Children’s Program – Learning through Play
A nurturing early childhood setting is created at the Kindy so that each child who attends can find a safe and secure environment in which to develop their abilities and interests.
Together with parents / carers, we support a child’s interests, strengths and capabilities. Together we extend children’s understandings; their literacy and numeracy skills; their sense of wonder; their communication skills; their socio-emotional skills; their fine and gross motor skills; and their self-expression through art, dance and dramatic play.
Our day has a routine which can be flexible, depending on the weather, visitors and interests. Group times can include music and movement, storytelling, sharing books and general discussions to recall, plan and share.
Sometimes children just need time to “just be…” and to enjoy time with their peers and adults.
The play based curriculum at the Kindy is guided by C&K’s Curriculum Building Waterfalls 2 which reflects the pedagogy of the Federal Government’s Early Years Learning Framework (EYLF). Information about the EYLF can be accessed at http://deewr.gov.au/early-years-learning-framework
The Early Years Learning Framework (EYLF) identifies the following five outcomes for all children and provides teachers with common language in expressing early childhood development:
- Identity – Children have a strong sense of identity
- Community – Children are connected with and contribute to their world
- Wellbeing – Children have a strong sense of wellbeing
- Learning – Children are confident and involved learners
- Communication – Children are effective communicators
At the end of the Pre-Prep year teachers provide families with a Transition Statement to assist in the transition to school. This statement may be passed on to Prep teachers at the parents’ discretion.
Day By Day
We operate the Kindy under an “open door” policy and parents are welcome to attend the Centre at any time during program time – 8.30am to 2.30pm.
Before 8.30am parents are able to avail themselves of the Centre’s facilities. However, as staff use this time for preparation and administration, you must remain with your child until 8.30am and ensure that younger siblings’ activities are supervised at all times.
Typical Daily Routine
This timetable is flexible and the times can vary daily depending on the interests and energy level of the group. The timetable changes as the year progresses.
- Before 8.30am: Puzzles/stories on the carpet with parents/carers
- 8.30am: Group called together (usually with a song)
- Outside play until approximately 9.30 / 9.45am
- 10.00am: Morning Tea followed by inside play
- noon: Lunch followed by Quiet Time / Quiet Play
- 2.30pm: Pick up
|Daily Routine / Plan||Our Practice||Curriculum Links|
|Welcome||Welcome students on the mat with our welcome rhyme. ‘Here is the earth, here is the sky, here are my friends and here am I’. This acknowledges the traditional owners and the world around us.Reminder of morning jobs.Discuss the plan / thoughts for today.Who is here or away?Acknowledge birthdays and parents staying for a play date.||“there are genuine partnerships; a sense of community is promoted and there is connection and continuity””develop strong and confident social and cultural identities”BW2 Connecting|
|Transition||Children move to the outdoor area – transition ideas include rhymes that support literacy and numeracy; activities that include developing observation and awareness skills.Hats are gathered on the way.||“verbal and non-verbal communication and first language/s are valued and supported; opportunities for literacy and numeracy learning are embedded within the living and learning environment”BW2 Connecting|
|Outdoor Play||Resources and activities support the children’s developing physical and socio.emotional skills – sand play, water play, balls, climbing, socio.dramatic play, quiet spaces, games.||“there is safety from harm and physical activity, healthy risk taking and good nutrition are encouraged”BW2 Enlarging|
|Transition||The children are given a verbal 5 minute warning that play will soon finish; hands are clapped and the children are encouraged to stop play and to find their water bottles and to gather on the soft fall area; play ideas are reflected on and then pack away is encouraged.||“relationships are respectful, sensitive and responsive”BW2 Enlarging“a sense of community is promoted”BW2 Connecting|
|Morning Tea||The children gather after pack away time and then transition to the bathroom in preparation for Morning Tea which is either on the deck or at the tables on the patio, depending on the weather.
