Through programming educators aim to meet all developmental areas (language, cognitive, social, emotional, creative and physical) of the individual child.
This is achieved by the educators documenting your child’s interests and progress using different observations. From these observations educators’ conference and plan with the children experiences that will enhance, extend and challenge their development both as individuals and as a group.
When planning for their group, educators at Kids on Craig Early Learning Care use the Kids on Craig under 2’s curriculum and the Kids on Craig over 2’s curriculum.
These curricula have been developed through research and are based on the theories of Early Childhood researchers Vygotsky, Dewy, Gardner, the
Emergent Curriculum, Project Approach and the Schools of Reggio Emilia in Italy.
Our program is based on children’s interests. Educators discuss and plan with the children, further experiences that enhance their learning. Information about the experiences your child will be participating in each day is displayed through a program on the internet called QKLeYM. All experiences, planned and spontaneous are related back to our centre philosophy and goals. The centre philosophy and goals are displayed in the foyer and attached to this handbook.
Our goals and centre philosophy are always evolving as we as a centre continue to learn and grow.
This is all documented in your child’s individual journal, which you are invited to add too. This journal follows your child from room to room and documents the story of their time here at Kids on Craig.
This curriculum, along with examples of how our programs work is displayed in the centre foyer. For more information on our curriculum, programming and our journals please speak to your Lead Educator or the Centre Director.
We believe that the programs for all children should:
- Provide a balance of activities that include indoor and outdoor, quiet and active, individual, small group and large group and also child initiated and teacher initiated activities.
- Have flexibility in regards to the children’s needs, interests and any other situations that may arise during the day.
- Reflect cultural diversity.
- Consider gender equity.
- Have the environment set up so it allows for active participation and self-selection.
- Use routine times as a part of learning.
- Use evaluation as a part of planning.