At Pippies we strive to create:
- A warm, welcoming home-like environment that promotes secure, respectful and reciprocal relationships.
- A flexible environment that is rich in choices and provides endless opportunities for learning as individuals and as part of a group.
- Opportunities to participate in collaborative projects inspired by children’s interests or a family, community or educator initiation interest.
- Opportunities for children to develop autonomy through every day experiences and our program
- An environment that is safe and secure yet promotes exploration, challenge/risk, investigation and respect and appreciation of our natural and physical worlds.
- An environment that facilitates high self-esteem and self-worth.
- An environment and curriculum that promotes holistic development and fosters children’s developmental areas through intentional teaching and spontaneous learning.
- We promote a respect for diversity by acknowledging the cultural backgrounds, languages, values and contributions of all families in the centre and the surrounding community, including Aboriginal and Torres Strait Islander cultures.
- We provide opportunities for children, families and educators to share their ideas, knowledge, skills, culture, language and experiences with the centre through regular communication, involvement in the centre and program development.
- Partnerships with families in all aspects of their child’s development including working with families to develop and evaluate goals for their child.
- Ongoing records of children’s development and assessment through learning stories, reflective journals, project documentation, samples of children’s work and reflections on children’s goals.
- An environment that encourages reciprocal and respectful relationships
The curriculum is co-constructed with the children, as well as influenced by their family and their community. It follows the five learning outcomes of the National Early Years Learning Framework:
- Children have a strong sense of identity.
- Children are connected with and contribute to their world.
- Children have a strong sense of well-being.
- Children are confident and involved learners.
- Children are effective communicators.
The headings and sub headings are taken from ‘Belonging, Being & Becoming’ these act as a guide in assessing and reflecting on how your child has grown over the time they spend with us at Pippies. We use ‘intentional teaching’, which is deliberate, purposeful and thoughtful, to actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high order thinking skills. We plan opportunities for intentional teaching and knowledge building, and reflect, document and monitor children’s learning.
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 neighborhood 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.
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.
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
We also have strong connections with the Reggio Emilia Educational Project, and use many of the ideologies and values of this practice.
We value diversity and encourage tolerance for all cultures. We encourage sharing of cultural celebrations and encourage non bias behaviours through education.
TRANSITION TO SCHOOL
School readiness is incorporated daily into our learning program in every room across our service.
Your child can begin to prepare for formal schooling from the day they arrive at Pippies.
We believe that School Readiness goes beyond preparation for primary school and into a life-long sense of wellbeing.
We believe School Readiness is at work in every activity/experience we provide the children.
We also acknowledge that not all learning is based on the interests of children, and that as educators we often need to engage our practice wisdom to ensure that curriculum content is both contextual and relevant. Hence we embrace the idea that we need to include content that does not always emerge out of previous experiences or children’s interests.
Our educational program is written once a week and we see this as the main document that informs our curriculum.
Our educational records include a range of documents such as observations, work samples, correspondence from families, and detailed records of learning. Combined these documents capture the learning journey undertaken by a child. Central to these individual educational records is the mapping and tracking of individual goals for children plus the inclusion of quarterly educational summaries. Educational summaries capture children’s learning over a select period of time and these are shared with families. In sharing with families, additional goals may be set.
Both the educational program and the educational records are influenced by a range of documents and theorists including the Early Years Learning Framework, however we are cognizant not to reduce all our teaching and children to the outcomes as outlined in the Early Years Learning Framework.
Educators identify children’s interests and develop projects, then explore them in detail. Play is an incredibly important part of your child’s learning process and so we design our projects around a fun and engaging concept that has them learning while they play.
Projects are documented in a variety of forms, so we can make the learning progress visible to the families, educators and the community. You will see them displayed in a variety of ways in our rooms.
We celebrate and make visible children’s achievements through pedagogical documentation, which is displayed in their portfolios, around the room and in information made available to parents. Children’s portfolios include anecdotal records, children’s conversation, pedagogical documentation that celebrates the child, children’s achievements and development, photographs and children’s creative expression.
We aim to have at least one incursion event into the centre every couple of months, to provide children with a fun and dynamic learning experiences
These may include:
- Fire, Police
- Visits from community groups
- Performance groups
- Reptile Man
- Drumming man
- Music Bus
- Kindi Farm
- Chicken / Duck hatchings
- Parents sharing talents.