As educators we strive towards creating play based educational programs, which are based on the children’s interests and needs within a challenging and stimulating environment. Research shows that children learn best at their own pace through active, hands-on interactions within an environment that is well planned and includes a rich variety of materials, choices, and opportunities from block corner to painting. Our staff have a range of professional backgrounds and many years of experience with child development including the understanding of the typical milestones of development for children of each age (keeping in mind there is often great variation in child development at any age).
Within all programs the ‘structure’ of the session is critically important. This structure helps to provide stability, predictability and the sense of time and order that helps children feel secure. Times such as morning and afternoon tea, rest time (in Child Care), and lunch time address the physical needs of the children during the day. There is a variety of structured and unstructured play offered. Structured play involves teacher directed games and group time activities. Unstructured play allows children to choose their own experiences however teachers will extend on their play through the use of open ended questions, problem solving and discussing other ideas for their play. All programs will have at least one group time each day/session.
In order for our staff to get to know each child well, we like to get to know the family as well. We focus on open communication, sharing information and knowledge about the child in order to create an environment in which the whole family is welcomed and comfortable, which contributes to creating a positive environment for children to flourish.
Each child has their own portfolio which is located in the foyer. Our staff document each child’s interactions and behaviours both individually and within group settings. Each child’s portfolio is available for families to view and add comments to and to discuss with our staff.
We encourage a family centred approach whereby our staff work in partnership with families. A positive feature of all programs is an on-going assessment of your child’s overall development and progress. Families are offered the opportunity to meet with our staff to discuss their child’s progress and development. Formal meetings can be arranged with our staff at any time to discuss any concerns you may have.
Specialist Activities – All programs
The Centre provides a range of additional activities which are included in your normal fees. These activities complement and extend on our programs and provide opportunities to enhance each child’s learning and participation.
Examples of Activities:
The Kindergarten Program offers children the opportunity to establish friendships, and work beside children of their own specific age group.
The Dragonfly program (the 4 year old program) is designed to challenge and extend each child’s thinking. The development of social skills, self confidence, the ability to solve problems, their sense of identity and the ability to work as part of a wider group are all important skills developed throughout the year and assist with the transition to school.
The children attend external excursions throughout the year, such as Science works/ Planetarium, and ABC Children’s Orchestra. During Terms 3 & 4 an external program such as Mini Maestro is offered.
The children also visit our local school (Auburn Primary) as part of the programs. The links between the Dragonfly program and the local schools help facilitate a smooth transition to school for each child.
The group size is 25 children with a Kindergarten Teacher and an Assistant.
In the Peppercorn programs (the 3 year old program) children are beginning to learn to play in a group. There is a strong focus on helping children practice verbal and listening skills to help sharing, conflict resolutions, caring for others, sitting at group time and comprehending information. Children begin to follow routines and learn to make friends. They have the opportunity to practice self help skills, develop independent and imaginative play skills in a warm and nurturing environment. For some children this is their first experience in a structured play setting and it is an opportunity to prepare for 4 year old Kindergarten.
The group size is 22 children with a Kindergarten Teacher and an Assistant.
At the Centre we strive to achieve the highest standards possible under the Quality Improvement and Accreditation System (QIAS). The QIAS aims to provide children in centre based child care throughout Australia with high quality care that best promotes their learning and development. The broad objective of QIAS is to ensure that children in long day care have stimulating, positive experiences and interactions that foster all aspects of their development. It does this by defining quality child care and by providing a framework for measuring quality in a child care setting.
The maximum number of children with in the Child Care program at any one time is 25, with a minimum teaching team of two staff members.
Child Care Broad Goals
Kindi Care is offered within the Child Care Program and provides a gentle introduction to interacting with children of a similar age. These sessions are available twice a week from 7.30am to 12pm.
The two weekly sessions enable children to develop friendships in a Kinder like environment. Whilst in our care each child will learn to: separate, become familiar with routines, socialise, develop friendships, gain independence with self help skills, share equipment & space, listen to instructions, and develop confidence. Learning outcomes in Kindi Care are the same as our Peppercorn program. The sessions are provided by two qualified workers with approximately 20 children.