In the Kindergarten room we are exploring and discovering every day, preparing for a life long journey of learning. We operate a QLD Government approved Kindergarten program run by a Bachelor Qualified Early Childhood Teacher. The program requires children to attend for a minimum 2 days per week to ensure your child meets the 15 hours of care.
We strive to make your child’s time with us both educational and fun. Our Educators strike a balance between child initiated and teacher led activities. These activities focus around your child’s interest and the natural environment around them.
Our main aim in this room is to assist your child to be ready to enter a new school environment. Through our program your child will gain a variety of literacy and numeracy skills, identification of simple numbers and shapes, recognitions skills such as identifying their belongings as well as developing their communications skills.
The developmental theorist we have chosen to implement within our teaching and environment is the Reggio Emilia Approach. The reason why is because we believe what it is based upon.
The Reggio Emilia philosophy is based upon the following set of principles:
• Children must have some control over the direction of their learning;
• Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing;
• Children have a relationship with other children and with material items in the world that children must be allowed to explore and
• Children must have endless ways and opportunities to express themselves.
The Reggio Emilia approach to teaching young children puts the natural development of children as well as the close relationships that they share with their environment at the centre of its philosophy.
Another important part of the Reggio Emilia approach is that parents are a vital component to the Reggio Emilia philosophy. Parents are viewed as partners, collaborators and advocates for their children. As Educators we respect parents as each childs first teacher and involve parents in every aspect of the curriculum and for our planning.
In the Reggio approach, the Educator is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child’s learning by planning activities and lessons based on the child’s interests, asking questions to further understanding, and actively engaging in the activities alongside the child, instead of sitting back and observing the child learning. “As partner to the child, the teacher is inside the learning situation” (Hewett, 2001).
While working on projects with the child, the teacher can also expand the child’s learning by collecting data such as photographs, notes, videos, and conversations that can be reviewed at a later time. The teacher needs to maintain an active, mutual participation in the activity to help ensure that the child is clearly understanding what is being “taught”.
The organization of the physical environment is crucial to Reggio Emilia’s early childhood program, and is often referred to as the child’s “third teacher”. Major aims in the planning of new spaces and the remodelling of old ones include the integration of each classroom with the rest of the school, and the school with the surrounding community. The importance of the environment lies in the belief that children can best create meaning and make sense of their world through environments which support “complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas.” Therefore learning centres are rich in materials provided as well as being aesthetically pleasing in the set up and attract the child to that area. The learning centres have a variety of materials for children to choose from and expand on learning that can be facilitated by the educator. The learning centres are also set up based upon the child’s interest and are suited to developmental areas.