Our curriculum encompasses everything that happens throughout the day; it values the diverse knowledge and unique experiences that each child and their family bring with them to the kindergarten. Children initiate and direct experiences which provide them with agency and the belief they are capable of making choices; they have a right to participate in decisions that affect them. Children’s participation is encouraged by shared understandings, as well as collaboration between educators, children and families.
Our Educators support children to recognise their play is valued and meaningful, so they can learn strategies for active thinking and reasoning; while developing working theories for making sense of the natural, social, physical, and material worlds. As they engage in exploration, they begin to develop attitudes and expectations that will continue to influence their learning throughout life.
Documentation is another important component of our practice. This includes written notes, taking photographs, children’s graphic representations and other collected materials used to analyse and develop further learning. It also provides children an opportunity to revisit and reflect, therefore developing their metacognitive skills. The Early Years Learning Framework (EYLF: EYLF Framework) the Victorian Early Years Learning and Development Framework (VEYLDF: VEYLDF Framework) the National Quality Standards (National Quality Standards) and the UN Convention on The Rights of The Child (UN Convention on the Rights of the Child) underpin our play-based emergent curriculum, with an emphasis on developing all aspects of the child’s learning and development. Our curriculum draws from several influences such as the Forest Schools and the Educational Project of Reggio Emilia.