St Johns Kindergarten is located in Melbourne’s Bayside community Sandringham, offering three and four year old pre-school kindergarten programs incorporating both traditional and bush kinder programs within its curriculum.
St. Johns Kindergarten is committed to the local community and prides itself on having a pre-school with warm, secure, reciprocal relationships with the families within it. Our program is guided by the knowledge that children thrive in a stimulating environment where they have ownership and feel a sense of belonging and joy. Our program is play based and derived from holistic approaches and governmental guidelines National Quality Standards and Early Years Learning Frameworks. We appreciate that each child learns differently. We have high expectations of young children’s learning capabilities and enjoy watching them grow and learn at their own pace. Our Home Kinder is set in an old church offering space and character which complements it’s specifically planned learning environment. Bush Kinder set in a bushland reserve, primed for nature exploration allowing for endless learning possibilities and project work.
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St. John’s Kindergarten Philosophy
In 1954 All Souls Anglican Church, Sandringham established a Church and a Kindergarten in D’Arcy Street named St. John’s the Baptist. In 1971 the congregation merged with All Souls in Bay Street, Sandringham and the Kindergarten continued to use the D’Arcy Avenue building. In 2013 ECMS took on the role of cluster manager.
At St. John’s we believe that learning is dynamic, complex and holistic. We aim to create an emotionally safe, happy environment, where each child and family has a strong sense of belonging. We aim to enhance children’s learning, development, engagement, initiative, self-worth, and identity.
We believe it takes a community to raise a child. We view families as children’s first educators. When educators, families and communities work together, best outcomes are achieved. We consider the environment be the third teacher therefore utilise both the open natural environment through our Bush Kindergarten program and the purposely designed program of our home kindergarten.
We view children as competent and capable learners who actively construct their own learning through engagement, inquiry and play with tools provide by the natural environment, we value nature play and encourage children to taking calculated risks within their play and exploration.
We acknowledge the importance of an integrative approach to teaching and learning through child-lead and peer-lead learning, teacher-lead spontaneous teaching and intentional teaching.
We have a commitment to act in the best interests of all children, families, the staff and local and global communities. We recognise children as active citizens participating and belonging to many different groups, cultures, family make-ups, having different beliefs, strengths and abilities, we are committed to respecting these differences and celebrating them.
At St. John’s Kindergarten we advocate for the profession, through mentoring, engaging research and building professional relationships.
We adhere to the national and Victorian guidelines set by The Department of Education and Training. Our curriculum is underpinned by Early Childhood theorists the Victorian Early Years Learning Framework and National Quality Framework.
We support strong minds, bodies and planet and therefore endeavour to reduce our impact on the environment through sustainable practices such as recycling, food gardens, rubbish free lunches, composting and working toward a paper-free office system. We support healthy minds and bodies through healthy food and junk-food free lunches, mindfulness, exercise and relaxation.
Our Goals and Aspirations
We strive to be at the forefront of Early Childhood Education, continually setting the bench mark higher. We aim for excellence through innovative teaching techniques.
Our Intentions for Action
At St. John’s we believe in long-life learning. We use a variety of methods to ensure this continuation of professional development and engage with contemporary theory and practice. We act by ensuring, effective communication with educators and families, critical reflection, pedagogy, networking and collaborating with other professionals, as well as gaining awareness through memberships such as Early Childhood Australia.