Our approach to learning was carefully crafted and is continually improved — because we want the best for your child.
With years of experience and expert knowledge, we’ve developed a healthy, robust early learning program.
Our learning program is built on our beliefs that:
- All children bring their perspectives, expectations, knowledge and skills to their learning experience
- Activities should be child focused and initiated, inspired by their natural curiosity and imagination
- The development and growth of each child should be nourished and nurtured
- Programs are based on observing children on a regular basis, evaluating their needs and interests and planning future activities from these observations
The Early Years Learning Framework (EYLF)
Our unique curriculum is supported by the Early Years Learning Framework (EYLF).
The EYLF framework has a strong emphasis on play-based learning and was designed to enhance children’s learning from birth to 5 years of age.
EYLF helps guide children towards achieving the following learning outcomes:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicators
With this approach, we firmly believe in the opportunity to ‘play’ whilst learning provides the best basis for children to learn, be active and grow in a fun yet educational environment.
We offer an extensive range of resources to support the continued growth and holistic development of each child.
Daily activities are intended to extend, challenge and stimulate curiosity.
Our curriculum is designed to enhance each child’s emotional and developmental competence in the following ways:
|Emotional||Self-awareness Self-control Self-discipline|
|Social||Cooperation Sharing Turn-taking Problem solving|
|Moral and spiritual||Empathy Social justice|
|Physical (fine motor)||Small muscle development (e.g. cutting, drawing)|
|Physical (gross motor)||Large muscle development (e.g. running, jumping)|
|Cognitive||Thinking Listening Resolving conflict|
Balance of indoor and outdoor time
To enhance the learning experience, we ensure each child has indoor and outdoor play based experiences.
Educators plan a diverse range of opportunities for both structured and spontaneous play — focused on the physical, emotional, social, sensory and cognitive developmental areas of each child.
We also foster connections to the natural world by nurturing children’s understanding and respect for the natural environment.
Our programming emphasises the interdependence between people, plants, animals and the land, which is supported by our enchanting and interactive centre surroundings.
Petit ELJ Centre Rhythm and Rituals
Please note that the following centre rhythm and rituals are a guide only and that each studio will differ depending on the needs of each child. In the infant studios, each child’s daily rhythm varies, so there are no set meal and sleep/rest times in place.
|Early morning – open||
Children are combined for morning experiences. Studies have proven that older and younger children benefit from participating in mixed-age group play.
“Results of experiments in which children worked in same-age or mixed-age groups of three have shown that in the latter, older children spontaneously facilitated other children’s behaviour. In a single-age triad, however, the same children became domineering”
(Katz, L. G. (1995). The Benefits of Mixed-Age Grouping. ERIC Digest.)
|Morning indoor / outdoor play||
Children engage in a wide variety of learning opportunities in both indoor and outdoor play. Our Educators are very intentional in what they make available and in their engagements with the children to ensure optimised learning possibilities.
“The outdoors has something more to offer than just physical benefits. Cognitive and social/emotional development are impacted, too. Outside, children are more likely to invent games. As they do, they’re able to express themselves and learn about the world in their own way.
(Rae Pica. (2003). Experiences in movement: Birth to age eight. Cengage Learning.)
|Progressive morning tea||
Our Educators assist children with handwashing and offer morning tea. They also encourage healthy eating and make each mealtime a learning opportunity.
Children transition to their studios and engage in experiences, both planned and spontaneous. Dependent on the weather, we provide children with an opportunity to participate in both indoor and outdoor learning experiences.
We encourage and guide children to wash their hands and invite them to have their lunch. Lunchtimes are relaxed and enjoyable where children engage in social interactions with their peers and educators.
The rest and relaxation period commences. During this time, children are provided with the opportunity to rest or sleep, dependant on the needs of each child. We play relaxation music to calm the children, and provide soothing experiences such as yoga and mindfulness exercises. Our centres follow strict sleep/rest time policy and procedures to ensure the safety of the children in our care. After the children have rested our Educators engage them in quiet, small group learning opportunities.
|Progressive afternoon tea||
Children are assisted with handwashing and offered afternoon tea. Once afternoon tea finishes, the children are provided with the opportunity to engage in outdoor play.
Children are encouraged to engage in outdoor learning experiences. A variety of learning opportunities are available for the children. We provide safe and well planned outdoor environments so that children have the opportunity to seek new challenges and master
|Evening – close||
During this time, the remaining children transition inside where they can explore and engage in learning experiences with combined age groupings. Our Educators are available to pass on any messages from your child’s day.
“When we allow children to make choices and decisions and we are active participants in their play, we are implementing the practices outlined in the EYLF”.
(DEEWR, 2009, pp. 4–5.)
A flexible, child-led environment
Children learn through their own experiences using trial and error, repetition, imitation and identification.
Building on these experiences, our educators use interactive strategies to support children’s growth and learning.
We observe each child and provide flexibility based on:
|Alternating phases during development that call for adapting the learning environment||Respect and understanding for many paths of learning||Discussion and input from parents|
|Our Studios with developmentally appropriate routines||A simple, flexible daily routine for our infant and toddler age groups||A flexible yet predictable daily routine for Pre-Kindy|
|Continual planning, documenting and evaluating children’s learning||Supporting each child’s emotional, social and cognitive development||Open and understanding educators|
Our daily routines and programs are displayed in each Studio for your viewing.
We invite parents and guardians to discuss the activities, experiences and subsequent developmental outcomes.
We also welcome feedback and communication from parents and families.
You are welcome to visit our facilities at any time to observe or share in the experiences with your child.
Sharing your child’s journey
Documenting your child’s learning journey is an essential part of our curriculum.
Our educators and Storypark app make children’s developmental progress visible while also providing a communication platform for families.
Through that platform, families can share in the elements of their children’s day and education that would be otherwise missed.
Educators also use the portfolios as a learning tool for the children to reflect back on their own work and to remind them of their thoughts and thinking process.
The children’s portfolios are compiled by the studio’s educators using a collection of work samples, observation records, group project annotations, photos and videos.
Children thrive when families and educators work together to support young children’s learning.
Role of educators
We recognise that as parents you are the first and most important role model in your child’s life.
Our educators are here to provide your child with security, warmth and to facilitate their overall wellbeing.
We recognise and value the partnership required between parents and educators in providing continuity of care and supporting the development for each child between home and the Centre.
Educators appreciate parents who feel comfortable in sharing special moments as well as raising any areas of concern regarding their child. If ever necessary, we may request an appointment with a parent to discuss any issues pertaining to their child. Similarly you are invited to request an interview with educators for the same purpose at any time.
Our Educators either possess or are progressing towards completing a University Degree, Diploma or Certificate in Early Childhood as per legislative requirements.
In addition, we ensure:
- All educators are checked regarding their qualifications and suitability to work with young children
- All educators undertake professional development training every year.
We strive for a high level of professionalism and a commitment to providing genuine support and personal empowerment, individually and as a team.
Students and volunteers
On occasion external students are present at the centre and may assist educators in the Studios.
Students are primarily there to gain practical experience toward their study course.
While some student placements require them to take responsibility for some planning and activities, they will not be solely responsible for programming or supervising the children.
All students and volunteers act under the direction and supervision of the Lead Educator or Centre Director.