Curriculum

Our Curriculum

In the early childhood setting, the term curriculum means ‘all experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’ (DEEWR, 2009).

Jean Piaget saw children as active participants in their own learning. As early childhood educators, our role is one of the support and coach. We should allow children to take the lead and engage them in a wide range of learning experiences. On the other hand, we should also use the teachable moments to extend their learning.

Lev Vygotsky believed that children’s cognitive understanding are enriched and deepened when they are “scaffolded” by parent, teachers and peers. In order to provide opportunities for scaffolding, we engage in the conservation with children, by using open-ended questioning, providing feedback, challenging their thinking and guiding their learning (EYLF, p15). Also we group children with careful consideration, trying to provide opportunities for peer support.

Assessment is a key component of the curriculum planning process. It involves gathering information about children, reflecting on what this information means and then using it to plan for future learning. This learning journey is documented and accessible to all families on StoryPark app.

At The Chase the early years program provides:

A supportive and enriching environment that develops each child's emotional wellbeing, social skills and independence. Opportunities for pretend play, musical experiences, maths, language and literacy and physical development.

We want children and their families feel at home @The Chase. It is vital that families contribute to the sense of community. The Educator is the significant other in the life of your family and out-of-home experience of your child.

Families and educator need to communicate openly and regularly to ensure:

Your child's emotional and care needs are met. Plans can be made for your child's growth, development and education. Children, as curious and active explorers, are well supported while their need for investigative and experimental learning is emerging.

Two to three-years old children are energetic explorers and experimenters, curious about the world around them and eager to find out how things work. Their need for investigative, experimental learning is pronounced.

They also have an increasing ability to express ideas through their different 'languages'. By this we mean symbolic communication such as drawing, clay work, painting, puppetry, socio-dramatic or pretend play, singing and block construction, and verbal ability aided by their use of gesture and body movement. We carefully observe these 'languages' to interpret each child's understanding and to assist in planning a rich and challenging curriculum.

Our program assists children to: Grow in their autonomy and understanding of themselves. Develop empathy for others in an atmosphere of trust and respect. Manage emotions that arise from their difficulties in communicating and solving problems.

We also focus on: Planning a range of experiences to support children's cognitive, creative, social, emotional, language, physical development and individual learning styles. Learning through play and exploration. Providing opportunities for small group play, one to one engagements with educator, and time for each child to play and explore independently and collaboratively with their peers. Developing constructive relationships.

We encourage families to be an active part of their child's day, sharing ideas and aspects of home culture that can help to enrich our program.

Three to five year old children are rapidly developing a more complex understanding of concepts and are highly motivated to explore and set challenges for themselves, their friends and the teaching team.

We encourage children to: Act as initiators, investigators, explorers, problem solvers and creators. Ask questions, listen to the ideas of others and to develop their own hypotheses on a range of ideas and concepts. Develop a spirit of cooperation and a caring and responsible attitude towards everyone @The Chase.

Our program focuses on: Fostering self-esteem, emotional wellbeing, communication and respect for others; and Developing relationships, self-expression, collaboration and self-help skills. We believe these characteristics and behaviours are essential for children in their transition to school and lifelong learning.

Our curriculum focuses on: Daily integration of science, mathematics, language and literacy development, communication,dance,music and problem solving. The individual child in the context and experiences of the group, and within family and community, providing them with challenges or reinforcing their existing knowledge.

We also: Support and guide children in decision-making about indoor and outdoor experiences they wish to explore. Guide children to represent their ideas through various symbolic means such as drawing, painting, clay work, physical movement, storytelling, writing, socio-dramatic play and discussions. Provide children with uninterrupted time on their own, or to engage with friends throughout the day.

The Chase's outdoor program strengthens children's understanding of the natural world and their role in caring for it. It also helps children build physical skills and stamina, enhances their learning and social skills, and teaches them wise ways to manage risks.