The Pre-School Centre Philosophy
The Early Years Learning Framework at The King David Pre-School Centre
The national Early Years Learning Framework ‘Belonging, Being and Becoming’ is a key document used by the Pre-School Centre for developing high quality educational programs. It describes principles, practice and learning outcomes that are essential to support and enhance children’s learning from birth to 5 years of age, and also help support transition to school.
The 5 learning outcomes for children, birth to 5 years, are:
- Outcome 1: Children have a strong sense of identity
- Outcome 2: Children are connected with and contribute to their world
- Outcome 3: Children have a strong sense of wellbeing
- Outcome 4: Children are confident and involved learners
- Outcome 5: Children are effective communicators.
Our early childhood program acts as a bridge between home and formal schooling. It is a safe and secure place where the individual children can continue to develop healthy habits, attitudes, and skills. These abilities will allow the child to approach new learning with confidence and a positive self concept. Therefore, the emphasis at The King David School Pre-Schools will be on providing play based experiences that promote development socially, emotionally, physically and intellectually, with all areas of development being independent and of equal importance in the child’s total development.
At The King David Pre-Schools we remain committed to bringing the highest quality early childhood education and care to our children and their families. We regularly update our curriculum to align with state, national and accreditation standards.
Our Pre-School’s exclusive educational programs provide unlimited opportunities for the development of the whole child. There’s a unique curriculum for every age level, centred around developmentally appropriate and fun activities that help children develop physically, intellectually, emotionally, and socially. In the classroom and on the playground, age-appropriate concepts are integrated into all aspects of play. Sometimes it’s through a game. Another time it’s through a song. Other times it’s through exploration in our Discovery Areas. By providing children with activities that match their developmental needs and abilities, learning occurs easily and naturally.
- The program reflects the philosophy of the Pre-School, principles, practices and learning outcomes of Early Years Learning Framework.
- The program is planned to meet the needs of all children as individuals and as a part of a group.
- The program allows children to make choices in daily activities and routines within a flexible timetable.
- The program includes planned activities and experiences which foster all areas of child development.
- The Program is planned to develop an understanding and acceptance of differences in others, and is inclusive of children with special or additional needs.
Qualified staff develop programs for each child on an individual basis. The developmental needs of the children are monitored by the staff with feedback to parents. This process is used to reevaluate the programs and modify them as necessary.
The activities are planned to incorporate learning experiences appropriate to each child’s development stage. These experiences include language and literature, music and movement, art and craft, dramatic play, science and maths experiences, sensory motor activities and activities to promote physical development and co-ordination. Some examples of the experiences provided are painting, play dough, drawing, cutting, clay modelling, water play, sand play, block building, construction, box pasting, songs, rhymes, puzzles, climbing and dramatic play.
Children can choose the activities in which they would like to be involved. Staff fully support children in making choices where appropriate. The design of the daily program is a balance between the children’s need for active and passive play, indoor and outdoor play and for group and individual experiences.
Programs for each age group are planned and based on individual needs of each child and on the interests expressed by the children. If you look closely, you’ll find that every activity, every procedure—even every toy—is designed to support the development and well-being of your child.
Multicultural perspective: staff plan activities and provide materials that reflect the cultural diversity of the children attending centre. All books, toys, posters and other materials are screened and reviewed to avoid use of racist items.
Non-sexist attitudes, behaviours and practices are encouraged by ensuring that all activities are equally available to boys and girls ,and that there will be a full selection of play materials and books that reflect non-sexist images.
Our teachers and staff are passionate about forming a strong partnership with you to ensure the best possible experience for your child. Teachers provide daily communication with families and seek to understand your unique needs. Parental involvement in our Pre-School program is highly encouraged. The close relationship between parent and child is not discontinued because a child attends a Pre-School . The young child and their parent’s are dependent on each other and parent involvement helps build continuity between home and the School. When parent’s and staff work together, children experience a feeling of continuity and belonging. Parents know what is going on in the Pre-School and staff understand what is happening at home and can support and reinforce the parent’s efforts. As a result, children feel secure, knowing that the important adults in their lives are working together.
Your child will continue to thrive at the Pre-School Centre and at home if we all provide a warm, loving atmosphere where they can feel relaxed, secure and, most of all, loved.