Practices

Our early years learning programs are based on both the National Early Years Learning Framework (Belonging, Being and Becoming: an Early Years Learning Framework for Australia) and the Victorian Early Years Learning and Development Framework.

The program is the childs total experience while in kindergarten. It includes indoor and outdoor play and learning experiences, relationship and interactions with adults and other children and daily living experiences. Educators plan rich learning environments and provide a range of experiences that are linked to their knowledge of the child, their family, their community and their interests. We provide a dynamic learning environment based on respect and nurture so that all children regardless of ethnicity, gender, religion, ability, family structure or social status are given the opportunity to feel safe and happy. All areas of development and learning are catered for but not limited to:

  • Numeracy
  • Literacy
  • Intellectual / Cognitive
  • Language and Communication
  • Creativity
  • Social
  • Emotional
  • Physical

Educators continually focus on developing an understanding of your child and work with them to ensure they actively participate in their learning. We recognise that children have different styles of learning and mature at different rates which is why we value child initiated learning and play as it allows the child to flourish with time.

Children also learn through observing others, interacting with their peers by exploring their environment and ideas as well as sharing and communicating with others. Educators model appropriate behaviours and set up intentional learning environments that promote creativity, curiosity, investigation, problem solving, cooperation as well as independent thinking and enquiry. These aid a child in developing long life learning skills.

During the day children partake in active and quiet activities both indoors and outdoors. A flexible room routine is followed to help the children feel a sense of security and stability.

Children And The Role Of Our Educators

Our educators priority is to be inclusive and interact with the children while providing them a safe and comfortable environment. Children are involved in daily routines such as wiping the table, sweeping the floor, packing up rooms and yards. These routines encourage positive interaction between educators and children. Our educators take great consideration in planning and implementing a program that in inclusive and challenging. We modify the learning experience around childrens development and interests and allow for flexibility and spontaneity. Educators also acknowledge that every day children can bring with them ideas and experiences that can be incorporated into the program.

At RSK we take the safety of both adults and children seriously. Children are always under supervision and regular ‘head counts’ are used to ensure that all children are accounted for. Families are asked to sign in on arrival and departure and to keep our educators aware of early departures or late arrivals.

Educator to child ratios are maintained at all times – 1 educator to every 11 children (2016).

Communication is a vital part of our team work. We value and respect your input and feedback. We encourage families to pass on any important information about their child to the appropriate educator.

Intentional Teaching

For many years we have steered away from talking explicitly about what it is we are teaching in early childhood. We focussed strongly on inputs such as the environment, materials, activities and routines but were not necessarily explicit about what we wanted young children to learn. Intentional teachers act with specific learning goals in mind – both for aspects of childrens development in social and emotional, cognitive, physical and creative domains and for learning in the academic domains of literacy, maths and science.

Adults intentionally play roles in guiding childrens experiences and children have significant and active roles in planning and organising learning experiences. It is not about saying at a particular part of the day I will intentionally teach children something. It is about being intentional about what we provide across the whole day.

The term ‘intentional teaching’ has become part of early childhood language in recent years. This reflects the understanding that childrens learning is greatly enhanced through interactions with more informed, experienced learners. Educators see intentional teaching and active learning as reciprocal components of successful adult to child interactions.

What Does An Intentional Teaching Environment Look Like?

  • there is joint ownership of space and reciprocal decision making
  • children can access materials, investigate how things work and explore puzzling questions
  • relationships of mutual respect and trust are established
  • children and educators collaborate to solve problems
  • childrens ideas and opinions count and we don’t have to make a rigid rule – a solution can be found that suits everyone
  • educators contribute knowledge from their own experience to enrich, challenge and extend childrens learning