Our aim for the toddler room is to help the children set up routines. But we understand that every child is an individual and they develop at their own paces. So both the routines and the program for the Toddler room are flexible and versatile.
We have our indoor and outdoor programs for the children aiming at promoting children's physical, cognitive, social, emotional and language development based on the Early Years Learning Framework (EYLF) which emphases on play-based learning. We provided resources down to children's level so they can choose, design and implement the activities based on their interests and developmental needs. We use various methods to stimulate and evoke children's curiosity and interests so they are able to invent and direct the focus of self-initiated, age appropriate play and organize and make sense of their social work.
Various kinds of incursions will be conducted throughout the year to enrich children's learning experiences and nurture children's respect and understanding of the world around them.
We start to introduce Montessori experiences to the children in the toddler room by creating a Montessori area. Various kinds of Montessori Materials have been provided to the children and three of our educators in toddler room have been Montessori trained.
Every child in the toddler room has their own learning portfolios and families can access their children's daily and their learning experiences through Storypark which is an online communication and documentation website. We respect and value the families as our primary partner and we encourage and promote family involvement, because we acknowledge that the families serve as the child's first teacher.
Our aim for the Kinder room is to get the children ready for school. The kinder program will encourage greater independence. We adopt both play-based and Montessori learning programs in the kinder room. We have two bachelor qualified kinder teachers in our kinder room to run 3 years old and 4 years old kindergarten program. We also have our Montessori 3-6 years old teacher to run Montessori Cycle 1 with our children every day. In the kinder room, a diploma qualified co-educator works closely with the two kinder teachers and Montessori teacher to ensure the programs implemented smoothly and maximize the learning outcomes.
Various kinds of incursions and excursions will be conducted throughout the year to enrich children's learning experiences and nurture children's respect and understanding of the world around them. Besides the academic achievements that we focus on to get the kinder children ready for school, we also put strong emphasis on children's social and emotional wellbeings.
Our Kinder teacher runs children-directed, small group and large group sessions based on different focuses of children's developmental areas throughout the day, such as language and literacy, mathematics and science, art and construction, social-dramatic and social-emotional play and physical active play.
We run Montessori Cycle 1 (3-6 years old) in our kinder room. Our Montessori room has been set up with 5 major Montessori Curriculum areas: Practical Life, Sensorial, Language, Mathematics and Culture. Our Montessori teacher always sits with individual or small group of children in our Montessori Environment throughout the day. Our Montessori Cycle 1 program is recognised by ad registered with Montessori Australia
Children in the kinder room have their own learning portfolios and families can access their children's experiences through Storypark which is an online communication and documentation website. We respect and value the families as our primary partner and we encourage and promote family involvement, because we acknowledge that the families serve as the child's first teacher.
We acknowledge that children are active participants in the community and connections with the local community enhance learning opportunities and provide a sense of belonging and an awareness of the world around them. We will strive to create opportunities for numerous members of our community to share knowledge and experiences, to interact and become engaged in our learning community as partnerships with our community are important in enriching children's learning outcomes, such as local library story time, police and other services visits.