professional

 

Campus Kindy staff regularly undertakes in-house and external professional development and see this as essential for maintaining a close connection with current research and best-practice.  In recent times the staff has examined the work of Glasser and how his theory of basic needs underpins human behaviour and how it relates to classroom settings.  More recently there is and will continue to be a major emphasis on the Reggio Emilia approach - acknowledged as the world's best form of early education practice it will underpin practice and professional development. Staff are encouraged to attend regular conferences to share and gain new ideas as well as present their own learnings and research.

The Reggio Emilia principles are:

·         a pedagogy of relationships enabled by a pedagogy of listening;

·         the image of the child's potentials and rights;

·         pedagogical documentation;

·         communication and collaboration, both within and between groups of children, parents, and teachers;

·         the importance of a continuing dialogue with the community;

·         the physical environment as 'an educator' in its own right;

·         the Hundred Languages for children;

·         the child and teacher as researcher; and

·         a curriculum that uses projects as a vehicle for children and teachers to construct  knowledge and understanding through small-group collaboration.

the curriculum - the Pre-Prep program

Campus Kindy operates two areas Pre-Kindy and Kindy.   The Kindy room is also known as Pre-Prep.  The Pre-Prep program is aimed at those children who will enter Preparatory classes at school the following year.  "Building Waterfalls"... a living and learning curriculum framework was developed by the Creche and Kindergarten Association in 2006. This framework has been created around four key areas of thought that will guide every interaction, negotiation and collaboration that takes place in the Kindergarten setting. Within each current of thought are four shared understandings:

Connecting:

·         We are connected to family and community

·         We connect with, make meaning of, and build upon what we know.

·         We are connected to natural and built environments.

·         We are of the present, with unique connections to the past and future.

Enlarging:

·         We share a sense of belonging, wellbeing, identity and connection to others.

·         We are valued and treated with dignity, justice, equity and respect.

·         We feel safe, nurtured and cared for.

·         We share reciprocal, respectful and satisfying social interactions and relationships.

Listening:

·         We are open and sensitive to new possibilities and perspectives.

·         We contribute to an equitable, just and democratic learning environment.

·         We express, share and honour values, beliefs and traditions.

·         We are active negotiators in our own learning.

Exploring:

·         We are active participants in building knowledge together.

·         We are competent and capable enquirers, thinkers, researchers, communicators and decisions makers.

·         We are unique individuals, rich in ideas, theories, experiences and knowledge.

·         We represent and share our understanding, knowledge and thinking in many ways.

At Campus Kindergarten we embrace these shared understandings and we will always endeavour to integrate them throughout the program.

The program is derived from observations of the capabilities and interests of each child. This allows the program to be open and flexible as children explore their world, and grow more and more capable and confident in their own abilities. The program endeavors to develop the child's independence, physical growth and ability to focus and concentrate. Additionally, social skills, intellectual skills and emotional developmental needs are essential components considered in the design and presentation of the curriculum.