Early Years Learning Framework
The Early Years Learning Framework has been incorporated in the National Quality Standard which ensures delivery of nationally consistent, quality child care and education programs.
This Framework is designed to drive continuous improvement and consistency in education and care and it sets a benchmark for the quality in:
- Educational programs
- Children’s health and safety
- Physical environment
- Staffing arrangements
- Relationships with children
There are three concepts that come from the Early Years Learning Framework and that is Belonging, Being and Becoming.
- Belonging – acknowledges children’s interdependence with others and the basis of relationships in defining identities.
- Being – recognises the significance of the here and now in children’s lives.
- Becoming – reflects the process of rapid and significant change that occurs in the early years as young children learn and grow.
Play activities planned by our educators allow children to naturally develop and have the opportunity to guide their own learning. Activity outcomes and individual observations on your child are documented in your children’s files to assist in extending their skills and abilities.
Working in partnership with families, our educators use the learning outcomes to guide their planning for children’s learning. In order to engage children actively in learning, our educators identify the children’s strengths and interests, choose appropriate teaching strategies and design the learning environment.
Our routines allow time for individual play/learning, small group play/learning and large group play. We encourage children to be curious, to ask questions and learn from each other, their environment and the stimulus we provide them.
Our school readiness programs, also known as pre-school programs and Kindergarten programs aim to achieve a smooth transition for all children from preschool to primary school. The transition is not just from preschool, but from a small scale to large scale interaction and an environment from children of limited ages, to children of many ages.
School Readiness programs benefit children and promote active engagement with other children, provide nurturing and emotionally supportive relationships to ensure children are responsive to cultural diversity, foster social and emotional skills. The program promotes early literacy and maths skills; all vital elements to achieving a successful and smooth transition to school.
With specific programs and materials, your child will be one step further to a prosperous education.
Each child receives a personal development portfolio as a record of their achievements at the centre. The portfolio includes a collection of observations, photos, artwork and other examples of the child’s learning and development. The portfolio is a keepsake for families to look back on their child’s achievements whilst being under our care at Kindy Patch.
Age Appropriate Facilities
Kindy Patch Centres provides an age appropriate warm, welcoming and supportive environment where children are encouraged to learn, play and grow. All of our facilities are designed to actively encourage learning. Purpose built facilities that ensure that surroundings are suitable and safe for all children in our care.
Early Childhood Professionals
Kindy Patch Centres boast qualified early childhood professionals and educators who provide educational learning programs based on children’s interests, strengths, abilities and choice.
Our dedicated team of educators are experienced and understand the importance of extending on children’s home-life experiences. Individual programs are developed for each child in order to assist with and build upon their learning, understanding, communication, self-esteem and confidence.
Parent teacher communication
Information regarding your child’s day will be documented daily for you to view. This includes details of sleeping habits, toilet practices, child’s response to the day and any health and safety issues that may have arisen.
Our staff will also speak with you informally upon collection of the child or through phone calls if any issues arise during the day.
Throughout the year we also offer parent/teacher interviews as a more formal time for a parent and a teacher to talk. They are often held shortly after report cards are sent home so that achievements and concerns can be discussed. Just like every child is different, so will each parent/teacher interview. This will reflect that individuality. However, the following matters are often discussed:
- All areas of development for the child – samples of work may be shown.
- The parent’s and teacher’s expectations for the child.
- How the teacher evaluates progress.
- Joint development of a plan to help the child overcome any problems and to continue important accomplishments; and how parents and teachers can work together on a continuing basis to encourage the child to do well.