Each child can reach their full potential…
We aim to provide an educational environment where each child can reach their full potential.
What does a child learn at kindergarten?
- That she / he is a special person, considered to be worthwhile and capable of many skills that she / he may not have realised before
- To share, take turns and show consideration for other children and adults.
- To develop acceptable ways of expressing feelings.
- To express ideas through art, language, music, dramatic play an construction.
- To develop curiosity about the world around them.
- To develop skills to facilitate new learning experiences.
- To develop this environment as a fun way to learn with friends.
What do we teach children? (The how and why of what we teach)
Early Childhood Development is the foundation on which children build the rest of their lives. But it is not just a preparation for adolescence and adulthood – it has importance in itself.
Children develop at different rates and in different ways – emotionally, socially, intellectually, morally, physically and spiritually. All are important and each is interwoven with the others.
- Children learn best when they are actively involved and interested.
- Children need time and space to produce work of a quality and depth.
- Play and conversation are the main ways by which young people learn about themselves, other people and the world around.
- Each child’s personality, family and cultural heritage are important.
- Outdoor play is as important as indoor play.
- The program comes from the children and their needs but is guided by the Victorian Early Years Learning and Development Framework.
- As for each member of society it is important for each child to be a member of a group.
- Respect for adults is earned
- That there can be high levels of interaction between children, staff and child and the child and the environment in an unrushed manner.
Fun should be an important part of Kindergarten.
Each week a program is planned to meet the children’s needs and interests, this program also needs to be flexible as the children’s interests may change or other opportunities may develop.
Plans for teaching are based on observations of the children. Each child is an individual and the teacher recognises the existence of differences in personality, ability, background and experience and so can provide the learning experiences best suited to the child’s interest and stage of development.
The teacher plans to develop in the children, an interest in learning and developing an attitude that will influence their ability to share and concentrate on working towards a goal.
Within the kindergarten environment the children are free to select where they will play, but limits are set on behaviour. The staff are aware of each child and may intervene or direct a child to an activity where they feel development is necessary. The various experiences available at kindergarten cover the different areas of development of the child.
Community
The child is learning to live amongst others by:
- Sharing toys, ideas and experiences.
- Being able to take the lead and also accept the leadership of others.
- Standing up for their rights and respecting others.
- Working within set limits.
Identity
Through participation in the Kindergarten program, children begin to develop their own identity and independence. As children develop they will learn to be part of a group, play co operatively with other children and begin to develop friendships.
Wellbeing
Wellbeing incorporates the whole of a child’s development both physically and emotionally. During their time at Kindergarten the children will learn to seek out new challenges, make new discoveries and celebrate their own efforts and achievements and those of others.
The Kindergarten program will help children to develop confidence, optimism, resilience and perseverance. Not only providing children with capacities to cope with day-to-day stress and challenges, the Kindergarten program begins to equip children with the skills to persevere and ‘have a go’ when faced with unfamiliar and challenging learning situations. It not only creates the opportunity for success but it also teaches children to accept when their expectations are not met.
The children’s physical wellbeing skills will also be enhanced through the Kindergarten program. The term physical skills can be broken into two components – fine and gross motor. Fine motor skills refer to the use of small muscles to do activities such as threading, cuttings, drawing or construction whilst gross motor refers to the use of large muscles to do such activities as running, hopping, climbing and balancing. These skills are aided by the use of various types of equipment such as scissors, puzzles, construction sets and threading for fine motor development whilst climbing equipment or dance and drama experiences assist in the development of gross motor skills.
Learning
The Kindergarten program is designed for children to express wonder and interest in their environments so they become curious and enthusiastic participants in learning and use play to investigate the world.
Development is stimulated through problem solving during play with all activities, puzzles, excursions and theme discussions and by the teacher increasing the child’s knowledge around their interests as they arise. We encourage the children to bring along educational pictures, books; puzzles etc., that they may have at home that would enrich the program at kindergarten. Please ensure all items are clearly named. It should be noted that the kindergarten will take care of but does not accept responsibility for any such items bought to sessions.
When children play they are learning many concepts, skills, understandings and attitudes. For example when a child is building with blocks he/she is concerned with shapes, size, and relationships. They measure, match, and classify as well as being faced with problems of construction. They share material with others and communicate their ideas and feelings.
Language
Development including the child’s vocabulary and ability to express him/her self is increased through general conversation with other children and staff, poetry, finger-plays, stories, excursions, discussions and music.
Children will explore ideas using imagination, creativity and play. Through experimentation with paints, crayons, collage, water, finger-paint, sand and clay children’s development is enhanced. The staff show interest in whatever a child produces because he/she has made it; the end result is not of prime importance.
Imaginative and dramatic play expresses their ideas and feelings about things and people he/she has seen. Equipment and activities include the home corner, dress-ups, cubbies, boxes, ladders, steering wheels and music program.
The children are encouraged to participate actively and be self-motivated. The program is organised around play. The materials provided are to encourage curiosity, initiative, confidence and independence.
Please note that children can get dirty, and some paints are known to stain. Whilst every precaution is taken, it is best to dress your child in appropriate play clothing.
