GREENGABLES CURRICULUM

 

AIM:

The Greengables Curriculum is designed to outline how our philosophy and centre goals are implemented in our educational program and pedagogical practices to enhance the children’s learning and development. The Curriculum is intertwined with all our daily practices and procedures. 

 

IMPLEMENTATION:

The Greengables Curriculum is an extension of our Philosophy and Centre Goals incorporating the National Quality Standards, the National Law and National Regulations as well as Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) with the rights of the child being paramount.

 

Ways of learning within the elements of the Early Years Learning Framework

“Educators view culture and the context of family as central to children’s sense of being and belonging, and to success in lifelong learning.” (Belonging, Being and Becoming Early Learning Framework page 16)

 

Belonging, being and becoming are integral parts of identity. At Greengables we aim to create a learning environment which enables the children to reach their individual milestones and become successful in life and learning. Utilising the Early Years Learning Framework (EYLF) Learning Outcomes, we convey the highest expectations for all children’s learning. We acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning. Therefore we cater for the individual. We plan, program for and implement as well as observe and assess the children’s individual development and learning employing the EYLF Learning Outcomes. The uniqueness of every child and their families as well as the significance of their culture, customs, language, religious beliefs and additional needs are paramount. Through our learning environment, small and large group times as well as one-on-one interactions, we aspire for the children to:

  • Feel safe, secure and supported

  • Develop their emerging autonomy, inter-dependence, resilience and sense of agency

  • Develop knowledgeable and confident self-identities

  • Learn to interact in relation to others with care, empathy and respect   

  • Develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

  • Respond to diversity with respect

  • Become aware of fairness

  • Become socially responsible and show respect for the environment

  • Become strong in their social and emotional wellbeing

  • Take increasing responsibility for their own health and physical wellbeing

  • Develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

  • Develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

  • Transfer and adapt what they have learnt from one context to another

  • Resource their own learning through connecting with people, place, technologies and natural and processed materials

  • Interact verbally and non-verbally with others for a range of purposes

  • Engage with a range of texts and gain meaning from these texts

  • Express ideas and make meaning using a range of media

  • Begin to understand how symbols and pattern systems work

  • Use information and communication technologies to access information, investigate ideas and represent their thinking

 

Planning for and documentation of learning

We strive to establish a comprehensive picture of each child’s unique learning and development.  We cater for the individual through regular observations (physical, social, emotional, language development), developmental milestone checklists, interest-based projects, and assessments of learning, room specific curriculum planners, daily stories, outdoor programs as well as snapshots and picture chats. Using our documentations as a basis, we plan educational and meaningful programs, activities, experiences, incursions and follow-ups. All aspects are documented on Kinderloop (online format).

 

Theorists

The Greengables educational program is based on and enhanced by theories of child development. Our programs are strongly influenced by Urie Bronfenbrenner’s ecological systems theory as we believe that the main emphasis’ influencing learning are the environment and each child’s unique heredity.  

 

Our learning environments and routines are inviting, stimulating and intentionally organized based on the theories of Reggio Emilia and Maria Montessori.

 

In line with John Bowlby’s attachment theory, we aspire to build positive relationships with children and their families and to respond appropriately, promptly and consistently to the children’s individual needs. 

 

Unique and purpose built classrooms

At Greengables we have three groups within two classrooms.

 

The Caterpillar group (2 -3 years old) and Chrysalis group (3 -4 years old) share a purpose build classroom. The learning environment reflects and caters for the children’s ages, abilities, interests and skills. Age-appropriate furniture, play spaces and learning experiences allow children to move freely within the room fostering their individual learning and development.

 

The classroom accommodating the Butterfly group (4 -6 years old), reflects the preschool-program and is based on choice, independence and school-readiness. The equipment, layout and progressive classroom allows children become autonomous.

All groups are closely connected as the teams work in collaboration and we provide ‘family grouping’ between 8am- 9am and from 4pm – 5.30pm.  During ‘Family grouping’ the children from all groups play together in the Caterpillar and Chrysalis classroom or the outdoor yards.

