School Term Time Only
Kindergarten Program Hours: 8:00am-3:00pm (Monday to Friday School Term)
Kindergarten Blue: 4 years of age by 30 June 2019: Mon/Tues/Wednesday
Kindergarten Red: 4 years of age by 30 June 2019: Mon/Tues/Wednesday or Mon-Friday options
*The Kindergarten Blue and Kindergarten Red programs are specifically designed for students who are eligible to enter the Foundation/Preparatory Year in 2019.
Kindergarten Gold: 3 years of age by 31st January 2019: Thurs/Friday
*The Kindergarten Gold program is specifically designed for students who are eligible to enter the Preparatory/Foundation Year in 2021. The children need to have turned 3 by the 27 January 2019.
Our Philosophy statement includes the service’s values, beliefs and understandings about children and the ways they learn, families and the role of Educators. It guides all aspects of the Kindergarten practices and programs. Staff members, parents, children and community members contribute to the writing and regular review of our philosophy statement.
We believe that each child has the right to be an active member of the community in which they live, to express their opinions and have their views considered in any decision that may affect them. We believe that the best interests of the children and their right to play as well as learn and develop in a safe and nurturing environment is the primary consideration in all decision making at the Kindergarten and is visible in the actions, interactions and daily work with the children. We believe that children are unique individuals and active learners from birth and through rich, engaging environments and meaningful interactions, we can build a foundation for successful lifelong learning. We believe that as children are supported to become environmentally responsible and show respect for their environment, they will value and implement sustainable practices.
We acknowledge that parents and families are the child’s primary nurturers and that respectful, collaborative relationships strengthen the capacity and efforts of families and the staff to support their children and promote each child’s health and wellbeing. We believe that the intrinsic worth of all children and their families, their strengths and their right to equitable access and participation in the community is clearly visible in all aspects of the Kindergarten.
We believe that the staff’s primary role is to guide, facilitate and encourage children’s learning. Educators document and record the child’s developmental journey throughout the year through written observations, photographs and work samples. We acknowledge that as Educators participating in intentional teaching, researching and learning together with the children and their families that those very high quality outcomes for the children and Kindergarten can be achieved. We support that the staff utilise positive behaviour guidance strategies to assist the children in developing the skills to regulate their own emotions.
The Early Years Learning Framework and the Queensland Kindergarten Learning Guidelines informs the development of our Kindergarten programs for 3 to 5 year olds.
The Kindergarten recognises the value and richness of play as a stimulus for children’s learning and their ongoing engagement in meaningful experiences. As children play they approach new and revisited experiences with interest, ownership, empowerment and possibility. Educators create ‘Play Plans’ on a daily basis with the children to document and encourage their personal and group interests.
The Early Years Learning Framework – Belonging, Being and Becoming
The framework is the basis of our program. It is a living and learning framework that invites children and adults to take part in a journey – a journey that requires commitment to potentials, possibilities, aspirations and inspirations. Fundamental to the framework is a view of children’s lives as characterised by ‘Belonging, Being and Becoming’.
The Queensland Kindergarten Learning Guidelines
The Queensland Kindergarten Learning principles outlined below promote continuity in children’s learning by integrating the principles and practices identified in the Kindergarten Framework and build on these to guide our Lower Primary curriculum in the Foundation to Year 2 years.
Identity: A Kindergarten child who has a strong sense of identity.
Connectedness: A Kindergarten child who is connected with and contributes to their world.
Wellbeing: A Kindergarten child who has a strong sense of wellbeing.
Active learning: A Kindergarten child who has a confident and involved learner.
Communicating: A Kindergarten child who is an effective communicator.
Delayed Exit and Entry
It is recognised that some children may benefit from starting a kindergarten program later (delayed entry) or by completing a second year of a kindergarten program (delayed exit). Is your child ready? If you have concerns about whether your child is ready to start a kindergarten program or is ready for Prep (our Foundation class), you should discuss those concerns with the Dean of Early Years.