CURRICULUM

At Cherry Crescent Pre-school, we implement an EMERGENT CURRICULUM that reflects the key values and principles of the National Quality Framework, the Early Years Learning Framework for Australia and the Revised Victorian Early Years Learning and Development Framework (2016).

Being, Belonging and Becoming.

What is an emergent Curriculum?  

It is a curriculum that changes and develops according to the strengths and abilities of the children. Therefore what the children learn about from year to year will change.  Challenges are introduced into the curriculum when children have mastered skills and are ready for the next progressive step.

What is the AUSTRALIAN CURRICULUM? 

On 2nd July 2009, the Council of Australian Governments endorsed the new Early Years Learning Framework (EYLF).  The EYLF embraces three key elements for great importance of a child’s life:

Belonging:  knowing where and with whom you belong is integral to human existence

Being:  childhood is not solely a preparation of adulthood or for the future, recognising the significance of the ‘here and now’ in children’s lives

Becoming: reflecting the process of rapid and significant changes that occurs in the early years as young children learn and grow," (Commonwealth of Australia, 2009).

The EYLF was then further developed to be inclusive for children 0-8 years by the State Government of Victoria and is known as the Victorian Early Years Learning Development Framework.  This framework embraces an integrated approach to learning and teaching ensuring that play is used to stimulate intellectual, physical, social and creative abilities. ¹ Teachers design programs that reflect five key learning outcomes:

1)  Identity:  Children have a strong sense of identity
2)  Connectedness:  Children are connected with and contribute to their world
3)  Wellbeing:  Children have a strong sense of wellbeing
4)  Learning: Children are confident and involved learners
5)  Communication: Children are effective communicators.

It is believed that these five learning outcomes are essential for assisting children in developing into happy and productive citizens of Australia.  Children acquire learning and development through different ways (learning dispositions, or habits of learning), different rates and various times.

¹ Department of Education and Early Childhood Development, 2016, Victoria Early Years Learning and Development Framework, Melbourne.

At Cherry Crescent Pre-school, the program is flexible and adaptable.  Programs are planned and evaluated fortnightly to ensure that experiences are relevant to current and specific interests and outcomes for the children.

We readily embrace ongoing collaboration between teachers, children and parents, where interests and abilities of the children are discussed appropriately with all parties and considered, introduced and/or explored in the program.

● Developmental milestones are monitored and naturally achieved through encouragement, role modelling, support and guidance from teachers.

● Experiences are presented through various areas and types of play, with each area contributing to and fostering the growth of children’s development, interests and independence, considering that children learn and express their learning in many different ways.

 

STATEMENT OF BELIEFS

We believe that children learn through play and exploration, with active teacher resourcefulness and interaction to help support learning, give clear guidance towards answers and to prompt questioning.  We focus upon the process rather than the product where children develop better thinking strategies and learning is meaningful to the child.

This is how a child develops a love of learning.

We believe that meaningful teaching methods should embrace a combination of important factors including a comprehensive understanding of:

a) Child development research and theory
b) Innovative theories of teaching practices (pedagogy), and
c) Community values and family involvement.

We believe that all children have rights:

  • to high quality preschool education that caters for the whole child
  • to play, to explore, to be with others and to be valued as themselves
  • to a safe, warm, caring, happy and hygienic environment
  • to their heritage and identity
  • to have their heritage culture and family values valued
  • to equal opportunities
  • to participate in all activities regardless of gender.

We believe that families have rights:

  • to access their child’s confidential individual records through our policy procedures and be aware of their child’s progress
  • to access services and be a part of the ongoing programs.

We value children as:

  • individuals
  • capable learners within their environment and in their wider community
  • social individuals
  • expressive individuals
  • inquisitive thinkers
  • respected community members, embarking upon their educational journey.

ACTIVITIES

During indoor and outdoor play times, a wide variety of activities are set up for the children.  The children choose their own activities and move freely between activities.  The experiences provided are generally open-ended to encourage creativity and imagination and to promote the children’s independence within the Kindergarten. The children’s developmental milestones, interests and experiences guide the availability of activities provided.

INDOOR AND OUTDOOR SESSIONS

Generally the children will spend some time indoors and outdoors during each session.  There will time set aside for ‘Fruit Times’ and for a ‘Lunch Time’. All the children will participate in a whole group mat time.  An example of a session would be:  Planned activities for indoor learning first, followed by a whole group mat time, fruit time then planned activities for outside play, whole group mat time, lunch time, a small outdoor play time and to finish with a final whole group mat time.