Curriculum

Curriculum

Our qualified educators plan experiences which develop children’s skills in all developmental areas and are part of the Early Years Learning Framework.  This framework puts children’s learning at the core and comprises of three interrelated elements: Principles, Practice and Learning Outcomes.  All three elements are fundamental to early childhood pedagogy and curriculum decision-making.  Fundamental to the Federal Government’s framework is a view of children’s lives as characteristics by Belonging, Being and Becoming.

The framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school.  It communicates these expectations through the following five Learning Outcomes:

  • Children have a strong identity
  • Children are well connected with and contribute to their world
  • Children have a strong sense of well being
  • Children are confident and involved learners
  • Children are effective communicators

Play activities planned by our educators allow children to naturally develop and have the opportunity to guide their own learning.  Activity outcomes and individual observations on your child are documented in your children’s files to assist in extending their skills and abilities.

Children have the opportunity for both indoor and outdoor play as part of each group’s routine.  The outdoor area is an essential part of the learning environment for children.  All age groups utilise our specifically designed playgrounds to test their co-ordination, balance, skills and strength.

Our routines allow times for individual play/learning, small group play/learning and large group sessions.  Children’s language and literacy skills are further developed during these times as children are involved in storytelling, drama, poems and games.  Music also plays a large part during these sessions as children are able to experiment with dancing, singing and exercising their bodies.

School Readiness Program

Early Learning Services offers an extensive School Readiness program for children aged three to six years based on the National Early Years Learning Framework.  The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development.  The Framework also recognises the importance of communication and language (including early literacy and numeracy and social and emotional development).

We believe the value of play is of utmost importance to children as it is their way of learning about their world.  While children are playing they are able to express their creative ability, release emotions and can share their feelings.

We aim to guide your child in becoming an effective learner through creating an environment that is challenging and stimulating.  The overall aim of our programs is to help your child in developing all areas necessary for success now and in later years.

Developmental Portfolio

Each child receives a personal development portfolio as a record of their achievements at the centre.  The portfolio includes a collection of observations, photos, artwork and other examples of the child’s learning and development

This gives families the opportunity to witness what their child has completed throughout the year and to have as a keepsake for years to come.

Your child’s development portfolio is available to view and discuss at any time.

Portfolio

Age Appropriate Facilities

Early Learning Services Care and Education Centres as well resourced. Each centre prides itself on having modern, age appropriate and educational resources to enhance your child’s learning. Each facility and room is designed to actively encourage learning both indoor and out.

Each service provides an age appropriate, warm, welcoming and supportive environment where children are encouraged to learn, grow and play.

Early Childhood Professionals

Early Learning Services boasts qualified early childhood professionals and educators who provide programs based on children’s interests, strengths, abilities and choice.

Our dedicated team of educators is experienced and understands the importance of extending on children’s home-life experiences.  Individual programs are developed for each child in order to assist with and build upon their learning, understanding, communication, self-esteem and confidence.

Working in partnership with families, our educators use the learning outcomes to guide their planning for children’s learning.  In order to engage children actively in learning, our educators identify the children’s strengths and interests, choose appropriate teaching strategies and design the learning environment.

Parent teacher communication

We encourage parents to participate in our programs, allowing them an insight into their child’s day to day activities. Parents are welcome to spend time in the centre and share those special moments with their children.

Information regarding your child’s day will be documented daily for you to view.  This includes details of sleeping habits, toilet practices, child’s response to the day and any health and safety issues that may have arisen.

Our educators will also speak with you informally upon collection of the child or through phone calls if any issues arise during the day.

Throughout the year we also offer parent/teacher interviews as a more formal time for a parent and a teacher to talk. They are often held shortly after report cards are sent home so that achievements and concerns can be discussed.  Just like every child is different, so will each parent/teacher interview.  This will reflect that individuality. However, the following matters are often discussed:

  • All areas of development for the child – samples of work may be shown.
  • The parent’s and teacher’s expectations for the child.
  • How the teacher evaluates progress.
  • Joint development of a plan to help the child overcome any problems and to continue important accomplishments; and how parents and teachers can work together on a continuing basis to encourage the child to do well.