Our Curriculum is in line with the Victorian Early Years Learning and Developmental Framework. This ensures children acquire necessary key knowledge and skills by linking the learning outcomes for children at our level, to the learning and teaching outcomes in the first stages of the Victorian school curriculum (the Victorian Essential Learning Standards or VELS). It recognises that between the ages 3-5, children build on the independence and self-control they have been developing. They learn to take initiative and assert themselves in socially acceptable ways. At the same time, they become keen observers of the world and experiment with their surroundings and find out what happens when they interact with others. Learning is an ACTIVE process that requires children’s involvement. Child-directed, as well as adult-led and guided PLAY, are essential to this process.
The program is responsive to children’s differences and builds on their capabilities, strengths, interests and knowledge. Children are encouraged to explore, to solve problems, communicate, think, create, and construct. A holistic approach is also necessary to any progression in learning, which requires recognition and development in their personal, social and emotional wellbeing. This is achieved by providing warm, trusting relationships as well as predictable and safe environments. Information is gathered and analysed to help assess and plan effectively, taking their interests and abilities into consideration.
Through continuing to develop our professional knowledge and skills, it enables us as Early Childhood Professionals, to provide the best possible practise and to adapt and change to meet our children’s and their family’s needs.
There are 5 outcomes to describe the key elements to how children learn and develop.
- Children have a strong sense of Identity
- Children are connected with and contribute to their World/Community
- Children have a strong sense of Wellbeing
- Children are confident and involved Learners
- Relationships with children
- Children are effective Communicators
All early childhood services aspire to meet and exceed the standards of the National Quality Framework.
- Educational program and practice
- Children’s Health and Safety
- Physical Environment
- Staffing arrangements
- Relationships with children
- Collaborative partnerships with families and communities
Alchester Village Pre-School is currently rated as EXCEEDING.
With the introduction of the Child Safety Standards we have outlined how we implement these. (on display in the foyer). Staff and children also abide by a Code of Conduct, which they contribute to and are discussed at the beginning of the year.
Families, students and all visitors to the Pre-School are also made aware of aspects from the standards which may apply to them and their interactions with the children, when present
This is one of the many kinds of teaching that adults do with children. Our aim is to help develop self-discipline within the child and responsibility for their actions. This is an ongoing process requiring many years before it is mastered. We will provide a learning atmosphere in which the child will be able to practice self-control, rather than obedience to adults. The staff will be very much in control, but the child will be able to make choices and learn about the responsibilities and consequences of doing so.
- Discipline is based on respect for others, their feelings and belongings
- Discipline is not punishment
- Desirable behaviour is praised and encouraged
For undesirable behaviours such as aggression or disruptive behaviour we:
- Ask the child to consider his/her actions and how it affects the people around them
- Ask the child to leave the activity and return when they can behave/interact appropriately
It is desirable for parents to be involved and to work with staff to overcome any behaviour issues or problems.
Important aspects of discipline include:
- LIMITS – Clear and few
- EXPECTATIONS – Appropriate to their age
- BE POSITIVE – Use “do” rather than “don’t”
- GOOD MODELLING – By the adult(s)
- PRAISE – Desirable behaviours
Discipline is a process of learning that continues throughout the year and throughout life.
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