Curriculum

We aim to ensure that each child will be safe and secure in an environment which is caring. Whilst doing so, an educational program which is based on the children’s levels of development, needs and interests is implemented within routine tasks on a daily basis. The centre is also designed to be an extension of the home atmosphere. At The Hills Long Day Preschool we base our curriculum on the learning outcomes of the NSW Early Years Learning Framework (EYLF). The curriculum provides children with balanced opportunities for quiet times, alone and group time, adequate rest periods, small and large group activities and provision for non-participating children. Our curriculums are provided for differing age groups and transition from one stage to the next is individually structured. Children’s home language, culture and religious differences will be accepted and provision for same will be included within the programme.

Learning Centres

All areas of development, (fine motor, gross motor, social, emotional, language and cognitive) are incorporated throughout the day within a range of activities set out within leaning centres both indoors and outdoors. Here children are able to make choices in their play and choose from a variety of materials and mediums.

Group Times

Staff value group times as valuable learning opportunities for each child and thus provide a language focused group as well as a music/movement group time each day in both rooms, which each child is encouraged and assisted to participate fully in.

Observations

We realise that all children have differing needs as individuals and therefore staff continually observe each child’s behaviour, skills and interests individually and as a group to plan and implement activities which will enhance and further develop each child whilst taking into consideration age milestones and age appropriate activities according to individual development. Observations of all children are recorded consistently throughout the year using a variety of methods e.g. Individual reflection, group reflections, work samples, learning stories and checklists. These records show skills and stages reached as well as interests emerging.

Daily Curriculum & Evaluations

The daily curriculum for each room highlights learning that has taken place over the day along with the activities programmed to extend on individual children’s and groups of children’s interests, intentional teaching, family input sheet extensions and extension activities from child reflections. This includes both the indoor and outdoor environments. The curriculum is evaluated daily via use of the EYLF learning outcomes.

Socialisation/Self-Regulation

For optimum development, all children need to recognise and develop an awareness, acceptance and understanding of themselves and others. Positive peer interactions are encouraged and observed. Curriculums are written and evaluated to encourage respect and understanding of others whilst building upon each individual’s self-esteem. Staff strongly believe in the following and in return staff encourage children to:

Independence/Self Esteem

Through guidance and positive reinforcement the children become confident in themselves and with other children. Staff take the time to show and teach the children to help themselves and become independent. The children help staff to pack the toys away, place sheeting on the beds for rest time, serve themselves at meal times, learn to care for their own belongings etc. The individual respect given to each child as an individual and also demanded by staff from the children as their caregivers in return builds upon happy, healthy children with high levels of self-esteem and independence.

Parent Feedback/Suggestions

Parents can really assist staff members by providing feedback and ideas on their child’s development, interests and your personal belief on how the curriculum is meeting or not meeting the needs of your child. Parent’s ideas and suggestions for the curriculum are welcomed and encouraged verbally, written on the curriculum itself, via newsletters and the parent communication/suggestion book. Parents are asked to fill in family input sheets, sharing books, family photos and interest page relating to this throughout the year in order to source family input into the curriculum.