The Remus Way Children's Centre program is under pinned by the principles, practices and outcomes of the National Early Years Learning Framework (EYLF), as well as the ECA Code of Ethics and the National Quality Standard. The program document is available for families to view and is displayed throughout the centre. Families can also access further information via the ‘My Child’ website at www.mychild.gov.au.
The EYLF supports and enhances the learning and development of children from birth to 5 years of age as well as their transition to school. As this document is used throughout Australia, it will ensure consistency in the delivery of learning programs for all children.
The five learning outcomes that we work towards achieving in our programs are:
1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of well being
4. Children are confident and involved learners
5. children are effective communicators
In consultation with families and staff, we have developed and identified how we at Remus Way aim to achieve these outcomes within our pedagogy. These are displayed throughout the centre and form part of our program. As such it is a working document which is regularly reviewed.
One of the key elements of the framework is its strong emphasis on play based learning, such that at Remus Way we provide play based programs that foster children’s interests, strengths and individual needs. We believe that the learning environment should include inviting play spaces where children can make choices and use a variety of materials and resources to foster their ongoing learning and development.
We will ensure that our program’s routines are consistent yet flexible enough to meet the individual needs of children. We will also ensure a balance between indoor and outdoor play. Our programs are based on an emergent curriculum, the aim of which is to respond to the changing interests of children.
Emergent Curriculum Folders
The aim of this folder is to document our learning program. Each room has identified the key learning areas that are essential for development in that age group. These learning areas include literacy, numeracy, role play, creativity, self help skills etc.
An explanation of the aims of the learning areas are outlined in each of the folders which are located in all three rooms and they are always available for viewing. Families will be able to see how and why the content of each of these learning areas are modified or changed, through the use of photos, statements, reflections or group learning stories. Modifications or changes can occur as educators respond to children’s interests or as part of the educator’s intentional teaching.
Remus Way Children’s centre has chosen to use portfolios to document children’s learning. Portfolios capture children’s learning and discovery through the use of photos and learning stories. They may also include samples of art work, children’s involvement in special events and incursions, a photo series of children at play and special moments.
Portfolios are available to be accessed by children and families. Children gain much enjoyment in revisiting past experiences and reflecting on their growth and development, sometimes choosing to share them with educators and other children.
Families are invited to comment on or add snap shots of special moments to their child’s portfolio. A borrowing system is in place should families wish to have their portfolio overnight. Please see your child’s educators for more information.
When children finish their time at Remus Way, this portfolio will be our gift to them.
The reflective journal aims to capture families moments of incidental learning that occur within the group and the insights of educators. They can also be used by educators as a tool for forward planning. Reflections include a combination of photos and text that contribute to a fuller understanding of how every day events play a part in the learning process. These can be found in the children’s rooms near the sign in/out sheets.
Most importantly, families are invited to discuss their child’s progress and development with educators formally and informally. To arrange a formal meeting, please arrange an appropriate time with your child’s educator.