefully nurtured.

This is where experienced teachers make all the difference.

Knowing when to step in, when to step back, how to encourage every child’s voice, and how to turn a simple activity into a rich learning experience comes from years of classroom practice. It’s these intentional teaching moments that help children become confident learners who are ready for school.

Because school readiness isn’t just about knowing letters and numbers—it’s about learning with others.

📏 Measuring, Comparing and Counting!

Today in Prekindy, we explored informal measurement by using connecting cubes to measure the length of different pictures. As the children carefully lined up each cube, they practised one-to-one correspondence, counting accurately, and comparing lengths using mathematical language such as longer, shorter, more, less, and the same.

These hands-on experiences build the strong mathematical foundations children need before school. In Kindergarten Mathematics (NSW), students develop an understanding of measurement by comparing and measuring length using informal units before moving on to standard units later in their learning.

At Little Child Big Mind, we know that meaningful, play-based learning helps children make sense of mathematical concepts. Activities like these strengthen number knowledge, problem-solving skills, spatial awareness, and mathematical vocabulary—all while keeping learning engaging and fun.

HandsOnLearning

✂️ Little Hands, Big Learning: The Letter i for Insect 🐞

Today our Prekindy learners explored the letter i through a fun, hands-on insect craft. Rather than simply colouring, the children tore tiny pieces of paper and carefully glued them inside the letter i.

This simple activity packed a powerful learning punch!

🧠 Literacy Skills

* Reinforced recognition of the letter i and its sound.
* Built the connection between the letter and a meaningful vocabulary word: insect.
* Strengthened alphabet knowledge through a memorable, multisensory experience.

✋ Fine Motor Development

* Tearing small pieces of paper strengthens the small muscles in the hands and fingers.
* Picking up and placing each piece develops the pincer grip needed for writing.
* Gluing within the letter shape encourages hand-eye coordination, control, and concentration.

At Little Child Big Mind, we believe children learn best when they are actively involved. By combining literacy with purposeful fine motor experiences, we’re building the strong foundations needed for confident readers and writers—one tiny piece of paper at a time.

Learning through play. Building skills for life!

Learning to read starts long before a child opens a book. 📚

In this moment, he’s learning to hear and identify the first sound in words.

It might seem simple, but for many young children this is actually a challenging skill to develop. It takes carefully planned teaching, lots of practice, and the right support. When learning is playful, engaging, and guided by literacy specialists, children build these skills with confidence and enjoyment.

At Little Child Big Mind®, every experience is intentionally designed by educators with decades of combined experience in literacy education. We know how to break complex skills into achievable steps, making learning feel like play while building the strong foundations children need to become confident readers.

To a child, it feels like a game.

To us, every interaction has a purpose.

Because when children enjoy learning, they’re far more likely to succeed.

✨ Strong foundations today. Confident readers tomorrow.

✨ Meet the Founder Behind Little Child Big Mind ✨

Behind every lesson, every program and every child who walks through our doors is a simple belief…

Every child deserves the very best start to their learning journey.

Meet Palmina, founder of Little Child Big Mind.

With almost three decades as a teacher, Assistant Principal and Senior Education Officer in Literacy, Palmina has dedicated her career to helping children become confident, capable learners.

After years of seeing children begin school without the foundations they needed, she created Little Child Big Mind to bridge the gap between early childhood and Kindergarten.

Today, every Pre-Kindy session and tutoring program is built on the same evidence-based teaching practices used in successful classrooms—combined with play, purposeful learning and genuine care for every child.

Her vision has always been simple:
📘Help children develop confidence.
📘Build strong literacy and numeracy foundations.
📘Give families the reassurance that their child is truly ready for school.

Little Child Big Mind isn’t just another learning centre—it’s the result of years of classroom experience, educational leadership and a passion for helping children reach their full potential.

We’re so proud to have her leading our team.

📚Learn to Read. Learn to Succeed.

LiteracySpecialist