What is Government funded kindergarten?
The government has recognised the importance of kindergarten and fund our program through:
- teacher employment
- educator training
- incursions and excursions
There are two types of Kindergarten programs that the government funds. Long day care kindergarten and sessional kindergarten. Sessional programs have set hours to attend across the week equalling 15 hours. Our long day care kindergarten program is available over 5 days per week, with the care and education between 6.30am – 6.30pm. It is recommended by the government that each child has 15 hours access to the program per week. Our Kindergarten Teacher works a 7.6 hr day with at least 5 hours direct contact with the children with the remainder of the day designing, resourcing, researching and setting up the curriculum/program.
Walker learning approach
We pride ourselves on implementing the Walker philosophy of learning. The Walker approach grasps children's interests as learning experiences alongside the explicit teaching of skills and understandings in literacy, numeracy and the world around them. Basically children's interests are expanded, scaffold and supported as a means of ongoing engagement in particular learning areas. We focus on inquiry based learning topics that are extended by the children’s questions and thought processes.
Some of the key goals for children's learning are to promote in them the ability to think laterally and creatively. To be able to self-initiate, to problem solve, to think deeply, to construct ideas and utilise their own understandings and discover new ones, to become interested in endless possibilities and opportunities and to become increasingly intrinsically motivated to learn.
We believe through implementing this approach, we achieve:
- Higher levels of engagement and motivation.
- Higher oral language skills
- Increased writing
- Increased prosocial skills
- Improved problem solving and creative thinking
We achieve this through Investigations. The formal discovery, group time teaching, presentations of work and manipulation of equipment.
We believe childhood is precious and that an important part of childhood is being outside in nature. We know in our hearts that children need more time outside in nature. This knowledge is supported by research.
Children are natural learners. Nature Kinder will provide your child with the time and an ideal environment for them to learn in: two hours of uninterrupted play in nature, using what is provided as learning materials. Bush Kinder will be a special part of your child’s total kinder experience.
They will have opportunities to play in the rain, roll down grassy mounds, balance on fallen logs, get involved in dramatic play, find insects, draw with sticks in the ground and make mud pies. Each session we have a number or letter intention to make connections to, find and create with loose objects.
Each child’s developmental progression, advancing skill levels and particular interests will be noted by their educators. This knowledge will be used to support the children’s learning.
Teachers will support children as they take risks and face challenges essential to well-rounded learning.
Stories will be told, knowledge will be shared, songs will be sung. Through play your children will connect with and respect this space. They will connect with their land in a way that cannot be done under a roof or within walls.
School readiness preparation
We aim to best prepare your child for their first primary year. However there are many myths and facts in relation to school readiness and what the school requires. School readiness involves these fundamental concepts:
- Physical health
- Gross Motor Skills
- Fine Motor Skills
- Perceptual Abilities
- Social Adaptation
- Intellectual Ability
- Concentration and Perseverance
- Skills in Categorizing
- Language Development
- Pre literacy and numeracy
- Emotional Readiness
- Critical Thinking Skills
- Thirst for Knowledge
We recognise that children reach milestone learning’s in their own time and we lay the foundations for this learning to occur. We focus on where they are at and how we can take them further. Our main focus is on social and emotional abilities to ensure a smooth transition but also confidence to learn in a new environment.
A little about me
Kindergarten teacher: Kate Wood
I have been teaching at Children’s House for 3 years. Having over 8 experience combined in the early childhood field. Studying at Deakin University.
I am so passionate about teaching kindergarten through the walker learning approach. This approach encourages all learners to be the very best they can be to be fully prepared for the transition to school and to adapt to any situation.
I believe my nature reflects on the children and they pick up kindness, love, empathy, affection, confidence and drive to succeed. My enthusiasm and love for teaching inspires the children to connect to the learning, feel the learning and advance on prior learning.
I believe that a child’s social and emotional development is so important and we foster this learning through experiences of deeply unpacking these ideas, fundraising to support others, helping overs, leading younger children, being actively contributors to our community and assisting others.
I believe that:
When all of the child's senses are captured learning flourishes.
Instilling a love of learning through exploration, investigation and inquiry.
Philosophy of teaching approaches
The one thing I would like to stress is the importance I place on moulding our little learners to be kind, making fair, safe and kind decisions. My temperament and approaches allow children to develop skills of empathy and the willingness to help through our fill the bucket initiative. But also through the culture I create in the room. I believe my mediation sessions provide the children with the tools to handle any situation appropriately and calmly when they arise. My attitude towards learning flows around the room with an I CAN DO ANYTHING approach.
We use traffic lights to educate children on making good decisions and what’s acceptable and what is not.
We encourage our learners to question and think about who what and why to all situations. Our thinking hats get the children to focus on different situations and apply cause and effect and apply different resources to create.
We support a strong inclusion policy. We are supporting all individual needs and abilities needs, intelligence and skills and it can be clearly seen across the room.
I am a firm believer in hands on learning. My Intentional teaching is deliberate, purposeful and thoughtful. I actively promote children’s learning through worthwhile and challenging interactions and experiences which foster high-level thinking skills. We learn through FUN hands on experiences!