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.
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
- 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.
“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
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 Educators who are diligent in their responsiveness to each child support this. Applying strong intentional teaching practices will provide the children with an authentic and meaningful learning environment that 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.
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.
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
Child Care Subsidy (CCS)
Child Care Subsidy is a means-tested subsidy paid directly to the Service as a fee reduction. There are 3 factors that will determine a family’s level of Child Care Subsidy, which include:
- Combined Family Income
- Activity Test for both parents
- Service Type
Transitioning to Child Care Subsidy requires families to provide information and confirm current details by using your Centrelink online account through myGov. Here you will be asked to provide your combined family income estimate for the financial year, hours of recognised activity including work, training, study and volunteering and the type of child care your family use
Partnership With Families
Kiddie Academy prides itself on building strong and ongoing partnerships with families.
Kiddie Academy has an Open Door Policy and actively seeks and encourages families to be 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 Kiddie Academy 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, Newsletters, Daily Journal 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.
How can you contribute to our Program and your child’s time at Kiddie Academy?
Family Skills, Interests and Talents
We welcome and encourage the involvement of all parents/families at our Service. Your ideas, experiences and skills are greatly valued and will enable us to extend each child’s interests, abilities and knowledge. There are many ways for your family to be involved. We understand that our busy lives can’t always afford the time, however any contribution no matter how big or small is much appreciated. Here are just a few ideas.
Your Occupation or Hobby
You are the most important person in their world. We welcome all parents to the Service to talk about their occupation or hobby (e.g. music, craft, cooking). Everything parents do interest children and these talks are the best educational resources you can provide for the Service.
We use information that has come from discussions about occupations and hobbies in our program and the ideas explored which can turn into interest projects providing valuable learning.
Your Home Culture
Your home culture is most welcome in our Service. We would greatly appreciate if you were able to share with our Service aspects of your culture and family life. This would assist us to enrich the lives of all our families and children.
Kiddie Academy welcomes our families to visit or call the Service at any time. We welcome all suggestions and ideas on how we best can work together in our Service.
Everybody has a different communication style and time for communication. We understand that mornings and afternoons can be a little rushed, and not the best time to discuss your child’s day.
We have many types of communication we use for families, which include:
- Face to face
- Daily reports that are emailed
- Family weekend forms
- Mid-year and End of year interviews
- Formal meetings
Our Service is passionate about sustainability. We believe in supporting children to appreciate and care for the environment by embedding sustainable practice into the daily operation of our Service, infrastructure and teaching.
In order to empower our sustainability program we emphasise children’s ability to make a difference, enabling them to learn and appreciate their environment in an engaging, fun and exciting manner. We do this by engaging children in discussion about sustainable practice, encouraging them to participate in a recycling program, reducing energy and conserving water. We aim to provide children with the skills and knowledge required to become environmentally responsible.
Our philosophy has been inspired and guided by our knowledge of current research, The Early Childhood Association Code of Ethics, The National Quality Standards and The Early Years Learning Framework for Australia – Belonging, Being and Becoming 2009
Belonging – acknowledges children’s interdependence with others (family, a cultural group, a neighbourhood and a wider community) and the basis of relationships in defining identities.
Being – recognises the importance of the here and now in children’s lives.
Becoming – reflects the process of rapid and significant change that occurs in the early years
At Kiddie Academy we value and believe in a homelike atmosphere within a caring and stimulating environment in which all children can feel safe and secure.
We believe all children, families and Educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community, Relationships are important to a child’s health, wellbeing and development.
A variety of perspectives about child learning.
Through current theories, professional knowledge and understanding of child learning and developmental practices we aim to enrich each child’s experiences so that they develop a sense of self-achievement.
Through implementation of the Early Years Learning Framework and the National Quality Standard, we build on children’s interests and knowledge as individuals within the group and wider community.
The program considers the whole child and the interrelated nature of development and learning. The program, including routines, is organised in ways that maximise opportunities for each child’s learning and is developed in response to observations and documentations of children’s strengths, abilities and interests.
We encourage their self-help skills and promote a positive attitude to encourage high self-worth, as we believe if a child is confident they will have the ability to do anything they set their minds to, now and into the future. This encourages lifelong strong emotional intelligence that gives children the ability to cope with life’s challenges.
The Importance of play
We believe children learn best through play based experiences in which they are actively engaged with people, objects and representations. Play is the means by which young children develop their physical, intellectual and emotional skills. As they play, they learn to socialise, to consider others and the give and take of human relationships.
Developmental play enables children to learn through concrete “hands-on” experiences such as doing, experimenting, predicting, achieving and making mistakes
The environment that stimulates growth and development through play also helps extend and promote the adaptability and creativity of the child.
We believe that families are children’s first and most influential educators. Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families. Families come from a diverse range of cultures with differing practices, values and beliefs and these are to be respected and honoured by the centre, educators and program.
Children’s place in the community
We acknowledge the valuable contribution that the community in general can make towards the holistic development of each child. We do this by fostering links between the children, their families and the broader community.
Diversity, fairness and social justice
We support the principles of social justice. All children and families of all abilities, from religious, cultural or linguistically diverse backgrounds are treated equitably and are valued and included in all aspects of the Centre and the community.
We believe all children, families and Educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community.
We acknowledge and respect the many differing social and cultural backgrounds of children in our care and the experiences these bring from the home environment.
Respecting the needs, feelings and property of others is a mutual practice which assists in the development of compassion in others regardless of age.
We provide an anti-bias program as this encourages children’s awareness of similarities between people, and it teaches them respect for individuals regardless of gender, religion, culture, race, physical or intellectual abilities.
Our philosophy is a living document and it is made available to everyone involved in the centre. All staff are supported to know, understand and contribute to our philosophy. In order to ensure the philosophy continually reflects current understandings about the way children develop and how child care informs their experiences, we perform periodic collaboration with parents, children, management, staff, the wider community and all other stakeholders.