We follow the Early Years Learning Framework as per our Education, Curriculum and Learning Policy.
Our Educational Leader is Sarah Alexiou.
Our Centre has qualified and experienced Early childhood educators who provide a balanced educational program for the children.
We provide a comprehensive Preschool program which focuses on encouraging children to gain skills in pre-literacy, pre-numeracy, concentration, language, socialisation and independence.
If your child’s Educator feels there is an area of concern, they will inform you and advise where help may be sought, e.g. speech therapist. Educators are willing to discuss any aspect of development with parents.
Philosophy:
At Stephen’s Children’s Centre, we believe that all children have the right to experience quality childcare and that each child is treated as an individual with unique abilities. The staff are committed to providing a warm, caring, secure and stimulating environment in which each child can be a constructor of their own learning, supported by high staff ratios.
An individual and group documented curriculum based on Belonging, Being and Becoming: the Early Years Learning Framework of Australia (2009), guides educators in providing high quality care and learning according to each child’s individual needs. We believe children learn through play, interests and meaningful interaction with others. Gaining independence and maintaing a positive self-esteem will support the children to become confident and involved within their environment.
Our Centre prides itself on a nature-rich environment which provides ongoing learning opportuities in educating children to develop respect and care for the environment and living things. Play is at the forefront of our approach, as we learn through activities that are spontaneous, directed and in directed.
We believe that each child’s family knows their child best, and educators will work in partnership with families to ensure the best outcomes for children, while providing continuity of care between home and the Centre. All parents and families attending the Centre are respected for their cultural background, gender and beliefs. We are also dedicated to integrating children with special needs as individuals and providing a welcoming environment to these families.
We enourage parents and families to participate in the Centre’s program acording to their own needs, interests and opportunites by valuing and respecting the different levels of each family’s involvement. Parents are encouraged to join the Management Committee to become directly invoolved int he decision-making process of the Centre.
Staff recognise the importance of supporting each other in a team environment to fulful a variety of tasks. Open communication away from the children is encouraged through staff and room meetings, planning time, informal discussions and reflection on current practices. Commitment to professional development is shared by staff as we continue on our lifelong learning journey.
St Stephen’s Children’s Centre is a safe and welcoming commuity for all it stakeholders. Connections with the local community enhance learning oppunities and provide a sense of belonging and an awareness of broader social networks.
St Stephens Anglican Church is recognized and valued for its involvment in the management of the Centre. Co-operation between the Centre and the church is actively encouraged.
Early Years Learning Framework Learning (EYLF) Learning Outcomes:
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 with 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 of 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, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, 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 and 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