Our Curriculum
The curriculum in all our rooms is based on the concept of ‘learning through play’. Research has shown that children learn best through play. Our curriculum is viewed as a child-initiated and educator framed process in which educators are flexible to children’s needs and learning. High expectations and opportunities for success are recognised and promoted with the belief that all children should have equal access, inclusive participation, and the right to play.
It is a co-constructed and negotiated process in which educators and children have a voice that is valued. Your child’s ideas, interests and abilities will help shape the program, and it’s based on these foundations that play experiences will be developed.
The curriculum aims to support your child’s individual learning style, as well as providing an enriching environment where your child can build friendships, feel a sense of belonging, and freely express themselves. Our educators will observe and evaluate your child’s participation in the program. This approach allows educators to respond to observations and conversations with children, build upon their strengths, scaffold their learning and understanding. Educators have the professional knowledge required to plan for and extend children’s learning and development towards achieving the learning outcomes of the Early Years Learning Framework.
Our emergent curriculum is intentional in its nature with teaching being responsive to both children and the learning outcomes. To us, intentional teaching is purposeful, thoughtful and deliberate and offers rich opportunities to actively promote children’s learning and knowledge building through both planned and spontaneous experiences.
Our curriculum promotes a sense of agency and self-regulation in children, recognising different levels of potential learning and interaction in varying environments. We work within a philosophical framework of a sustainable future and are guided by Aboriginal and Torres Strait Islander perspectives.
Our curriculum is constantly developing and dynamic and evolves from “daily life” experiences. With endless possibilities, there’s never a dull moment and no two days are ever the same!
Working in Partnership with families:
At SJECS we believe that children thrive when families and educators work together in partnership to support their learning. Educators go beyond traditional parent involvement activities to form ‘respectful supportive relationships’ with families. We are here to support families in their parenting role and to respect families’ beliefs and values about child rearing. Knowing children also includes knowing the family and the cultural and community contexts of their lives. When educators work in partnership with families, it brings insights that offer a richer picture about the child. Genuine partnerships also strengthen a child’s identity and sense of belonging which ultimately enhances their learning.
Mealtimes:
Families supply morning tea, lunch and snacks for their child while they are at SJECS. We encourage you to provide nutritious food, as children’s early years are arguably their most important and establishing healthy behaviours, will lay the foundation for lifelong health and wellbeing. Progressive mealtimes are becoming more common in early childhood settings. At SJECS, we provide children with greater choice, more freedom and respect to make decisions about when they are ready to eat and what they would like to eat. This helps them become capable and competent in making decisions about their own health and well-being.
The Rhythm of the day
The daily rhythm is one that includes a balance of indoor and outdoor play. We believe in providing large periods of uninterrupted play, so that the children can immerse themselves in their play and learning.
The daily rhythm is not rigid or set in stone, the routines are flexible and subject to change, based on the interests and needs of the children as well as the weather. The fact that educators are not tied to the rhythm encourages spontaneous activities which are valuable learning times. The children are always informed of changes to the familiar rhythm to alleviate anxiety that these may cause.
Rest Times:
When it comes to rest times, our educators often reflect upon whether children have agency about their rest or are governed by other factors. We believe that children should have the ability to make decisions, children who do not require sleep will be offered an alternative activity in which their bodies are able to rest.
