Education and Care
Education and Care
Our carefully chosen team of early learning teachers and educators deliver our program which is a play based program. It not only allows for active learning where children are able to construct knowledge that helps them make sense of their world, but enhances the opportunities for children to experience Belonging, Being and Becoming. As well as My Time, Our Place for school aged children. The foundation of our program is The Early Years Quality Framework and aspects of High Scope.
The Early Years Learning Framework consists of three parts, that guides the journey of learning that the Educators, through the individualised planning, promotes for each child.
Principles, the first part, are goals for the care, e.g. “Secure, respectful and reciprocal relationships”. Practices are guidelines for how to achieve the goals set out in the principles, Outcomes are the five overall goals, each with 2-5 sub-goals. Each of those sub-goals has a list of things that the child could have done to meet the overall goal.
Outcome 1: Children have a strong sense of identity
- Children feel safe, secure, and supported.
- Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.
- Children develop knowledgeable and confident self identities.
- Children learn to interact in relation to others with care, empathy and respect.
Outcome 2: Children are connected with and contribute to their world
- Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
- Children respond to diversity with respect.
- Children become aware of fairness.
- Children become socially responsible and show respect for the environment.
Outcome 3: Children have a strong sense of well being
- Children become strong in their social and emotional well being.
- Children take increasing responsibility for their own health and physical well being.
Outcome 4: Children are confident and involved learners
- Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment , enthusiasm, persistence, imagination and reflexivity.
- Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesizing, researching and investigating.
- Children transfer and adapt what they have learned from one context to another.
- Children resource their own learning through connecting with people, place, technologies and natural and processed materials.
Outcome 5: Children are effective communicators
- Children interact verbally and non-verbally with others for a range of purposes.
- Children engage with a range of texts and gain meaning from these texts.
- Children express ideas and make meaning using a range of media.
- Children begin to understand how symbols and pattern systems work.
- Children use information and communication technologies to access information, investigate ideas and represent their thinking.