The centre supports and has implemented the Early Years Learning Framework. As part of the Early Years Learning Framework there are 5 outcomes that within our program we are developing and working with the children. They 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 learns: and
- Children are effective communicators
An activity for each of these areas is planned each day and children are encouraged to participate in the varied learning experiences.
We encourage children to be active, independent learners, taking advantage of the staff and the centre’s environment to facilitate their learning experience. This promotes confidence and positive development of the child’s self esteem. When a child is confident and willing to try they will learn. Every child has strengths in different areas of development. Learning should be fun, at Cath’s Kindy, children enjoy learning on an individual basis and as part of co-operative learning groups. Learning and development is not a race, children develop at their own pace, to push this will inhibit rather than enhance a child’s development.
Group time activities are set so that the children will develop self-help skills, self esteem and function in a social group. Art and craft activities are available to children, we focus on process rather than product allowing children to explore with materials and textures. We will collect pieces of art and craft along with photos and compile in your child’s Portfolio for you to take as a keepsake. Multicultural themes will be introduced for children to share aspects from different cultures and backgrounds.
The program includes:
- Active and quiet activities
- Indoor and outdoor activities
- Individual, small group and large group activities
- Structured and unstructured activities
- Activities designed to develop each child’s social, emotional,
cognitive, fine and gross motor skills, as well as their creativity and
self help skills.
- An inclusive approach, giving all children access to all activities
- A multicultural perspective valuing diversity
- Opportunities for children to make choices and take on new challenges
- Encouraging a partnership with parents
Documenting information about children and their interests, beliefs, questions, discoveries and ideas at Cath’s Kindy assists staff to plan for routines, transitions, and play and learning experiences. This information, together with knowledge and an awareness of child development, builds an understanding of the ‘whole’ child.
SCHOOL READINESS/INTENTIONAL TEACHING: Throughout all of our learning environments, intentional teaching takes place in a structured and an unstructured manner. In all 3 environments the level of this intentional teaching is age appropriate. The program reflects our intentional teaching and it is also documented within the child’s portfolio as well as reviewed on a weekly basis.
We introduce children to the basic needs for entry to school, on an academic as well as a social level. These include; name recognition (writing and reading), number and shape recognition, pencil skills, scissor skills, communication skills and self-help skills.
Our School Readiness Program is facilitated in conjunction with input from local schools to ensure a consistent transition. We will reinforce these concepts throughout the year with the use of flash cards, displaying names and numbers, letter copying, writing their own names and group activities. In the final months before school, children who are going to school the next year will not have rest time and will start doing additional school type activities to greater enhance their development as well as structuring their day without a rest period. Throughout the year, we will work with our local schools whom advise us of any open day for new children commencing in the next year, which we will provide to you as they are provided to us. The School Readiness program takes place daily through each school term. It is documented and reviewed weekly to extend or assist where necessary.
Around the end of Term 2, Parent Teacher Interviews are arranged (2-6 year olds) to discuss your child’s progress and development. Of course, all communication is open and available each and every day. Formalised interviews offer an opportunity outside of the busy and rushed environment.
We strive to ensure that your child’s and your transition to the world of “big school” is as smooth as possible and will provide you with all the support necessary for this very important milestone in yours and your child’s life.