Kindergarten Classroom

OUR CURRICULUM

Sudbury House Early Learning Centre develops a curriculum for children which is based on contemporary theories and practices about how children learn, grow, and develop.  The curriculum

also takes account of the unique factors and context of the diversity of families, cultures, and the local community in which our centre is located.

 

Sudbury House Early Learning Centre views curriculum as everything that is provided for the children to experience through our play- based programs.  This includes aspects such as: daily routines like mealtimes, our nature based outdoor learning environments and our warm and inviting indoor learning environments whilst allowing the children to play and discover at a pace set by them.

We believe the child is the centre of our triangle, the sides of our triangle are families, educators, and community, we have an equal role in supporting each child to develop to their own potential.

Collaboration with our families is key to providing the very best education and care possible and we work in partnership so that together we can offer continuity and progression in your child’s learning and development. We welcome your input throughout your child’s journey through our programs and facilitate and encourage regular two-way communication through our our app, Xplor Care. Xplor allows us to provide families with regular updates on their child, learning stories, photos, and useful information, and can be used to document their development at home too.

 

We believe that by offering a nurturing and caring environment, with lots of cuddles, we are able to accommodate the needs of your child as she/he grows and progresses through the centre. Research shows how important positive relationships are in the development of children and our staff are committed to the wellbeing of your child.

 

It is through relationships that children learn more about their world – how to think, understand, communicate, behave, show emotions, develop social skills, and move around. That is because relationships let children express themselves – a cry, a laugh, a question – and get something back – a cuddle, a smile, an answer. What children ‘get back’ gives them very important information about what the world is like and how to act in the world. Strong attachments and relationships early in life mean your child is more likely to have better physical and mental health and fewer behaviour problems.

EARLY YEAR LEARNING FRAMEWORK

A carefully planned and well maintained environment enables:

 

 

  • children to play and engage with materials in ways that foster curiosity and manage risk taking

 

  • children to understand and care for their environment, leading to a lifelong respect for the environment, themselves and others.

 

  • natural materials such as sand and clay, blocks, fabric and recycled materials and the use of paint and drawing implements to provide the daily tools children use to express their thoughts and ideas

 

  • children to use their imagination and thinking abilities to investigate all the possible ways of how these materials can be used

 

  • the use of indoor and outdoor spaces allowing children to have ready access to materials and equipment

 

  • stability of the environment, materials and equipment. This provides children with time to become familiar with materials, to practice new skills or to reflect on and revisit ideas and consider possibilities for deeper or different meanings

 

  • educators to add interest, complexity and challenge through adding materials to provoke new ideas and extend the possibilities of an investigation

For more info:https://docs.education.gov.au/node/2636  

Quality Time

NATIONAL QUALITY STANDARDS

The National Quality Standard sets a high national benchmark for every early childhood education and care service in Australia.

 

The National Quality Standard includes 7 quality areas that are important outcomes for children.

For more info: https://www.acecqa.gov.au/nqf/national-quality-standard

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