St John’s Kindergarten provides a play-based curriculum focussed on children’s developmental growth; their current interests and abilities. Both the 3 Year Old and 4 Year Old programs have a balance between structured and spontaneous, child initiated and adult supported learning experiences in both their Bush Kindergarten and Home Kindergarten curriculums.
The Home Kindergarten program offers children a broad range of designed learning experiences and activities to support the educational needs and interests of the children within it. When children show interest in an area, teachers adapt the program to reflect children’s enthusiasm and participation, creating learning opportunities that support developmental areas and work toward EYLF outcomes.
The Bush Kindergarten program at St. John’s kindergarten was pioneered in 2014. The advantages of outdoor and nature play had been well documented and has now been witnessed by the children, families and educators within the St. John’s community. The Bush Kindergarten program takes place in terms 2 and 3, in a local bushland reserve in very close proximity to the St. John’s building.
Curriculum documentation is reflective and is published as it is created to families via our secure online platform Storypark.
Our programs are written and implemented following the learning outcomes of the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Quality Standards (NQS).
Developmental skills and learning dispositions are integrated into the activities, experiences and discussions that the children participate in, allowing the programs to foster the development of the whole child:
- Identity – Children develop a sense of self; security; resilience; agency; autonomy; and care, empathy and respect for others.
- Community – Children develop a sense of belonging; participation; fairness; respect for diversity; social responsibility; and respect and care for the environment.
- Wellbeing – Children develop their social, emotional and spiritual wellbeing; and take increasing responsibility and independence for their own health, self-care and physical wellbeing.
- Learning – Children develop their learning dispositions: curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflection; and develop their learning skills and processes: problem solving, questioning, experimenting, theorising, researching and investigating.
- Communication – Children develop skills and understandings to become more effective communicators verbally and non-verbally; develop literacy and numeracy concepts; and explore a variety of ways for self and group expression.
Children’s learning is assessed through individual observations, work samples, photographs and learning stories. Children’s teachers are always available to discuss any area of development, whether a formal meeting is required, a quick chat after the session or a private conversation through our online system Storypark.
The 4 year-old group hold formal parent-teacher meetings in term three.
School Transition Learning and Development Statements
In Term 4 School Transition Statements are developed. There are two sections:
2.Early Childhood Educator
Section one is completed by the family and section two is completed by the teacher.
Transition statements are:
- A ‘snapshot’ of your child’s strengths, interests and background
- Give your child a smoother, positive transition to school
- Cannot be sent to schools without your signed consent
Your teacher will provide more information later in the year or information can be found at: www.education.vic.gov.au/earlylearning/transitionschool.