"Learning outcomes are most likely to be achieved when educators work in partnership with families and communities”

Childhood is a time to be, to seek and make meaning of the world.

We are proud to have second generation Gumleaf Cottage children attend our service.

Learning Programs

Play-based learning – a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations (Early Years Learning Framework, p.6)

 

Our educators aim to create positive learning environments and guide experiences for each child in collaboration with their family.  Our educators observe children and facilitate their learning to provide each child with an individualised portfolio by documenting their learning throughout the year.  Children and their families are encouraged to participate in the ongoing process to promote engaged learning.


The service is committed to maintaining open, positive lines of communication when collaborating with children, families, educators and external agencies to meet the needs of children.


Our daily programs and interactions with the children are guided by the Early Years Learning Framework.

 

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Early Years Learning Framework

The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school. Through implementing the Early Years Learning Framework our team of educators support the children in their learning journey based on the five Learning Outcomes of the EYLF.

 

  • 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.

Belonging, being and becoming

Belonging

 

Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood 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.

 

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.

 

Important everyday aspects of our program

  • Our energetic daily exercise program incorporating the ‘Munch and Move’ and ‘Get Up and Grow’ programs; pilates; cultural dancing; aerobics; team games and Zumba.
  • Creative expression through painting, drawing, craft, sensory experiences and play dough.
  • Healthy eating which is reflected in our ‘Gumleaf Master Chef’ experiences when the children are able to show their creative cooking skills; and learn about the importance of eating healthy food.
  • School preparation program which refines already learned skills; further develops areas which need extra work; and teaches additional helpful skills which will assist a child during their transition to school.