At Gumnut we provide a varied and balanced program which reflects the needs and interests of the children attending. Our programming is guided by the Early Years Learning Framework (EYLF). Please refer to copy of our Centre Philosophy on this site.
We believe in a Play Based Program, which reflects the children’s interests as well as providing them with new and challenging experiences and opportunities. We will give equal importance to both the indoor and outdoor learning environments.
Children learn best when they are engaged, intrigued and inspired by their environment. We give equal importance to both the indoor and outdoor learning environments. Each day an indoor and outdoor program is provided, which gives the children a mix of active and passive activities as well as catering for individual small group and large group experiences. Children are encouraged to contribute to the program and activities.
We believe that children are active, investigative and capable learners, and therefore value Play Based Learning, where they learn by doing. Our aim is to provide children with experiences and opportunities that encourage them to acquire skills, knowledge and attitudes which help form the foundation for their future learning, and assist with a smooth transition to school.
The program is developed by your child’s Early Childhood trained teacher in consultation with the other staff working in the room. This program is developed from observations made by the staff which relate to the child’s interests and abilities as well as taking into account the provision of new and exciting experiences. These areas are addressed in everyday equipment and activities such as books, puzzles, block accessories, general equipment, posters, music, instruments and songs, dress up clothes, home corner equipment, games and discussion with the children.
Early Years Learning Framework (EYLF):
The EYLF consists of Principles, Practices and Learning Outcomes… Belong, Being and Becoming.
Put simply, if every child has a genuine sense of belonging, if they can have the time of actually being in the moment, and they are supported in who they are becoming, then they are participating to their full potential.
The idea of belonging is central – by supporting children to belong, we provide them with the opportunity to be a part of the community and to work towards achieving the learning outcomes. A sense of belonging underpins everything else that we do.
Being is about the children having the chance to be themselves. It allows them time to grow at their own pace. Sometimes the best preparation for being 5 is to actually be 5 (for a whole year).
Time for being allows children to:
– experience the joy and wonder of childhood
– learn about themselves and who they are
– develop deep and satisfying relationships
– become involved with new ideas and interests
Becoming is about who children are growing up to be – and how early childhood educators support them to realise their full potential and help them grow into active members of the community.
The outcomes guide educators to identify the children’s strengths and give focus to our planning for their learning to help them work towards and reach the outcome.
1 Children have a strong sense of identity
2 Children are connected with and contribute to their world
3 Children have a strong sense of wellbeing
4 Children are confident and involved learners
5 Children are effective communicators
Daily Activities / Learning Areas:
Activities that you can expect your child to participate in will include but are not limited to:
– Art/Craft – painting, collage, clay, printing, drawing (using a variety of medium)
– Board Games – turn taking, concept development
– Manipulative Equipment – threading, cutting, drawing, play dough, clay, sewing, small construction.
– Construction – blocks, Duplo, magnetico,
– Books and Puzzles
– Dramatic Play (dress ups, home corners, camping, hospital, florist, milkbar etc.)
– Outdoor Play – natural playspaces and materials, bikes, obstacle courses, climbing, balancing, cubby house, sandpit, fairy garden, digging patch, ball games, open grassed area, cooking.
– Imaginative play.
– Large Group Experiences – stories, language, rhymes, cooking, science.
– Music – singing, movement, dances, percussion.
– Cooking – measuring, mixing, kneading, cutting.
– Interest areas – cultural, Aboriginal, nature, science, light box etc.
These times are also flexible and may change due to weather, interests of children, excursions etc.
# During summer (terms 1 & 4) the Indoor and Outdoor times are reversed (weather permitting).
This is a general ‘winter’ guide so please refer to the program displayed in your child’s classroom.
8.55 am to 10.20 am – Indoor Activities #
10.20 am to 10.50 am – Group/Language Time
10.50 am to 11.20 am – Morning Tea
11.20 am to 12.40 pm – Outdoor Activities #
12.40 pm to 12.50 pm – Outdoor Pack Away
12.50 pm to 1.00 pm – Singing – all children together
1.00 pm to 1.45 pm – Lunch
1.45 pm to 2.20 pm – Quiet time/Afternoon Activities
2.20 pm to 2.30 pm – Pack Away /Drinks/bags
2.30 pm to 2.55 pm – Music/Game
2.55 pm – Home