||“commitment to a sustainable future is communicated”BW2 Enlarging“Children are learning to take increasing responsibility for their own and others’ health and physical wellbeing”BW2 Enlarging|
|Transition||As the children finish their Morning Tea, they are encouraged to pack their bag, to place their water bottle in the crate, to wash their hands and to engage with books and puzzles until the majority of the children have completed their Morning Tea. The remaining children are moved to the patio area to allow staff to supervise them.The children gather on the mat for a group time that is planned around the current interests; books and songs may be shared. Planning can occur for Indoor Play.||“There is respect for individual capabilities””grow in confidence, resilience and independence”BW2 Enlarging
“a culture of inquiry promotes investigation, innovation and discovery; spontaneity is harnessed; curiosity, awe and wonder are promoted”
|Indoor Play||Painting, dough, collage, blocks, socio-dramatic play, puzzles, books, manipulative equipment are available for the children to interact with. Staff facilitate and guide play which supports the children’s interests and abilities.
||“learning is participative and shared; listening and collaboration inform the decision- making process: there are opportunities to discuss, reflect, plan and learn together.”BW2 Listening“the visual and creative arts are embedded within the living and learning environment; imagination and creativity are valued and promoted; the possibilities of media and technologies are explored (kindergarten only)”BW2 Exploring|
|Transition||Available time determines, if there is a group time at this stage of the day. A verbal warning is given to indicate that play will soon finish.Hands are clapped and it is decided between the staff and the children which play ideas will stay for the following day. Beds are made up for Quiet Time and the children then wash their hands in readiness for lunch, collecting their water bottles on their way to the patio.||“there is belief in all children;there is enjoyment and engagement in the learning process; achievements are celebrated”BW2 Exploring|
|Lunch||Lunch is usually at the tables on the patio. As with Morning Tea, the children are encouraged to eat their healthy choices and to drink from their water bottles. Water bottles are replenished as required.Following lunch time, the children are encouraged to pack their bags, wash their hands and to choose 2 books from the Quiet Time collection.
||“there is empathy and appreciation of the values, beliefs and traditions of others; there is appreciation that difference contributes to a richness of understanding; communication and understanding is enhanced through cultural competence”BW2 Listening|
|Quiet time||During Quiet Time, the children are encouraged to be quiet on their beds, to be respectful of their friends around them and to be aware of their bodies resting – heart beat and breath slowing down. Music can be played and staff can read books.||“there is warmth, love and reassurance”BW2 Enlarging|
|Quiet Activities||Following Quiet Time, the children move in small groups to the bathroom to wash their hands and then to have a drink and put on their shoes. Sheets are packed up.The group gathers to discuss the day and to discuss further plans and ideas.Activities that encourage quiet play are then available for the children before they leave.
||“there is belief in all children; there is enjoyment and engagement in the learning process; achievements are celebrated”BW2 Exploring|
Yoga and Yogalates
Yoga and Pilates are effective ways for children to keep fit and have fun while improving posture and flexibility. They can also help teach children how to properly focus on a task. Many of the postures and poses require focus on one part of the body, counting breaths and moving slowly. We aim to include Yoga or Yogalates in the program every second week.
In Term 3 we observe eggs hatching and then care for the chicks in the brooder box. Children take (supervised) turns handling the chicks (and then wash their hands). We talk and read about eggs, chickens and birds and lizards and monotremes and fish. We draw chicks, count chicks (and eggs) and learn the Chicken Dance. It’s lots of fun. If you’re lucky, you can take some chicks home.
Kindy Playdate – Spend some time at Kindy!
We warmly welcome parents to spend time at Kindy with their child and the group. A morning spent with your child at kindy has so many benefits for all concerned. We invite and welcome your sharing of skills and interests into the program. We invite input from all parents and carers, specifically:
- Let the staff know anything they should know that will help them and your child with the day at kindy.
- Share your views regarding the service and program, the centre philosophy and curriculum.
- Contribute to the program and documentation process. Children love to discuss their portfolios (paper and electronic – on StoryPark).
Keep up to date with Storypark
We use Storypark to involve you in your child’s learning. It allows us to easily update you on your child’s day and interactions with the other children. Storypark is an app that allows us to upload stories, photographs and even videos. It is interactive and we encourage you to get involved and join in your child’s journey with us throughout the year. Learn more here.