230217_TKDSPS_100The King David School Pre-School believes that early childhood education shapes the developmental foundations needed for life. The early childhood period marks a time that requires nurturing and encouragement. At The King David School Pre-School we foster creativity, responsiveness and respectful relationships. We emphasise innovative learning experiences that allow children to discover, flourish and develop. We foster positive Jewish and Hebrew language experiences in order to foster a meaningful connection to Judaism and Israel. The King David School Pre-School celebrates the diversity in our Australian culture, acknowledging our nation’s history while embracing the multicultural nature of society as well as our indigenous heritage. The King David School Pre-School recognises the importance of play in children’s learning. Our emerging curriculum is guided by the children’s natural curiosity and interests, and is built thoughtfully around the individual strengths and interests of each child as determined through consultation with families and the community. Our Pre-School’s philosophy reflects the foundations of the National Quality Framework.

Children: A Precious Trust

The King David School Pre-School respect children as individuals, cherishing each child and their family’s diverse culture, values, and experiences. We encourage the development of self-esteem, self-confidence, independence, belonging and emotional intelligence. We aim to provide a safe, equitable and accepting learning environment that reflects and enriches the lives of children and their families. The Pre-School aims to support and build upon the holistic growth of each child. We believe in the importance of promoting strong communication skills which enrich social learning and awareness.

Parents: The First Educators

At The King David School Pre-School we work in a close, trusting and reciprocal partnership with our families. We recognise that families are the child’s first and most influential teachers. Educators use a variety of forms of data collection to assess individual learning that reflects and analyses observations and goals. Family members are encouraged to share their voice within these collections.

Early Childhood Professionals: The Role of the Educator

Early Childhood Educators are committed to providing the very best for children entrusted to their care. We recognise that each staff member brings their own qualities and experiences to the Pre-School environment. The Pre-School strives to be a centre of excellence for early childhood education within our community. Educators are encouraged to engage in professional growth to maintain and to further develop understanding and application of modern practices. Educators reflect on successful teaching practices and promote positive learning experiences to families and the wider learning community. The Pre-School 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

The ’emergent curriculum 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 process of observing, planning, action, assessment, evaluation and reflection.

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. The King David Pre-School extends learning beyond the confines of the classroom to include a worldly perspective in each child’s learning. Each child is supported and encouraged to develop responsibility for his or her actions and interactions with others, as they develop an understanding and respect for the interrelationships between themselves, others and the natural environment.

The King David School Pre-School believes that early childhood education shapes the developmental foundations needed for life. The early childhood period marks a time that requires nurturing and encouragement. At The King David School Pre-School we foster creativity, responsiveness and respectful relationships. We emphasise innovative learning experiences that allow children to discover, flourish and develop. We foster positive Jewish and Hebrew language experiences in order to foster a meaningful connection to Judaism and Israel. The King David School Pre-School celebrates the diversity in our Australian culture, acknowledging our nation’s history while embracing the multicultural nature of society as well as our indigenous heritage. The King David School Pre-School recognises the importance of play in children’s learning. Our emerging curriculum is guided by the children’s natural curiosity and interests, and is built thoughtfully around the individual strengths and interests of each child as determined through consultation with families and the community. Our Pre-School’s philosophy reflects the foundations of the National Quality Framework.

Children: A Precious Trust

The King David School Pre-School respect children as individuals, cherishing each child and their family’s diverse culture, values, and experiences. We encourage the development of self-esteem, self-confidence, independence, belonging and emotional intelligence. We aim to provide a safe, equitable and accepting learning environment that reflects and enriches the lives of children and their families. The Pre-School aims to support and build upon the holistic growth of each child. We believe in the importance of promoting strong communication skills which enrich social learning and awareness.

Parents: The First Educators

At The King David School Pre-School we work in a close, trusting and reciprocal partnership with our families. We recognise that families are the child’s first and most influential teachers. Educators use a variety of forms of data collection to assess individual learning that reflects and analyses observations and goals. Family members are encouraged to share their voice within these collections.

Early Childhood Professionals: The Role of the Educator

Early Childhood Educators are committed to providing the very best for children entrusted to their care. We recognise that each staff member brings their own qualities and experiences to the Pre-School environment. The Pre-School strives to be a centre of excellence for early childhood education within our community. Educators are encouraged to engage in professional growth to maintain and to further develop understanding and application of modern practices. Educators reflect on successful teaching practices and promote positive learning experiences to families and the wider learning community. The Pre-School 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

The ’emergent curriculum 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 process of observing, planning, action, assessment, evaluation and reflection.

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. The King David Pre-School extends learning beyond the confines of the classroom to include a worldly perspective in each child’s learning. Each child is supported and encouraged to develop responsibility for his or her actions and interactions with others, as they develop an understanding and respect for the interrelationships between themselves, others and the natural environment.