Educational Program

We follow the Early Years Learning Framework as per our programming policy. This is Australia’s first national Early Years Learning Framework for early childhood educators. The aim of this document is to extend and enrich children’s learning from 6 weeks to 5 years and through the transition to school.

We are committed to providing a developmental and educational program which caters for each child’s individual needs, abilities and interests. Our program will continue to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

We encourage children to be responsible for their own learning through choices in experiences, interests and routine. We use conversations, actions and play as the basis for teaching which involves the children being partners in teaching by seeking out ideas, opinions, thoughts and questions.

We encourage children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest based projects to further enhance their learning and knowledge. We value children and family input and encourage family involvement in order to gather a comprehensive and holistic view of the child.

We know that children learn effectively through play and this is supported by Educators who are diligent in their responsiveness to each child. Applying strong intentional teaching practices will provide the children with an authentic and meaningful learning environment which challenges, supports and nurtures a child’s development.

Early Years Learning Framework

Through our curriculum, The Early Years Learning Framework, we have a focus of Belonging, which is integral to a child’s sense of self. It acknowledges belonging to a family, community and culture. It is the foundation of relationships and acceptance.

Along with Belonging we have Being. Being is allowing the children to be in the present - to concentrate on the here and now. It’s allowing them time to investigate, attach to people, environments and experiences.

They are able to meet challenges with confidence that they have the time and support to work through and overcome any obstacles in their own time. Being sees the Educators develop and support an environment that is child focused, not for the convenience of routine or the Educators. Lastly, we have Becoming.

Becoming acknowledges change and there is no time in one’s life that has more rapid change than in the years of early childhood. Becoming recognises the skills that are necessary to thrive through change and how experiences and circumstances create skills, expectations, understandings and relationships. It allows flexibility for a child to learn and grow.

On this foundation we observe each child for outcomes that we can support in the program.

The 5 outcomes are –

• Children have a strong sense of identity
• Children are connected with and contribute to their world
• Children have a strong sense of wellbeing
• Children are confident and involved learners
• Children are effective communicators.