47 Oxford Tce
(08) 8271 6623At Unley Kindergarten we provide an early childhood education program that is of high-quality and is evidence based. We have established a calm, homely environment where we cater for and reflect the individual needs and interests of our children. Our play-based curriculum values the strong voice of the child to guide their learning with educators encouraging and providing productive challenge. We facilitate collaborative learning using an inquiry approach and in doing so promote the development of dispositions and skills for lifelong learning. Our curriculum and resources reflect our values of accessibility, flexibility, authenticity and connection with the natural environment.
At Unley Kindergarten each child is valued holistically and supported to develop their physical, emotional and social wellbeing. We strive to create a sense of belonging through respectful and nurturing relationships and recognise the role family, community and culture play in each child’s life. We embrace the diversity that this brings to our kindergarten and strive to form meaningful partnerships with our families and the local community. A service of the Department for Education (DfE).
At Unley Kindergarten each child is valued holistically and supported to develop their physical, emotional and social wellbeing. We strive to create a sense of belonging through respectful and nurturing relationships and recognise the role family, community and culture play in each child’s life. We embrace the diversity that this brings to our kindergarten and strive to form meaningful partnerships with our families and the local community. A service of the Department for Education (DfE).
We are committed to providing a high quality, flexible educational program that is inclusive, equitable and accessible for all children. The Early Years Framework for Australia, "Belonging, Being & Becoming" is our guiding curriculum. We are inspired by Claire Warden's philosophy which we implement, interwoven with other good early childhood education practices.
- We recognise that every child is unique and see each child as strong, capable, competent, creative, powerful and curious.
- We encourage children to share their experiences, ideas, theories and curiosities, and explore their ideas with other children.
- We value the children's "voice". The children know that they are valued as we listen to their individual needs, their interests, and their prior knowledge and let their voices guide our learning
- We foster the whole child, their social, emotional, physical and spiritual wellbeing and provide opportunities to maximise their potential while they are at Kindergarten.
We believe that children learn best through play and having fun where they feel safe, secure to express themselves, take risks, challenge themselves, problem solve, explore and build resilience and persistence and optimism and independence.
- We strive to find ways for children to connect to their natural environment and learn about sustainable practices
- We have created a "homely" environment which fosters smoother transitions for children between home, Childcare and Kindergarten
- We value relationships with children, families, staff and the wider community and the world beyond
- We recognise parents as their child's first educator and promote a nurturing, welcoming learning environment of trust and confidence wherefamilies feel comfortable to leave their children in our care
- We value children's, parent, staff and community "voice" and strive to make connections and develop relationships and partnerships
- We value staff diversity and recognise that our staff members are dedicated and professional early childhood educators
- We work together to embed a culture of equity, collaboration, openness, honesty, innovation and cohesion with a shared workload towards common goals and vision
- We foster a culture of learning, respect and growth for parents of young children and ourselves, and for ongoing and lifelong learning
We believe that PLAY in an active environment is an essential part of learning for young children and is a central component of our curriculum. The program allows for the children to have uninterrupted periods of play as well as planned learning groups- literacy, science, music, numeracy. Our program provides opportunities for the children to:
- make worthwhile choices about their activities
- explore, experiment and make discoveries
- follow instructions
- follow set routines
- work individually and in groups or on projects.
In planning the activities for the children Educators use the Australian National Early Years learning framework. There are five 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
The framework supports a model of curriculum decision making as an ongoing cycle.
STAFF
The staff are employed by DfE. There is a full time Director and Teacher. If the need arises, extra support teachers and bilingual workers may be employed to work with children with special needs. Studentsfrom universities, TAFE colleges and secondary school and volunteers also work in the kindergarten from time to time.