Our Educational Programs and Curriculum

At Maitland Kids Preschool and Early learning Centre we recognise  that “children’s learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways” Early Years Learning Framework, p.19.

We are committed to providing an educational program which allows for children to grow and develop at their own pace, with the support of our wonderful educators who apply a range of teaching methods within our curriculum to ensure all children’s interests, strengths and abilities are valued and considered in our planning. This ensures authentic learning opportunities that acknowledge the diversity and uniqueness of each child.

At our centre your child will benefit from holistic learning in all areas of their development. These areas include physical, emotional, social, creative, intellectual and communication. We are proud to follow the Early Years Learning Framework (EYLF), the national framework for early learning and a key component of the Australian Government’s National Quality Framework for early childhood education and care.

Our play-based and interest led programs promote the “belonging, being and becoming” of the individual child, which is also outlined in the EYLF. Please click HERE to read an informative article on play-based learning from the Early Childhood Australia website.

We believe that relationships and well-being are fundamental at every stage. Your child’s preschool journey starts with us from their very first day at our service, no matter their age or stage of development, and lasts all the way though till they graduate to “Big School”.

Our School Readiness/Transition to School Program is designed to best prepare your child for a successful passage into the primary school system.

In our School Readiness Program we foster your child’s:

  • Literacy and numeracy development eg. name recognition and writing of name, alphabet/sound recognition, following a sequence of instructions, number recognition, counting, concept development (up, down, over, under, tall, big)
  • Gross, fine motor skills and organisational self-help skills eg. being able to care for themselves by dressing, toileting, lunchbox skills and caring for belongings
  • Emotional skills eg. relationships, resiliency, problem solving and working in groups, independence
  • Communication and language skills eg. being able to communicate needs and wants, manners, following instructions, developmentally appropriate speech

Families/caregivers have access to our secure online programming platform and phone app Storypark, offering you around the clock access to view your child’s information, photos, learning stories and more!

Early Years Learning Framework (EYLF) Outcomes

1.1 Children feel safe, secure, and supported.

1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.

1.3 Children develop knowledgeable and confident self identities.

1.4 Children learn to interact in relation to others with care, empathy and respect.

2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

2.2 Children respond to diversity with respect.

2.3 Children become aware of fairness.

2.4 Children become socially responsible and show respect for the environment.

3.1 Children become strong in their social and emotional wellbeing.

3.2 Children take increasing responsibility for their own health and physical wellbeing.

4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.

4.3 Children transfer and adapt what they have learned from one context to another.

4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials.

5.1 Children interact verbally and non-verbally with others for a range of purposes.

5.2 Children engage with a range of texts and gain meaning from these texts.

5.3 Children express ideas and make meaning using a range of media.

5.4 Children begin to understand how symbols and pattern systems work.

5.5 Children use information and communication technologies to access information, investigate ideas and represent their thinking.

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