The centre philosophy and educational philosophy form the basis of the way the centre operates and both influence all that occurs during each day. The staff at the centre are responsible for ensuring that these philosophies are included as an active part of the programme. There are many different aspects which contribute to the general and more specific programming in the centre, these are:
One of the main priorities for the staff is to ensure that plans allow for the children's different interests and skill level within all developmental areas. These include; physical, language, creative/aesthetic, social and emotional, their sense of self and cognitive development.
The levels of skill which the children are at within these areas depends very much upon the age of the children, their individual stage of development and most importantly their motivation or interest to explore certain concepts.
Because we believe that all children are individuals striving to discover the connections between their experiences and their environment and that their sense of self-worth/self-esteem are important, the programme offers children an environment rich in opportunity for self discovery based upon their immediate interest areas.
The basis of our programming system incorporates staff interacting with individual children and small groups of children in areas of interest to these children. This work is supported by planning specific experiences as well as a consistent general environment for children to interact within. Occasionally a whole group may gather to discuss or exchange information, plans, however everyday learning experiences do not occur in this manner.
We utilise team planning as we recognise that the staff have a wide range of skills which we want all the children to benefit from. We recognise the need for knowledge of child development and appropriate activities which stimulate specific development.
Team leaders are responsible for the overall review and planning for each team and group of children, individual children may be focused on by way of rotation in order to develop a clearer picture of each child.
Each child will have a developmental portfolio which as a work in progress documents the childs interests and progress while at the centre.
All children have special needs some require more support than others, the centre endeavours to provide for these children and where possible to find additional supports as necessary.
If staff evaluate a child's development and feel that encouraging them to broaden their play is appropriate, then we may actively encourage, but not force, involvement in particular activities.
Routines form an important part of the program, providing opportunity for small group participation or one to one opportunities. Children are given verbal warning prior to the need to move from one activity to another, though flexibility of the program can allow children to complete tasks of interest to them.
Each child's day will include an opportunity for quiet times and more energetic times, for group and individual play, for teacher directed and for self-initiated activities. We recognise the need to provide opportunities for repetition, observation and exploration by the children.
Children need the opportunity to control part of their environment and choose to be active or quiet. Hence, we do not require children to take part in any particular activity.
There are many different theories about how children learn and what we as adults and teachers should be doing to best enhance this learning and development. At Kids Campus we believe that children learn when their physical needs are meet and they feel psychologically safe and secure. All children's needs are different and we need a flexible program to allow us to cater for individuals.
We do have a weekly program and daily routines which we follow but we also recognise that flexibility is a very important part of our day. If children are not interested in what has been set up or if they ask to have something else to play with, then we respect their opinion and choices. We want to empower the children to be able to make decisions for themselves as we believe this is an important part of their future development.
At Kids Campus we welcome parents/family involvement. We realise that all families have different commitments and that the extent of involvement varies; but all involvement is much appreciated and valued. Effective parent involvement enables us to work productively together to enhance the quality of care provided for the children.
Parent involvement promotes positive staff/parent relationships as well as exercising parent rights to become involved in making meaningful decisions affecting the quality of child care available to the children. From the child's perspective it promotes a smoother transition between home and the centre as well as providing increased opportunities for parents to have a say in their child's life outside of the home environment.
Parent can become involved in the program of the centre by indicating their interest at either a committee or personal level, every day is open day and families are welcome to come when it suits them to visit or show grandparents/ friends what a day is like at Kids Campus.
Children come from a multitude of backgrounds and different family circumstances. We want to take all this into consideration when we plan for the children's day and the environment. We believe it is very important to include children's and their family's cultural backgrounds in our program. We like to reflect the different cultures and beliefs in the play areas we set up for the children and the concepts we teach them. Families are invited to bring along items from their home environment to share with all our children. While all children regardless of gender are encouraged to have a go.
It is very important that we all, child staff and parent communicate in an effective and successful manner.
The staff are taught about conflict resolution and effective communication which we then try to apply to all aspects of our day, with other staff, parents and the children. Communication is something which the children are constantly learning about, and they experience it in all the different facets of their lives. In our program we are aiming to refine these skills and to make them effective and workable for the children themselves. Communication is a very important aspect of their personal and social development. Our ultimate goal is for the children to gradually build up an understanding and usage of effective communication strategies in their every day lives. We do this by providing social play situations, by encouraging them to express their feelings, both positive and negative and by modelling effective communication, staff specifically help children to use "I" statements.
Each team is responsible for the documentation of their program, the centre is experimenting with different strategies to collect and make available to families some of the wonderfully exciting experiences and discoveries the children are making. Developmental Portfolios provide a record to review child growth, it is important to note that these records are a work in progress and should not drive the program rather they reflect what has occurred.
Generally each room has a wall where families can read about the program. We encourage parents to walk into and around the rooms to see the evidence of learning that is taking place at Kids Campus. Families are also invited to meet with a staff member to review their child's development. An annual meeting time is established for all families with the opportunity for one off meetings as either party may request.
Each team is responsible for the regular evaluation of their program which is documented in room books. Weekly and monthly staff meetings allow for further program review.
This policy is reviewed annually in light of new research /practices available to early childhood professionals.