Goals for your child

“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.” – Maria Montessori

Educators’ practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning Children thrive when families and educators work together in partnership to support young children’s learning. Children’s early learning influences their life chances.

Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive attitude to learning. (Early Years Learning Framework p.9)

We will create a range of short and long term goals for your child that we will program to and observe on which will be based on the outcomes in the Early Years Learning Framework and include:

  • Mutual respect and empathy
  • Concern and responsibility for self and others
  • A sense of self worth
  • Social awareness
  • Importance of sustainability
  • Self-discipline
  • Habits of initiative and persistence
  • Creative intelligence and imagination
  • Self-confidence as an independent learner
  • A love of learning

We strongly encourage communication between families and educators to ensure continuity in what we are delivering to your child and acknowledge that the role of the Educator is to work in partnership with families; children’s first and most influential educators.

Educational program

We follow the Early Years Learning Framework as per our programming policy. This is Australia’s first national Early Years Learning Framework for early childhood educators. The aim of this document is to extend and enrich children’s learning from birth to Five years and through the transition to school.

We are committed to providing a developmental and educational program which caters for each child’s individual needs, abilities and interests. Our program will continue to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

We encourage children to be responsible for their own learning through choices in experiences, interests and routine. We use conversations, actions and play as the basis for teaching which involves the children being partners in teaching by seeking out ideas, opinions, thoughts and questions. We encourage children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest based projects to further enhance their learning and knowledge. We value children and family input and encourage family involvement in order to gather a comprehensive and holistic view of the child.

We know that children learn effectively through play and this is supported by Educators who are diligent in their responsiveness to each child. Applying strong intentional teaching practices will provide the children with an authentic and meaningful learning environment which challenges, supports and nurtures a child’s development.

If we as Educators have any areas of concern, we will inform you and advise where help may be pursued, e.g. speech therapist. We understand this is a sensitive topic and it is always your decision to follow this up. Educators are willing to discuss any aspect of learning and development with parents.

Early Years Learning Framework

Fundamental to the Framework 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.

Belonging

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.

Being

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.

Becoming

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.

Outcome 1: Children have a strong sense of identity

  • Children feel safe, secure, and supported
  • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
  • Children develop knowledgeable and confident self-identities
  • Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the
    reciprocal rights and responsibilities necessary for active community participation
  • Children respond to diversity with respect
  • Children become aware of fairness
  • Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing
  • Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

  • Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  • Children transfer and adapt what they have learned from one context to another
  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes
  • Children engage with a range of texts and gain meaning from these texts
  • Children express ideas and make meaning using a range of media
  • Children begin to understand how symbols and pattern systems work
  • Children use information and communication technologies to access information, investigate ideas and represent their thinking

More information on the Victorian Early Years Learning and Development Framework (VEYLDF) can be found on the Victorian Government Education and Training website.

Children’s portfolios

Every child will have a personal, confidential portfolio comprising of;

  • Child’s Profile
  • Goals from families and Educators
  • Observations
  • Objectives for further development
  • Work samples
  • Checklists

The individual child’s portfolio is maintained and used as a direct tool for evaluation and future planning within the Service’s program. This makes the program reflect the value of individuality and is not be used as a means of comparison between peers or stereotypes. You will be given your child’s portfolio at the end of the school year or as they finish at the Service.

The portfolio will be used in parent/Educator meetings throughout the year and is always available for you to review at your convenience.

Parent participation

The Service has an Open Door Policy and actively seeks and encourages families to be as involved in the Service. This can range from evaluating and adding input to your child’s program and observations, volunteering within the Service and sharing skills & experiences that the children and the program will benefit from.

You can be involved in the Service’s Family Committee. Your involvement can be as formal or active as you like as time permits. We respect that time is limited for most families and we ask that you inform us as to your preferred way of communication. We can arrange meetings with your child’s Educator at a time that suits you throughout the year and offer email, Facebook, Newsletters, Day Book Journals and pride ourselves on strong verbal communication on a daily basis. We seek input from families on all aspects of the Service but in particular, your child’s goals, observations and program.

If, for any reason you question or do not understand any aspect of the Service or your child’s experience we have a Grievance Policy that supports all stakeholders in our community and like all policies, is available for families to consult and implement at any time. Copies of our policies are available in the office. You are welcome to request an email copy and review at your leisure.