Learning and Development
‘One of the most significant responsibilities that early childhood professionals have is to support children to retain the sense of awe and wonder that they are born with, to add to that a desire to nurture and protect what is beautiful, and to encourage them to appreciate that there are many possibilities for honouring life and wonders that the world holds.
Development of Knowledge
At Kid City Kindergarten, we not only care for young children but also support their learning and facilitate the development of knowledge and skills. Each child brings to kindergarten certain characteristics, interests, needs and abilities that are unique to them and we will support these individualities through the provision of developmentally appropriate learning opportunities that involve experimentation, discovery and problem solving within a relaxed and happy learning environment. We endeavour to provide our children with life long learning skills that will enable them to meet the many challenges they will face in years to come.
Through partnerships with parents, we provide programs that offer meaningful learning, ownership of play and create a desire for knowledge. Play is a context for learning that provides a pathway to possibility. It allows for expression of personality and uniqueness, encourages curiosity and creativity, encourages children to make connections between prior and new learning, assists children to develop relationships and social skills and encourages a sense of wellbeing. We view children as active participants and decision makers who open up endless possibilities for educators to move beyond pre-conceived expectations about what children can do and learn.
The Early Years Learning Framework
The Early Years Learning Framework informs Kid City’s learning and development programs. The Early Years Learning Framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school. Experiencing BELONGING is integral to human existence. Children belong first to a family, a cultural group, a neighborhood and a wider community. Belonging acknowledges children’s independence with others and the basis of relationships in defining identities. Belonging is central to being and becoming in that it shapes who children are and who they can become. 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 and engaging in life’s joys and complexities, and meeting challenges in everyday life.
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 in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.
We aim to fulfill the expectations of the Early Years Learning Framework are promote in every child:
• A strong sense of identity,
• Connections with and contributions to their world,
• A strong sense of wellbeing,
• Confident and involvement in learning,
• Effective communication.