A Community of Learners

“The goal of early childhood education should be to activate the child’s own natural desire to learn.” – Maria Montessori

Our Educators provide care and education environments responsive to each child’s current knowledge, strengths, ideas, culture, abilities and interests. We offer quality experiences which build on children’s strengths, and are respectful of children’s individual developmental needs, family and cultural context.

We see the potential in every child and endeavour to cultivate a lifelong love of learning. We believe that children learn best through play, and recognise that children’s learning occurs in social and physical contexts. If you walk through our learning spaces you will see and hear many moments of joy, laughter, wonder and lively conversation! We value opportunities for children to engage their senses, get messy, and follow their interests through exploration, adventure and creativity. Our curriculum includes relationships, routines, physical environments, transitions, programs, and integrated teaching approaches.

Our educational programs and practices are designed to support children’s individual and group learning goals, and reflect Early Years Learning Framework themes, principles and outcomes including:

  • autonomy, agency and a strong sense of identity
  • an understanding of the rights and responsibilities that come with being part of a community
  • respect for our natural environment and all living things
  • opportunities to practice and develop a range of dispositions and learning processes
  • the importance of curiosity, creativity and imagination
  • strategies to support social and emotional wellbeing

We recognise and value parents as their child’s first and most influential teachers, and believe that optimal care and education outcomes are achieved when Educators work in partnership with each child’s family and external support providers. We encourage communication between families and Educators.

The Educational Program

Our Educators are committed to providing an emergent curriculum that continues to evolve as we work in partnership with children and their families to ensure educational programs reflect children’s changing needs, skills and interests.

Each program includes experiences that nurture children’s learning and development across the following areas:

  • Social and emotional learning (SEL)
  • Language & literacy
  • Health and wellbeing
  • Music & movement
  • Creative arts
  • Science, technology, engineering and mathematics (STEM)
  • Fine and gross motor skills

Our young learners are encouraged to make choices, problem-solve, follow and extend on their ideas, collaborate, practice independence and self-help skills, and share their questions, ideas and interests.

In accordance with the Early Years Learning Framework for Australia (EYLF), the Victorian Early Years Learning & Development Framework (VEYLDF) and National Quality Standards (NQS), KRCCC adheres to the following guidelines:

  • Each child is viewed as an individual who will develop and learn at their own pace.
  • Children’s experiences will be open-ended, and children are free to choose the experiences in which they would like to participate. Educators support children in making choices where appropriate.
  • Programs are planned to provide opportunities for passive as well as active play, indoor and outdoor play and learning, and individual as well as group experiences.

Should Educators have any concerns about a child’s learning and development, they will consult with the family and discuss suitable options for further support, e.g. a speech pathologist or occupational therapist. We understand this can be a sensitive topic and it is ultimately the family’s decision to follow up on this.

Early Years Learning Frameworks (EYLF and VEYLDF)

The Early Years Learning Framework for Australia (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF) guide our programming for each individual child. The program is planned to enable children to develop and learn at their own pace as they explore their potential under the 5 framework outcome areas:
1. Children have a strong sense of identity
2. Children are connected and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators

Fundamental to the EYLF is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.


Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.


Childhood is a time to be, to seek and make meaning of the world.  Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.


Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.

For more information on the VEYLDF go to: https://www.vic.gov.au/victorian-early-years-learning-development-framework-veyldf

Documentation of Children’s Learning

Every child at Knaith Road has their own Learning Plan. Learning Plans identify a learning goal, strategies Educators will implement to support your child’s progress towards their goal, and links to observations of your child’s progress and achievements. Learning Plans are based on children’s individual needs and interests, and we welcome family input on this.

Some of the other ways we make children’s learning visible include:

  • monthly room programs (including important voices)
  • individual Learning Plans
  • daily/fortnightly snapshots of room learning
  • centre displays
  • photos and work samples
  • Curriculum Newsletters
  • an end of year Letter to the Child

All families are encouraged to attend parent-Educator meetings with their child’s room Educators at a mutually convenient time. Families of children accessing our funded 4-year-old Kindergarten Program are encouraged to attend scheduled interviews with our Early Childhood Teacher/s.

Family Involvement

The service has an Open Door Policy and actively seeks and encourages families to be involved as an important part of the Knaith Rd community. Family involvement can range from providing input on your child’s Learning Plan,  sharing observations from home, volunteering within the service, attending special celebrations and events, or sharing skills, resources & experiences that will support children’s learning. You may also like to be involved with the Committee. Your involvement can be as formal or active as you like and as time permits!

We respect that time is limited for most families and we ask that you inform us as to your preferred form of communication. We are able to access support from an interpreter service where needed. We pride ourselves on strong verbal communication on a daily basis, and are happy to arrange a meeting with your child’s Educators at a time that suits you. We welcome input from families on all aspects of the service, particularly your child’s goals, observations and program.

Should you have a complaint or concern regarding any aspect of the service or your child’s experience, we have a Grievance Policy that supports all stakeholders in our community. Copies of all service policies are available in the office, and you are welcome to request an email copy to review at your leisure.