Our Curriculum
Early years learning framework
At children’s house of early learning we endeavour to capture and engage the children’s thirst for learning and best prepare them with the attitude and skills necessary for the transition to primary school. We plan and implement learning experiences in line with the outcomes of the national Early Years Learning Framework. In this framework, parents can see what outcomes are delivered in kindergarten and then built onto as the children continue at school. I believe this program fosters 21st century learning skills. These skills of perseverance, initiation, confidence and creativity are evident throughout all experiences that we offer at children’s House.
We will immersed your child and promote learning for the following outcomes:
- Identify
- Community
- Wellbeing
- Learning
- Communication
These outcomes cover all social, emotional, academic and language assessments for children.
Curriculum
Observations by our educators of key skills, needs, strengths and interests of individual children is used to further plan and implement appropriate experiences and set further learning and developmental objectives.
We achieve strong learning goals through our intentional teaching. You will be able to clearly see our intentions for the day and these become our internalised learning experiences and visions. Children strive to work towards these goals.
We provide a consistent educational routine. From 9am to 12pm and then again at 1pm to 3.30pm the children participate in our structured program. Engaging in our open ended program or meal times for the remainder of the day. We have a focused funded kinder group to allow more focused attention and progression of skills. We offer the program over a minimum of 3 days to effectively achieve the compulsory 15 hours of funded kindergarten per child.
Here at CHOEL the children participate in innovative and learning related arts and craft, pre- reading and writing activities guiding children’s abilities, practical life skills practices, construction areas, specific lessons for the development of colour, shape, texture, depth, 3D shapes, capacity, symmetry and more. Our role play corner adapts to the children’s interests. We also include interactive computer programs, puppetry, gross motor programs, music and other resources aimed at improving the balance, co-ordination and control of our children’s holistic development. All taught through their interests.
We pride ourselves on our inquiry based community and interest themed learning’s. We implement exploratory play centres in addition to community and professional visitors and excursions, to consolidate knowledge. The children have many opportunities for ownership of the room, with pictures from home on display, displays of our children at play available for them to look at and the exchange of our resident penguin Perri who travels with our children on their holidays.
EYLF Ongoing Project/Floor Book and Individual Documentation
The Project floor book which is a journal of the children’s interests placed into themes. This is based on the children’s choice as well as parent input into the program. It includes photographs, project work, group observations, art work and special visits.
Individual Documentation Portfolios (online and hard copies) are used to record traces of each child’s thinking, understandings and interests, evidence of creations, interactions and conversations, friendships and relationships, work samples and developmental milestones. We use an ‘I can approach” and focus on your child’s strengths. Children’s progress is referenced against the EYLF Learning Outcomes. Drawing, art, cutting threading, name writing and concept recognitions are presented in these books.
Parent input and individual children’s goals.
The Role of the Parent
We believe in a harmonious relationship between home life and our school community. When each is in sync with the other, the child’s whole development will grow.
Just as children engage in purposeful work, play and creative experiences at home with their families, the preschool environment encourages the young child to “learn through living”. Parents and teachers serve a child’s needs best when we provide consistent, nurturing, affirmative environments that echo one another.
Every four months we will collate new goals for your child to achieve through parent meetings. Each meeting we will reflect and form new goals to extend your child further.
We have a parent input diary which gives parents the opportunity to write down their child’s interests, lifestyles and feedback. We encourage parents to complete a homework task and bring items, present experiences and contribute by doing special tasks with our group. We do many excursions and would love your involvement. You are very welcome to participate in our excursions, incursions and our sessions at any time. Please feel free to present or bring in any experience you feel will assist the program.