The Kindergarten program is based on the philosophy of respect children as unique and autonomous individuals that have diverse ways to learn and express themselves. The Early Learning Year Framework forms the foundation for ensuring that children in all early childhood education and care settings experienced quality teaching and learning. It has specific emphasis on play-based learning and recognises the importance of communication and language (including literacy and numeracy) and social and emotional development.
The main goal of our kindergarten program is to support children in getting ready to go to school and develop the basic skills as social individuals. Following this purpose, our program starts by focusing on children’s identity and self esteem. At the same time, we believe that the socio cultural context influences children’s sense of belonging, therefore we include multicultural experiences and the community in our program. Also, our program aims to support the development of children’s confidence and interest in early literacy and numeracy. Our play/learning experiences are developed outdoors and indoors, we integrate the natural environment in our program in order to support children in developing ownership and responsibility of their natural resources.
Why play-based learning is important?
Playing is part of being a child. Through playing children engaged in experiences that develop the skills for later learning. Play fosters social skills that are very important when starting school. Also, through playing children learn about themselves and build understandings of their world. Playing fosters children dispositions of learning such as creativity, persistence, reflexivity, cooperation, curiosity, commitment, thinking and wonder, confidence, amongst others.
What areas of learning we focus on (goals of our room)?
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Children are supported in the development of their identity, emerging autonomy, interdependence, resilience and sense of agency. Also, children are encouraged to interact in relation to others with care e.g. educatorssupporting children to adapt to new situations, building strong relationships with others, encouraging them to play with others and express their feelings, amongst others.
Children are supported in their learning of ways to relate to others, be responsible, and respect diverse people and the environment e.g. children are provoked to embrace Australian culture and other cultures, by experiencing
community and multicultural activities such as Aboriginal celebrations, Diwali, book week and others that foster their sense of belonging, children taking initiative in tidy up the room after playing and taking ownership of their physical environment, children participating in group projects that encourage turn taking and team work, amongst others. Also, children are encouraged to learn about their natural environment by sustainable practices such as; using recycled materials, reusing resources and looking after plants.
Children understandings of feelings, awareness of staying healthy and safe and development of fine and gross motor skills are foster through experiences such as; music and movements activities’ physical activities outdoorsand indoors that challenge their skills and exercise their muscles, sensory experiences that stimulate small muscles in their hands, stimulation of self help skills, amongst others.
Children cognitive development is foster through experiences that challenge extend and stimulate their reflexivity and creativity skills, logical and symbolical thinking, etc. Activities such as: classifying objects, comparing, counting and measuring for real purposes support children in building numeracy skills. Also, through research projects children investigate and build understandings of their world, we had had developed projects about the space, dinosaurs, frogs and others.
Children are provided with activities that support their development of listening skills, language skills, and confidence and interest in early literacy and numeracy skills. These activities can include, drawing and “playing” with
ideas about writing, talking about letters and symbols that interest them, and watching and listening as adults write and talk about what they are doing, listening to and talking about ideas in books. Also, we provide children with a phonics program that aims to support children on becoming aware of letters’ sound and writing.