Programming

The broad aim of Atchison Centre’s is to provide a warm, nurturing environment that encourages the development of the ‘whole child’ through the learning process.

“The materials and activities we provide, and how we provide them, can help children make connections with their homes, other people, and ideas they want to explore”.

The Educators will provide and create challenges that acknowledge the children’s abilities, strengths and interests through small and large group experiences. The children have the chance to initiate and participate in their own play experiences and spontaneous learning.

The Educators will record children’s experiences and spontaneous learning throughout the day. The Educators will provide opportunities for the children to support their interests and exploration.

The program throughout the Centre’s is based on the “Early Years Learning Framework” (EYLF) for Australia – BELONGING, BEING BECOMING.

The aim of the EYLF is to extend and enrich children’s learning from birth to five years and through the transition to school.

THE LEARNING OUTCOMES FOR CHILDREN BIRTH TO FIVE YEARS IS AS FOLLOWS:-

Outcome 1: Children have a strong sense of identity

Children feel safe, secure, and supported

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

Children develop knowledgeable and confident self identities

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

Outcome 2: Children are connected with and contribute to their world

Children develop a sense of belonging to groups and communities and

an understanding of the reciprocal rights and responsibilities necessary

for active community participation

Children respond to diversity with respect

Children become aware of fairness

Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

Children become strong in their social and emotional wellbeing

Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination

and reflexivity

Children develop a range of skills and processes such as problem solving,

inquiry, experimentation, hypothesising, researching and investigating

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

Children resource their own learning through connecting with people, place,

technologies and natural and processed materials

Outcome 5: Children are effective communicators

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

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

Children express ideas and make meaning using a range of media

Children begin to understand how symbols and pattern systems work

Children use information and communication technologies to access information,

investigate ideas and represent their thinking

Journals
Each child has their own Journal which is kept in their room . The Journals contain artworks, photographs and observations about the child. Families are encouraged to be involved and add information to the Journals . These Journals are kept in a safe and secure place and are available for parent perusal at any time.

Weekly Program and Program Evaluation

Fundamental to the EYLF Framework is a view of children’s  lives as characterized by belonging, being and becoming.   Therefore the daily program devised by the Educators will incorporate spontaneous activities, initiated activities and planned activities for the “Transition to School” program.  The Educators encourage the children to lead their learning by embracing the experience of each individual child Belonging, Being and Becoming .   

BELONGING

Experience belonging – knowing where and with

whom you belong – is integral to human existence.

Children belong first to family, a cultural group, a

neighborhood and a wider community. Belonging

acknowledges children’s interdependence with others

and the basis of relationships in defining identities. In

early childhood, and throughout life, relationships are

crucial to a sense of belonging. Belonging is central to

being and becoming in that it shapes who children are

and who they can become.

BEING

Childhood is a time to be, to seek and make

meaning of the world.

Being recognises the significance of the here and

now in children’s lives. It is about the present and

them knowing themselves, building and maintaining

relationships with others, engaging with life’s joys and

complexities, and meeting challenges in everyday life.

The early childhood years are not solely preparation

for the future but also about the present.

BECOMING

Children’s identities, knowledge, understandings,

capacities, skills and relationships change during

childhood. They are shaped by many different events

and circumstances. Becoming reflects this process of

rapid and significant change that occurs in the early

years as young children learn and grow. It emphasises

learning to participate fully and actively in society.

All children experience learning that is engaging

and builds success for life.

The program and program evaluation is displayed in your child’s room along with the literacy plan and other developmental documents.

Children’s Spontaneous Learning
The Educator in your child’s room documents the children’s spontaneous daily interests and response to their learning. These observations will further provide projects of interest for the room program and the child.

Creation shelves
Each room displays on the creation shelf, the children’s work with their names for their families to admire and observe.

Artwork
The Centre on a monthly basis displays your child’s special piece of artwork around their room focusing on the child’s input and to encourage a sense of pride.

During the year Atchison Centre’s will hold Parent/Teacher meetings which is a great opportunity to discuss your child’s progress and future programming.