 

Numeracy, Literacy and School-readiness

We aim to foster the children’s numeracy, literacy and school-readiness skills within all aspects of our program. Our numeracy and literacy-rich environment emphasizes the importance (amongst others) of speaking, reading, and writing as well as sequencing, counting and problem-solving in the learning of all children. We present a play-based approach to numeracy and literacy which allows children to organise and make sense of their social worlds, as they engage actively with people, objects and representations. School-readiness begins in the Caterpillar group, evolves in the Chrysalis group and funnels into a comprehensive pre-school program in the Butterfly Room.

 

Family and Community

At Greengables we believe that families are the primary, most significant and influential educators of young children and when you enrol your child at Greengables you become part of our family. We invite and encourage Families to participate and be involved in all aspects of the Centre. We welcome Family comments and suggestions regarding the program and there are many opportunities to make these on the communication wall, via email and in portfolios. All comments are greatly appreciated.

 

There are also many other opportunities throughout the year to be involved in the Centre including:

  • Attending concerts & events

  • Provide comments and feedback via kinderloop posts, curriculum planner, email, outdoor program

  • Comment on Kinderloop weekly update

  • Provide feedback on Policies and Procedures

  • Provide family photo

  • Share your culture

  • Volunteering (reading stories, art & craft activities, cooking, gardening, etc.)

  • Speaking with educators (call, email, drop off & pick up)

  • Adopt a pet program

  • Like us on Facebook

 

Health and Safety

To foster the children’s sense of wellbeing, including mental and physical health, we are embracing the “Kids matter” Mental Health initiative as well as the NSW Health initiative ‘Munch & Move”, the Cancer Council NSW SunSmart program, STEPs vison screening, Speech development assessments, dental health program, Kids and Traffic Education Program, SLEEP healthy for School, First Aid 4 You, and other healthy lifestyle promoting incursions. Furthermore, we promote the children’s physical wellbeing through healthy handwashing education and WHS appropriate work practises (including but not limited to cleaning, nappy changing and food preparation procedures).  

 

Inclusion and additional needs

At Greengables educators work in collaboration with Inclusion Support and Therapists, including but not limited to, Speech therapists and Occupational therapy providers to ensure the individual children’s needs are met and supported. Our classrooms are equipped with inclusion in mind. 

 

Culture

To acknowledge and honour the traditional owners of these lands, the children conduct an Acknowledgment of country every morning. At Greengables we value and embrace each family’s individual culture and heritage. We implement cultural learning within our program through special day celebrations (NAIDOC week, Harmony day, Chinese New Year), displays and conversations as well as materials. Through an anti-bias approach children and staff understand and honour all people’s similarities, differences and unique backgrounds. Furthermore, the Greengables educators embrace and share their own diverse language and cultural backgrounds through songs and key words. In the Butterfly Room the children conduct the Early Learning Languages Australia program (ELLA). ELLA is a digital, play-based program which includes a series of interactive applications (apps), aimed at making language learning engaging and interesting to pre-schoolers.

 

Sustainability

To reduce our impact on the environment, Greengables has adapted a variety of sustainable practices. The children regularly engage in gardening activities and learning experiences evolving around the natural environment. The children are encouraged to care for our classroom pets, use the compost bin for scraps and garden waste and look after the worm farm to foster their respect for living and non-living things. We use recycled materials for art and craft activities and provide recycled materials within play. Furthermore, we aim to reduce, reuse and recycle as we role model environmental friendly practices such as reducing energy use (turning off lights, etc.), considering water (water saving taps, rainwater to water plans, etc.) and using the paper bins. Additionally we engage the children in planned programs and activities regarding recycling and sustainability. The children take responsibility for their environments and develop a sense of ownership by packing away their play spaces.  We aim to foster the children’s knowledge and skills required to become environmentally responsible.

 

© 2014 by Greengables Day Care Centre.

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