Kindy Mandurah, Bibra Lake & Fremantle
Our Kindergarten Program
Our Early Childhood Teacher with their team of passionate Educators, implement a Kindergarten program guided by the Early Years Learning Framework (EYLF). The EYLF is a framework approved by the Australian Children’s Education and Care Quality Authority (ACECQA) and School Curriculum and Standards Authority.
The Kindergarten Curriculum Guidelines guide Educators to develop Kindergarten Curriculum for Western Australian children. It draws from the key ideas and related content from the EYLF to construct a curriculum to ensure that all children in Kindergarten experience quality teaching and learning.
Belonging, Being and Becoming: The Early Years Learning Framework (EYLF)
The EYLF comprises three interrelated elements: Principles, Practice and Learning Outcomes. All elements are based on conclusive research based evidence and are fundamental to decisions made about early childhood pedagogy and curriculum. The pedagogy of the EYLF draws from a range of perspectives from early childhood developmental theory and knowledge about how children learn and what practices best support this.
The Principles and Practice of the EYLF are founded on the understanding that:
- Children are capable and competent
- Children actively construct their own learning in social contexts
- Learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are interwoven and interrelated
- Children have agency. They have the capacities and rights to initiate and lead learning and be active participants and decision-makers in matters affecting them.
The five learning outcomes of the EYLF aim to capture the integrated and complex learning and development of all children from birth to age five. They are:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicators.
School readiness is children starting their first year of school as social, confident, resilient, independent children; which includes being able to share, look after their belongings, negotiate with peers during a conflict and concentrate on a task for extended periods of time.
How we promote 'School Readiness'...
Social skills to support children to:
- Positively approach other children and make friends
- Participate in play
- Express emotions and deal with conflict appropriately
- Show interest in others and form friendships
- Express their needs and wants appropriately
- Separate from parents or primary carers
- Take turns in games and activities
- Share toys and equipment
- Follow some directions and understand some rules
- Participate in groups
- Cope with transitions between routines and experiences
What 'School Readiness' looks like...
Cognitive skills to support children to:
- Show natural curiosity and interest in learning new things
- Have confidence in learning and
- Be interested in solving problems
Language skills to support children to:
- Use language to ask questions and communicate their thoughts and ideas
- Listen to others
- Enjoy books and being read to
Independence and life skills to support children to:
- Cope with a small amount of supervision in a variety of situations
- Toilet and dress themselves independently
- Work within a more structured environment
Physical skills to support children to:
- Use pencils, crayons, textas and scissors
- Balance, run, jump, and use equipment such as balls and climbing apparatus