At Kindergarten your child will grow socially and emotionally. Their ability to think, use and recognise language and their fine motor skills will be developed through play, art, dance, music, movement and interacting with others. Most importantly, your child will become an effective learner as they develop and extend their communication skills, build their self-confidence, learn to be creative, and develop skills that assist them with reading, writing and mathematics.

Children: A Precious Trust

The King David Kindergarten respects children as individuals, cherishing each child and family’s diverse culture, values, and experiences. We aim to provide a safe, equitable and accepting learning environment that reflects and enriches the lives of children and their families.

The Kindergarten aims to support and build upon children’s holistic growth and be supportive in a sensitive and responsive way that dignifies their family’s culture, needs and abilities.

We believe in the importance of promoting strong communication skills as this enriches social learning and awareness. Teachers and educators encourage children to use their home language as well as further developing competency in Standard Australian English to openly express their feelings and ideas while establishing and maintaining respectful, trusting relationships.

The learning environments reflect the identities of the children and families responding to their needs and interests, helping young children attain physical, cognitive, social, and emotional achievements, empowering them with life skills.

Children need opportunities to practice and consolidate their skills in key learning areas including: language and literacy; creative and expressive arts; mathematics; science and social and emotional development and work towards learning outcomes as expressed in the Early Years Learning Framework (EYLF).

Strengths that emerge through creative play such as curiosity, cooperation, confidence, persistence and reflexivity are carefully acknowledged and celebrated so that they can become part of a child’s lifelong attitudes towards learning and being.

Naturally occurring and intuitive opportunities within our indoor and outdoor learning environments encourage and inspire children to imaginatively explore experiment, invent, question, and solve problems. We focus on sensitively recognising, celebrating and extending on what unfolds for each child with open-ended play experiences.

Parents: The First Educators

At The King David Kindergarten we work together in partnership with our families. Partnerships are developed over time as our early childhood teachers and educators recognize that families are children’s first and most influential teachers. As both parties unite and collaborate knowledge while exploring learning potentials, we are able to foster individual needs, learn to value diversity, encourage a love of learning, self-confidence, responsibility, a positive outlook on life and most importantly respect for themselves and others.

Our teachers and educators believe in building a close, trusting and reciprocal relationship with parents prior to commencing of Kindergarten. Educators use a variety of data collection for each child’s portfolio to assess individual learning that reflects and analyses observations and goals. Family members are encouraged to share their voice with these collections.

But the most important role parents can play is to be there for their child; supporting and embracing their ongoing development, and their search for knowledge and self-expression.

Early Childhood Professionals: The Role of the Educator

Early Childhood Educators are supported in sharing a joint commitment and responsibility to provide the very best for children entrusted to their care. 

We recognise that each staff member brings fundamental personal qualities to the Kindergarten environment such as empathy, respect, warmth and a passion for learning. The Kindergarten strives to be a centre of excellence for early childhood education within our community. Educators are encouraged to engage in professional growth to maintain current in modern practices.

The Kindergarten believes in the importance of creating an environment of collegiality where personal and professional contributions are valued, communication is open and confidentiality is maintained.

Curriculum: A Child Centred Framework

We operate play based program at the King David Kindergarten with an emergent curriculum, as it respects and supports the ways children learn best.  It responds to, expands and builds upon the ideas and interests of the children in the group, collectively and individually. The educator plays a vital role as co-learner, facilitator, observer and assessor in an ongoing cyclic process of observing, planning, action, assessment, evaluation and reflection. This reflects sound research that children learn best through play and by engaging in experiences that interest them. Our educational environments are devised to motivate individual learning, encourage small group collaboration and celebrate peer achievement in a climate of mutual respect.

Our Kindergarten values sustained and purposeful play and our program is guided by the National Early Years Learning Framework, and the Victorian Early Years Learning and Development Framework.

Individual Learning Portfolios

Our experienced Kindergarten educators strive to capture each child’s educational journey, learning and thinking in their learning portfolios.

Learning portfolios are more than a memory or a keepsake of their time in Kindergarten, providing an insight into each child’s learning and making the quality of our teaching practice visible to parents.

These learning portfolios are a collaborative effort and provide children with the opportunity to revisit and reflect on past experiences and record their learning including their emerging literacy and numeracy skills.  This provides our teachers with the knowledge they need to ensure that each child’s time with us is full of wonder and possibility. Parents are encouraged to contribute photos, stories, art or any other memorabilia that tells a story about their child’s life and learning journey.

Community: Relationships and Connections

We focus on creating a nurturing and inviting learning space where trusting, warm and reciprocal connections with others can be developed, as we believe that through these interactions and attachments, a child’s innate strengths, skills and potential can grow.

Each child is supported and encouraged to develop responsibility for their actions and interactions with others, as they develop an understanding and respect for the interrelationships between themselves, others and the natural environment.

The needs of children, families, staff and the community are constantly changing and that ongoing evaluation is essential to create a service that is responsive to those needs.

The King David Kindergarten extends their learning from beyond the classroom walls to include a worldly perspective in each child’s learning, hosting celebrations such as grandparents day, visiting the Synagogue, incursions with animal programs, going on excursions to explore new places and other family involvement.

The Goals of our Program

  • respecting, honouring and celebrating the uniqueness of each child;
  • developing in each child an active curiosity about the world and an enthusiasm for learning based on their own needs, interests and investigations;
  • provide enriching educational experiences, including early literacy, numeracy, music, drama, art and science
  • enhancing each child’s development of social, emotional, physical, spiritual, language and cognitive spheres;
  • providing experiences and opportunities for children to express themselves and represent their thinking and understanding through the many different languages;
  • assist children in developing a positive self-image, to enable effective learning and the development of positive social attitudes.
  • working in partnership with parents in each child’s care and education; establishing connections and promoting continuity that recognises children’s past, present and future living and learning experiences.

Our goals are based on the Early Years Learning Framework for Australia (EYLF 2009) and embrace the inclusive vision that “all children experience learning that is engaging and builds success for life”. It is our belief that throughout the Kindergarten years, each child has a fundamental right to experience the joy of childhood where they learn and thrive in a warm, caring, play based environment that includes parents in the learning process.