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Early Learning Centres

Early Learning Centres

hey dee ho currently run our music, fitness, yoga and drama classes in over 300 early learning centers across Australia. Sessions can be set up as centre or parent paid. Weekly, fortnightly, monthly or term based incursions are available and a FREE demonstration for all the children at your centre is available for centres considering taking up the opportunity on a regular basis. Our programs are suited to ALL ages including babies.

Early Learning Years Framework

At hey dee ho we are very passionate about our music. Not only does it provide great pleasure and comfort to many people, but it is a proven tool that stimulates learning, thereby providing a key to unlock potential.

In partnership with the ‘Australian Institute of Music and Childhood Development’, and in alignment with the ‘Early Years Learning Framework for Australia (Belonging, Being & Becoming)’, we have set up a curriculum to ensure that our program is presented to maximise learning outcomes and comply with national guidelines.

Our music program:

  • focuses on play-based learning.
  • utilises novelty to provoke interest and more complex and increasingly abstract thinking.
  • incorporates familiar family and cultural texts and stories.
  • provides a rich and diverse variety of resources that enable children to express themselves using dance, drama, music and storytelling.
  • stimulates visual and auditory processing and memory.
  • promotes inclusion.
  • introduces children to cultural differences and respect for diversity.
  • exposes children to different languages both verbal and non-verbal.
  • engages children in concepts of symbol systems, for example, letters, numbers, time, money and musical notation.
  • develops spatial awareness (concepts of over, under around, through, in and out).
  • involves children in the joy of imaginative play.
  • values self-expression.
  • refines fine and gross motor skills through movement, dance and use of resources.

Our educators:

    • enable a balance between child led and educator supported learning.
    • move flexibly in and out of different roles and draw on different strategies as the context changes.
    • engage in enjoyable interactions with children as they make and play with sounds, concepts and movement.
    • draw on their creativity, intuition and imagination to improvise and engage children with dynamic activities and spontaneous ‘teachable moments’.
    • widen childrens network of secure relationships and work in partnership with families and early education professionals.
    • recognise and respond to barriers facing children and promote inclusion and participation.
    • honour the cultures, languages, traditions, child rearing practices and lifestyle choices of families and children.
    • co-learn with children and constantly reflect on different ways to approach challenges to learning outcomes.
    • respond to children’s ideas and play, which in turn stimulates a flexible curriculum structure as educators analyse, anticipate and extend learning.
    • introduce materials, resources and technologies to enhance learning.
    • respect diversity, acknowledging the varying approaches of children, and build on the perspectives, languages and unique understandings that children bring.
    • understand the importance of children’s right to be in the moment and experience the joy of childhood.
    • acknowledge and respond sensitively to children’s cues and signals.
    • support children’s efforts, assisting and encouraging as appropriate.
    • model care, empathy and respect.
    • show genuine affection, understanding and respect for all children.
    • challenge and support children to engage in and persevere at tasks and play.

Aims and learning outcomes of the “hey dee ho music” program

In recognition that developmental stages vary over time, our curriculum responds to childrens needs and interests at different age levels with customised approaches.

Our program supports babies to:

      • experience and absorb the program until they are able to respond and participate. They do this by observing adults and other children’s responses.
      • use play to investigate, make sense of and explore new ideas.
      • have their emotions and efforts to communicate sensitively responded to.
      • experience the benefits and pleasures of shared learning.
      • enjoy new sensory experiences (such as finger puppets and soft toys) and also enjoy participating in physical play.
      • interact verbally and non-verbally with others.
      • benefit from being exposed to non-verbal language (e.g. Auslan) to assist them to express themselves.
      • show enthusiasm for interacting with puppets, props, instruments and actions.
      • intuit body awareness and their own sense of identity through movement.
      • delight in visual stimulus, such as stories depicted on a felt board, which we use as a visual re-enforcement of language.
      • recognise basic music concepts and intonation of voice and music – loud, soft, STOP.
      • respond through movement to music, dance, storytelling and visual stimulus.
      • demonstrate wonder, curiosity and imagination.
      • be attuned to sounds and patterns in speech, stories and rhyme.

hey dee ho enables toddlers to:

      • become competent in recognising and communicating their bodily needs, understanding their emotions and regulating their self-control.
      • model a burgeoning sense of self identity as they join in the dances and activities.
      • develop a secure sense of belonging and understanding of the rights and responsibilities necessary for harmony in a group setting.
      • learn about connections, similarities and differences between people.
      • initiate negotiating and sharing behaviours as we role play and practise taking turns.
      • appreciate linguistic diversity through exposure to different languages in songs, greetings and mirroring activities.
      • familiarise themselves with concepts like health and safety, hygiene, doctors and dentists.
      • confidently make their ideas and needs visible to others.
      • improve their listening skills by using imagination, creativity and play.
      • immerse themselves in familiar games, stories and physical activities as they develop an ability to mirror, repeat and mimic the actions of others.
      • engage in more and more complex sensory and movement patterns as they recognise high and low musical pitch and different time signatures [4/4, 2/4 and 3/4].
      • demonstrate spatial awareness and orient themselves through dance, moving around and through their environments confidently and safely.
      • question how symbols and pattern systems work.
      • become confident in using puppets and other resources and to start to participate more in the active parts of the program – using props and dress ups for e.g.

The program extends pre-kinders by:

      • offering them opportunities to revisit ideas and extend their thinking
      • recognising individual achievements and inspiring children’s’ self-confidence as they take turns to lead the group.
      • asking them to notice and predict the patterns of regular routines (such as comparative musical concepts – faster, slower, louder, softer).
      • involving them in the “telling” of stories with language and role play and discussions of aspects of identity.
      • giving them creative tools to express a wide range of thoughts, emotions and views constructively.
      • showing them the benefits of cooperating with others and negotiating roles through dance and movement activities.
      • promoting wellbeing through reinforcing aspects of healthy lifestyles, including nutrition, personal hygiene, physical fitness, emotions and social relationships.
      • aiding retention of basic mathematical and literacy concepts through rhyme and repetition.
      • introducing new concepts (e.g. the passing of time, symbols and the relationships between oral, written and verbal representations) in the context of their current lives.

Kinders benefit from hey dee ho sessions by:

      • enacting more sophisticated and complex responses as appropriate strategies are used to extend their musical and cognitive knowledge.
      • the program’s emphasis on role play games, as they are able to further explore aspects of identity.
      • encouragement to share the stories of their culture and re-enact well known stories together, or with children taking turns to lead the group.
      • taking on a more active role – acting out songs, demonstrating knowledge and using tools and resources with increasing dexterity, competence and skill.
      • exposure to specialist musical language, symbols and concepts – piano, forte, legato, staccato etc.
      • having fun participating in group discussions and shared decision-making.
      • displaying new skills in understanding communicating with, and effectively interacting with people across cultures.
      • increasingly co-operating and working collaboratively as a group.
      • augmented learning environment structure, with rewarding learning outcomes that reinforce the advantages of working together.
      • engaging in group play to imagine and create roles, scripts and ideas.
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