Our Program
“Learning is an active process that must involve children’s engagement. Play is essential for its ability to stimulate and integrate a wide range of children’s intellectual, physical, social and creative abilities.’
(V.E.Y.L.D.F. 2009)
Our Program is based on the National Quality Framework (2012) and the Victorian Early Years Framework (2009). The Framework describes childhood as a time of Belonging (relationships they have with their family, community, culture and place), Being (childhood is a special time and children need time to just ‘be’) and Becoming (the learning and development that young children experience).
Through observing your child’s learning we can develop programs that are responsive to your child’s ideas, interests, strengths and abilities. We have high expectations for every child and believe when families, educators and children work together we can achieve best outcomes for all children. The framework helps educators work towards five outcomes:
* Identity: building a strong sense of ‘self’ within the family and then other adults eg. educators
* Community: giving opportunities and support to help children connect and participate with others.
* Wellbeing: recognising that in early childhood the foundations for social and emotional wellbeing are being laid.
* Learning: encouraging and supporting children to be curious and enthusiastic participants in learning which helps to develop positive dispositions for lifelong learning.
* Communication: giving opportunities and support to assist children in developing communication skills, express their feelings and thoughts and to be understood. Recognition that most children are innately social, creative and motivated to exchange ideas, thoughts, questions and feelings.
(V.E.Y.L.D.F. 2009)
Our kindergarten program recognises that children learn through play:
Our curriculum encourages staff to build on the children’s interests and help them to extend their goals in play. Staff recognise the importance of the family’s contribution to the program and invite family members to share information about their children that will assist in planning for them. Our program is enhanced when parents visit and simply enjoy ‘being’ with the children and interacting with their play. Parents are also invited to share their interests or skills such as reading to the children in other languages, cooking, offering an art experience, teaching craft ,playing a musical instrument, dancing etc.
At times Incursions and Excursions are offered to the children, often based on the interests of the group. Some recent examples of these are the ‘Rain, Hayne and Shine Farm’, ‘Concept Science’, ‘Wiggerly Worm’ Dance and Movement activities, ‘The Melbourne Symphony Orchestra’ etc.
Children need sensory materials to explore through their senses. We offer fine motor materials to draw, paste, paint and create with and also messy things like fingerpaint, sand, water play, dough and clay to manipulate and enjoy the calming effect they offer.
We help the children develop gross motor skills and coordination when they participate in running, balancing, ball games, climbing and movement and dance activities.
We immerse the children in language and literacy experiences that will develop their communication skills, extend their vocabulary and begin to expose them to later reading skills. The children have access to open
ended props to help them develop imaginative games where plans are made, stories are created and interactions with other children are enhanced.
Our program provides opportunities for children to play with other children. It helps them to develop social skills such as ‘cooperating with others and negotiating roles and relationships’, ‘reaching out for company and friendship’, ‘respecting different ways of being and doing’ and ‘exploring ideas and concepts, clarifying and challenging thinking.’ (V.E.Y.L.D.F. 2009)
The children become familiar with new technologies when they research information, select games, develop keyboard skills, create pictures and work cooperatively with friends on computer tasks.
We offer open ended play opportunities to help develop children’s cognitive skills, problem solving skills and recall of previous outcomes to help develop new ways of doing things.
An important part of the program is encouraging sustainability of our natural environment. The children put fruit scraps in the worm farm and compost. They care for their garden by planting bulbs and seedlings and water the plants with tank water. A new vegetable garden is also in early planning stages. We use recycle bins for paper waste and appreciate drawing paper from offices etc.
Our educators have the role of making opportunities for intentional teaching and assessing the children’s learning by ‘planning, documenting and evaluating children’s learning.’(V.E.Y.L.D.F.2009)
We discuss the children’s progress with their parents and plan ways their child can be supported further if necessary.
A reflective program, supported by photos is displayed in the foyer. Parents are welcome to discuss the program at any time and add their comments. We review and evaluate the program daily.
Play is the most appropriate way in which children learn. We are looking forward to sharing your child’s kindergarten journey with you!
OAK Educators