Program and the EYLF

Collaroy Plateau Community Kindergarten’s centre philosophy has been developed to accommodate the cultural and social needs of our community. To ensure we meet these needs our teachers and educators provide a curriculum to support children’s learning experiences, acquisition of skills, knowledge and values in all areas of their development.

‘The curriculum’ encompasses everything that happens in a child’s day, including environmental provisions, interactions, experiences, routines, special events, and parental and community communications.

CPCK’s Curriculum is based on the Early Years Learning Framework which forms part of the National Quality Framework. This framework guides our teachers and educators towards developing dispositions for empathy, respect, perseverance, resilience and to maintain a passion for learning and teaching.

There are 5 learning outcome areas that form the basis of The Early Years Learning Framework. These outcomes guide teachers and educators in their work with children.

1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators

Each of these outcome contains an infinite list of goals and dispositions to work towards.

The staff at Collaroy Plateau Community Kindergarten;

• Honour diversity
• Strive for meaning and connections
• Promote and support respectful life enhancing relationships
• Practise in ways that acknowledge each child as capable and resourceful

Documentation of children’s learning can be found in the learning record book, individual portfolios and in displays detailing learning stories, outcomes, interactions, images and communications between families and staff. Portfolios aim to make each child’s learning visible and are in effect ‘works in progress’ created in collaboration between educators, children and families.

The Process for documentation entails

• Observations and the gathering of input from parents and other professionals
• Interpretation
• Planning and implementation
• Reflection and evaluation