Introduction:

Programming is based around the nationally recognised document – Belonging, Being and Becoming: The Early Years Learning Framework for Australia (2009).

This document recognises and focuses on child-initiated and PLAY based activities. PLAY is the primary means of learning during the early childhood years.

PLAY has a high degree of self-motivation and spontaneity and offers opportunities for acquiring and practicing social, language, physical and intellectual skills.

Goals – What are we going to do?

By recognising and supporting children’s interests, educators can link play to educational outcomes that are achieved in relevant and naturally occurring situations and activities.

By implementing PLAY based programs we will be encouraging diversity, valuing innovation, creativity and individuality and assisting children to become co-operative learners in small and large groups.

Children will be encouraged to plan and discuss possible projects and work together to research and share their knowledge and skills.

We will help children learn skills for life, not only as preparation for school.

Strategies – How will it be done?

• Educator qualifications, knowledge, experience and dedication along with the overall preschool environment and quality child staff interactions will make it possible to enable the implementation of a quality play based program.
• Each TEAM will develop its own program, based on the group and individuals needs and interests. This is done before, during and after sessions. Children may at times be directly involved in programming or setting up – from suggestions or requests that they have made.
• Educators all have input to the OUTDOOR planning in consultation with the Outdoor Planning Co-ordinator. Provisions and activities will also be drawn from children’s interests and needs. A ‘roster’ has been organised so that one educator from each room, each week, plans an activity based around children’s interests and needs.
• Input into planning is linked to observations of children and groups as well as information we gather from families. All staff are involved in setting up and implementing activities and areas of interest.
• PARENTS have input into planning through assisting with activities and by sharing skills and talents with the children. Parents/carers/ family are made to feel welcome in the room/centre at any time and especially during morning drop off times. Parent’s suggestions will also be used within the scope of planning, often giving staff insight into their children’s interests of the moment.

Evaluation:

• Programs and plans reflect children’s and families interests and needs. It is stimulating and engaging and enhances children’s learning and development.
• Educator’s pedagogical practices are soundly based on current research and reflected in the service statement of philosophy.
• Observations of development and progress are promoted across the five learning outcome areas (EYLF)
• An ongoing cycle of planning, documenting and evaluating children’s learning underpins the educational program and involves educators in critically thinking about what is offered and why.

Daily Routine:

• We embrace the full intent of the Framework (EYLF), and recognise that gone are the days of a service having a set routine of pre-determined intervals. We have a guideline in each room for assistance, especially for relief Educators; however, the children and their needs and interests dictate us. We do not withhold food for a child who is hungry or insist that a child separates from an activity that they are engaged in simply because the routine says so. Likewise, we may spend more time outside in fine weather if the children are engaged in the experiences. While following the order of the day is beneficial to children, timeslots stated in the guideline are to be based on indicators dependent on the children’s interests and needs throughout the day. Our day, like our approach, is open-ended; there are no predetermined outcomes, expectations or limitations (except in regard to safety and supervision).
• In regard to safety, it is imperative that all daily procedures are carried out; room safety checks, outdoor checks, end of day checks, must all be carried out without fail. Safety is never compromised.