Our focus is to provide an environment where play is an important avenue for learning and for enjoyment, where it is anticipated that the children will learn by using their senses, exploring concepts, taking on roles, testing theories, making, discovering, strong impressions, classifying, organizing, assimilating and putting their thoughts into order. The programs in our service are developed to enhance each individual child and contribute to the five learning outcomes:
- The child will have a strong sense of identity
- The child will be connected with and contribute to their world
- The child will have a strong sense of wellbeing
- The child will be a confident and involved learner
- The child will be an effective learner
It is important to understand that children learn through play. Educators devise a program that encourages children’s social, emotional, intellectual and physical growth.
We believe the environment plays a vital role in the child’s learning scope. We aim to ensure that children gain respect for themselves and for others and to develop a sense of belonging, being and becoming.
The environment promotes calm, warm and caring atmosphere, where educators and children are able to communicate at all levels. The experiences offered are done so using a variety of methods and materials. Children have access to open ended ongoing experiences throughout the day.
We believe that the children’s environment has the potential for not only educational experiences, but also the opportunity to develop a sense of community, identity, wellbeing, communication and learning through routine and transitional situations that occur throughout the day.
With the program you will see a balance of play experiences provided – active / quiet, indoor / outdoor, structured / unstructured, messy, group / individual. The program includes language and literature, music and movement, art, dramatic and imaginative play, science and mathematics, sensory and physical opportunities.
Every child has an individual port folio which educators use to record the children’s progress throughout the year, they consist of observation, drawings, photos, checklist and any other information that educators feel is necessary to better plan for your child. Families have access to these portfolios at any time and are encouraged to do so.
Our emphasis is to ensure that all children have the opportunity to extend their learning and life experiences. We practice this by inviting a variety of entertainment to attend our service i.e. Mobile Animal Farm, Puppet Productions, Reptiles, etc.
The extended program allows children to explore their interests in a different avenue. Please note: – the above incursions we invite to the service are not inclusive of the fees. All children attending the service on the day of an incursion may be charged a surcharge to cover the cost of the entertainment. Outside visits to the zoo, aquarium etc., are also planned for the kinder children as appropriate to the program and the age of the children. Parents are notified by newsletter and permission forms if an excursion arises (refer to Excursion Policy).
Parents are encouraged to ask caregivers about the program or their child’s development as necessary. We welcome any comments or suggestions about the program that you have at any stage of the year.
Information regarding your child’s development can also be discussed using communication books within each child’s room, programming seminars and one to one parent-teacher nights.
Kindergarten programs are designed to improve your child’s development in the following key areas:
- Social skills, like how to play with other children in a calm, sharing and rewarding way
- Self-awareness and respect for others
- Emotional skills, for example understating their feelings
- Language, literacy and numeracy skills, such as reading stories and counting objects
- A joy for learning and group activities, such as talking, drawing and making things together with other children their own age
- Ability to make new friends
- Exposure to new ideas and concepts
Kindergarten also provides families with access to:
- Support and assistance for children with special needs
- Resources and links to community support services
Our curriculum recognizes the importance of school readiness and the steps involved when easing the transition to school. Throughout the year children will be introduced to the necessary skills through daily experiences and interactions. Schools are not looking to see if your child can read or write, they see children with a strong sense of wellbeing and identity to be an imperative aspect of starting school. We aim to provide children with an environment that encourages self-growth, independence, social awareness, emotional stability and confidence.
In saying that, literacy and numeracy learning is also provided all year round throughout our daily activities, although is emphasized at the end of the year through our school readiness program which entails: homework books, bringing their own lunch boxes to kinder and 20 minute class room set out sessions.
Transition to School:
- Educators will endeavour to prepare children before and assist with their transition to school.
- Information about local schools will be available to parents and families including their open days
- Kinder teacher will conduct parent/carer interviews throughout the year to monitor and discuss with the families their child’s progress and readiness for school. Pre-school Field Officer will be sourced if required.
- Educators will assist parents and children in the transition to school through a ‘school readiness program’ to commence in term 4 prior to school commencement – this to include:
- Lunch box program – children will be encouraged to bring a lunch box for afternoon tea, the service will provide information on providing nutritional, fun and healthy snacks.
- Kinder teacher will prepare a ‘transition to school statement’ and submit to the child’s school once parent permission has been given.
- The service will conduct ‘primary school tours’ enabling the children to become familiar with the bigger environment.