Education & Care Program
Our service practice reflects on the beliefs that are beyond the traditional development domains that are: physical; cognitive; language; social, and emotional. Our main philosophy which guides our practice reflects the belief that this traditional approach only meets the needs of the child and is not enough to achieve high quality care and learning.
The centre acknowledges that children learn in different ways and at different rates.
Adapted from the NSW Curriculum Framework, all staff is responsible for overlooking each child’s wellbeing, development and learning journey in the areas of: sense of self; communicating; thinking, investigating, exploring, problem solving; healthy, physical and active; social; feeling; creative and; spiritual, aesthetic and moral throughout the early childhood (0-5) years. This includes transition into life outside of Kids Cottage and school.
The centre applies the ‘emergent curriculum’ early childhood education method of teaching and programming.
Our curriculum emphasises that planning needs to emerge from the daily life of the children and adults in the programme, particularly from the children’s own interest. Spontaneity, imagination, and curiosity have an important role in our setting.
Our setting both indoors and outdoors is organised across six inter-related developmental areas. Suited aspects of our curriculum are followed in the Reggio Emilia style of learning. This is where the children are encouraged to use many forms of symbolic language to express their ideas and further their understanding of the world about them.
The children as powerful learners, explore, discover, investigate, research, and respond to their learning through these symbolic ‘languages’ such as personal, social and emotional; language and communication; mathematics and science (including information and technology); knowledge and understanding of the world; physical and creative development. Children learn to access provisions and resources through exploring these areas independently.
Our major curriculum strategy is the use of short and long-term projects with small groups of children and documentation.
Independence, respect, competence and self-esteem are our primary values and goals
Special Opportunities & Experiences
The centre utilises the skills and profession of members of the community to enhance the child, wellbeing, development and learning process by contributing in meaningful ways to the determination of children’s experiences (for example, parents, fire service, police service, ambulance, doctors, dentist, plumbers, carpenters, musicians, health centres, speach pathologists, psycholigist etc). Also, there will be visits from farms and chicks and other external experience. Children will also have the opportunity to visit various facilities in the local community such as parks and libraries. This increases skills and knowledge and where they fit in the community.
The centres enriching curriculum is created and influenced by the teaching and caring techniques as determined by the belief in equity consideration with regards to Race and Culture, Gender; Disability and additional needs
Additional Needs Intervention
Staffs observe and recognise early any additional needs children and work in partnership with families and specialised professionals available in the community to help foster this development. In saying that, our enriched setting and approach supports children’s wellbeing, development and learning across all diverse levels
Gifted and Talented Support
Staffs observe and recognise gifted and talented children and work in partnership with families and specialised professionals available in the community to help foster this development. In saying that, our enriched setting and approach supports children’s wellbeing, development and learning across all diverse levels
Our broadening of thinking and planning refers to the daily routine within our centre as a daily living experience. It is an element of the program that has a major impact on wether or not the child has a good experience. Daily living experiences such as group times, transitions, eating, sleeping and resting, toileting, bathing, dressing, and undressing, and even arriving and leaving occur at particular parts of the day and provides the professional with valuable information about the child’s daily living experience.
Parents are encouraged to take part in discussions about the philosophy, goals, policies, child development concerns, and curriculum planning and evaluation. Meetings are held both formal and informal throughout the year at a time convenient to the majority of parents who wish to participate.
Community building is also critical to the teaching and learning experiences within our centre. Children of all age groups will are given the opportunity to be aware of the community within and outside the centre. The centre plays the role of a family support service linking the families to local community services when in need of support.
The centre recognises that education is living and life. A visit to places and people in the community creates an authentic experience and at the same time the children become visible in, and to, the community.
Our location provides us with an excellent opportunity to respond spontaneously, both to children’s interest and particular events happening within the community, and the opportunity of making children visible to the community