The Early Years Learning Framework for Australia: EYLF
Learning through play
Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. Early childhood educators take on many roles in play with children and use strategies to support learning. They engage in sustained shared conversations with children to extend their thinking. They provide a balance between child led, child initiated and educator supported learning. Educators recognise spontaneous teachable moments as they occur, and use them to build on children’s learning. They actively support the inclusion of all children in play, help children to recognise when play is unfair and offer constrictive ways to build caring, fair and inclusive environments
Intentional teaching is deliberate, purposeful and thoughtful
Educators who engage in intentional teaching recognise that learning occurs in social contexts and that interactions and conversations are vitally important for learning. They actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking. They use strategies such as modelling and demonstrating open questioning, noticing and wondering, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking. A growth mindset is encouraged at all times. Educators monitor and document children’s learning in a number of ways. p 15 Early Years Learning Framework for Australia
Learning environments are welcoming spaces that reflect and enrich the lives and identities of our children and families who participate in our programs. Environments that are are vibrant and flexible spaces support learning. They cater for the different learning capacities and learning styles of individual children and invite families to contribute and participate. Outdoor learning spaces are a key feature of Australian learning environments.
Reggio Emilia inspired practice at Glandore Community Kindergarten
The Reggio Emilia is an inspiring approach to Early Childhood Programs originating in Italy. The approach views each child as strong, capable and competent. At our service we have worked to incorporate many of the Reggio principles. Since 2014 our learning spaces have progressively been changed and developed as we have recognised ‘the environment as the third teacher’ while incorporating children’s voice. You will see this continue in 2018. The ‘mud kitchen’, and other less permanent child initiated projects, as well as children’s involvement in the care and maintenance of our gardens shows how children have been invited to influence their play spaces and have real agency. The Green Team Project (an initiative in 2016) will continue in 2018.
Literacy and Numeracy
How is numeracy and literacy defined today?
The national early curriculum Belonging, Being & Becoming: the Early Years Learning Framework (EYLF) describes numeracy and literacy as follows:
Numeracy is the capacity, confidence and disposition to use mathematics in daily life. Children bring new mathematical understandings through engaging in problem solving. It is essential that the mathematical ideas with which young children interact are relevant and meaningful in the context of their current lives. Spatial sense, structure and pattern, number, measurement, data argumentation, connections and exploring the world mathematically are the powerful mathematical ideas children need to become numerate. (EYLF p. 38)
Literacy is the capacity, confidence and disposition to use language in all its forms. Literacy incorporates a range of modes of communication including music, movement, dance, storytelling, visual arts, media and drama, as well as talking, reading and writing. Contemporary texts include electronic and print-based media. In an increasingly technological world, the ability to critically analyse texts is a key component of literacy. Children benefit from opportunities to explore their world using technologies and to develop confidence in using digital media (EYLF p. 38)
The indicators are underpinned by the principles, practices, and learning outcomes in the Early Years Learning Framework.
Governance and support from our parent community
The Kindergarten is primarily funded by the South Australian Government through The Department for Education and Child Development. The centre manages a budget which is determined by the number of eligible enrolments and the site’s context. This funding covers staff costs (within the allocated annual financial resource entitlement), breakdown maintenance and some of our operating costs. The funding does not cover all of our operating expenses. Curriculum materials and equipment, cleaning costs and garden maintenance are outside of this funding. Sites endeavour to plan and develop their services. They continually seek to improve their grounds, update curriculum materials and replace and/or maintain equipment. This is done with the help of parental financial contributions (kindy fees) and through fundraising activities.
The parents elect a GC at the Annual General Meeting at the beginning of each year. This group represent the community. New members are welcome and able to join GC throughout the year.
The GC meets twice a term. Being involved in governance is a good way to find out what is happening at the centre, help make decisions and plan for improvements. GC supports the budgeting process for the year, reviews policies, plans possible functions and is involved in curriculum matters. Many members find it is a great opportunity to meet other parents and make new friends.
The Governing Council partner with staff and have many key responsibilities. These can include governance in relation to:
• accountability and transparency re the running of the service. Each year this will involve
information about the centre’s Quality Improvement Plan, any relevant National Quality Standard
accreditation matters and financial management
• the discussion and review of financial management for the site in relation to DECD policy and any
improvement priorities determined at the local level
• being informed of any directives and mandated policies as they become available
• determining local community contexts and priorities as well as liaison and engagement with the wider
community (inclusive of local & state government)
• reviewing site specific policies
• be involved in Workplace, Health and Safety matters that relate to the service
• joining in fundraising events and opportunities
• supporting fundraisers and social functions
• attending working bees for the kindergarten
• joining sub-committees as needed
• planning and setting out proposals to ensure continuity between successive governing council groups.
Please consider joining the 2018 Governing Council for our kindergarten
Parent Financial Contribution (fees)
• There may be additional costs during some terms for visitors/performers to the centre. There may
also be costs for excursions.
• Invoices are put into children’s note pockets and/or emailed at the beginning of each term. Parent
financial contributions are due by the end of week 5 of each term. If you have not paid by then you
will receive a reminder note or prompt via email. Talk to staff if you wish to discuss your invoice.
In some circumstances payment plans can be negotiated.
• The preferred method of payment is via internet banking directly into our bank account.
• For any cash payments please place the correct amount in an envelope marked with your child’s name,
the purpose of the payment and the amount you are paying and place it in the slot (cupboard next to
the kitchen door).
2018 Session times
Wednesdays and Thursdays: 8:45am until 2:45pm
Fridays: 8:45am until 11:45am
If we cannot accommodate all children in the Friday half session each week there will be options for either a Monday or Wednesday half day.
The Department for Education and Child Development Preschool Enrolment Policy states that children turning 4 before May 1st of each year are entitled to sessional preschool of up to15 hours per week. These children start preschool at the beginning of 2018 and will be able to start at a department school at the beginning of 2019.
Children who turn 4 on or after May 1st will start preschool the following year. Families are required to provide a proof of age document. A current passport or birth certificate are examples. Proof of immunisation status will also need to be sighted as per the DECD policy.