Early Steps Child Care Centre provides a play-based learning environment for children aged 8 weeks – school age.
The curriculum encompasses all the interactions, routines and experiences in their environment. Through close relationships, the voice of each child and their families can be listened to, information gathered, analysed and reflected upon, and changes strategically and thoughtfully planned, as collaboratively, a meaningful curriculum is developed for each child.
We recognise that families are central to a child’s learning therefore we will actively seek families input into our daily programme. We strive to build a positive relationship with the child and the families as we believe that shared learning is only possible in an environment where relationships are characterised by mutual respect, trust, effective communication, compassion and responsiveness.
Early Steps CCC uses the Early Years Learning Framework (EYLF) when planning its programs. Fundamental to the Framework is a view of children’s lives as characterized by Belonging, Being and Becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families who are the child’s first and most influential educators. As children participate in everyday life, they develop interests and construct their identities and understandings of the world. Staff plan individual programs for every child, using information collected from jottings, art work, observations on play, conversations with children also information shared by families.
The following Learning Outcomes are skills, knowledge or dispositions that educators can actively promote in early childhood settings in collaboration with children and families.
Outcome 1 – Children have a strong sense of identity
Children feel safe, secure and supported
Children develop their emerging autonomy, interdependence, resilience and sense of agency.
Children develop knowledgeable and confident self-identities.
Children learn to interact in relation to others with care, empathy and respect.
Outcome 2 – Children are connected and contribute to their world
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.
Children respond to diversity with respect.
Children become aware of fairness.
Children become socially responsible and show respect for the environment.
Outcome 3 – Children have a strong sense of wellbeing
Children become strong in their social and emotional wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Outcome 4 – Children are confident and involved learners
Children develop dispositions for learning such as curiosity, co-operation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesizing, researching and investigating.
Children transfer and adapt what they have learned from one context to another.
Children resource their own learning through connecting with people, place, technologies and natural processed materials.
Outcome 5 – Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes.
Children engage with a range of texts and gain meaning from these texts.
Children express ideas and make meaning using a range of media.
Children begin to understand how symbols and pattern systems work.
Children use information and communication technologies to access information, investigate ideas and represent their thinking.
Our programme is based on the recognition that all children should succeed in play. Central to this programme is the regular monitoring of children’s progress through observations of all children. This ensures that educators are able to match their experiences to the needs of each child.