EDUCATIONAL PROGRAM

The National Quality Standards and the Belonging, Being and Becoming Early Childhood Learning Framework guides my education and care practices.

I believe that children are competent and very resourceful and if given the opportunity they will direct their own play. I love to watch children play, assigning roles, creating stories, solving problems and working together having fun, totally absorbed in their own worlds.

My educational program is play based, although, in a child’s world there is no part of the day that doesn’t offer some learning (even in those times when your child appears to be day dreaming). I use the everyday routines of meals, toileting and hand washing as a time to have conversations and extend learning.

The types of experiences your child will have include -Connection with nature – I have a passion for the outdoors and the learning it offers. For example The sandpit offers many learning opportunities including  - Fine and gross motor skills through pouring, digging, jumping. Early numeracy and science development through pouring, measuring, introducing water, counting, curiosity about the world. Social Skills are developed through resources that are shared, working alongside other children, interacting with the educator and the other children, turn taking, using manners and imagination
Language and early literacy skills are learned through talking and listening. Local community walks to the park, the library or the swing park support children's development through the interacting both with the educator and other children but also with anyone they meet along the way.
Identifying and listening different birds and trees builds knowledge and interest.
Observing the seasons change connects children to their world by noticing the cycles, which in turn supports the learning about sustainability and caring for country
Physical motor skills, thinking skills, science and maths concepts are introduced through observing,
conversations and questions.
Social Interactions, Language and literacy skills through talking and listening, asking questions or knowing the answers (supports a sense of belonging and
confidence), also supports brain development through the relaxed interactions andthinking involved.
Language and Literacy, Maths and Science – I don’t want any child to miss out on the joy of reading and writing or the wonder science and maths.

Books offer children insights into other cultures, they challenge stereotypes, explain how things work, tell stories about feelings therefore building children’s knowledge and connection to the world and themselves. Books offer connection to the other children in the group as they all relax for story time, greater understanding of each other and lay the literacy foundations for a love of learning.
Music contributes to children’s physical and brain development, learning the words of songs and actions builds transferable knowledge of their own bodies. Through dance the muscles are strengthened, concentration is better, more oxygen and blood is pumped through the body, improve coordination and balance.
Conversations are an ongoing part of the day (making sure the children get equal time to participate). They support children fitting into social situations, developing ideas, expressing themselves, creatively, thinking, listening, problem solving, about feelings and a chance to talk about
diversity, respect and kindness.
Painting, colouring, collaging, dough and slime all contribute to the development of literacy and language through the description of the experience, the manipulating of the materials, holding a pencil in pincer grip, pride in their work, confidence to try.
Maths and Science - maths in my program is about learning words and concepts that contribute to building interest and understanding.  Science is any experience that encourages children to think about how and why things happen. Maths and science experiences are incorporated into most experiences we undertake.
Bubble blowing, water play, cooking, gardening, walking in the park, magnifying glasses, kites,
insects, ice melting, padlocks, reflecting light, construction blocks, shadows, rain gauges all provide the basis for learning about maths and science. Children will come to think about the language, the meaning and connections and the possibility of extending these ideas - sink or float, measuring,
chemical reactions, magnify, how things work, promotion of spatial awareness, problem solving skills, relationships of living things and life cycles, to list a few learnings
Social Competence and Wellbeing - the Early Years Learning Framework - Belonging, Being and Becoming framework focuses around all children’s right to have a strong sense of identity, be connected and contribute to their world, have a strong sense of wellbeing, be effective communicators and be competent and involved learners.

Social competence and wellbeing is built into every aspect of our day.
Welcoming environments ensure child’s interests are visible, encourage children’s input into any changes in the play area, photos of their family, examples of their creative works, a space for their bag all promote a sense of belonging, wellbeing and connection.
Professional and warm educator who is glad to see the children, who engages with each child, is fair, communicates frequently with children asking questions, explaining, observing, assisting with problem solving, giving words to help manage feelings, extending vocabularies, genuine care
and concern for each child, reassures child, challenges child, keeps children safe and nurtures builds a child’s trust, expands social group, builds identity and wellbeing, builds communication skills, builds a sense of place in the child’s world, encourages learning.
Building relationships FDC offers the perfect small group environment to build relationships, educators support children to communicate, how to join into other children’s play, basic manners, about fairness and sharing, turn taking, basic social interactions with both adults and the other children, building trust in the wider world and watching their parents build trusting relationships with me and my family.