LIVING AND LEARNING CHILDREN'S PROGRAMS
Our learning program aims to provide quality, equitable education and care for all children. We recognise and program for each child, respecting their unique abilities, interests, gender, cultural and social backgrounds. The Bundaberg community is important to our centre. The kindergarten program both reflects and widens the child’s view of their world and their place in it. Parents are supported as the first and most significant educators of their children and are encouraged to participate at every level.
Our teaching program is based on C&K’s very own "Building waterfalls" curriculum which was released in 2006.
C&K has published Australia’s first collaborative birth to school age curriculum, entitled Building waterfalls, which will be implemented in the pre-prep programs offered at all C&K kindergartens. Building waterfalls is different to other early childhood curriculums in that it was created by and for educators, parents and children. Children do not learn in isolation. It is a collaborative process. Building waterfalls acknowledges the important role adults - educators and parents -other children and the physical environment play in children’s learning. Building waterfalls acknowledges children as competent and capable learners, and the significant role adult’s play in optimising and enhancing children’s living and learning experiences. Adults and children share responsibility for the learning process through interaction, negotiation and collaboration.
We have combined the philosophy of C&K, which is that children learn through exploring, investigating, problem solving and negotiating, as well as contemporary international early childhood research and practice.
International studies have proven that children learn and thrive in a warm, caring play based environment that includes parents in the learning process. For this reason we have intentionally used the term ‘curriculum framework’ to reflect the learning possibilities and potentials inherent in each individual environment. The metaphor: ‘building waterfalls’, provides a powerful and symbolic provocation for our thinking and a reminder of the capabilities of children – their strength, optimism, spontaneity and possibility. Water provokes thoughts of movement, change, power, flow, creativity, potential, renewal and freedom – of journeys with beginnings and yet to be discovered possibilities.
- The Framework At Glance
- Importance Of Play
- What Will My Child Learn
- Behaviour Guidance
- Documenting Your Child's Learning
LEARNING THROUGH PLAY: THE FRAMEWORK AT A GLANCE
Building waterfalls has four shared understandings which are central to the framework.
The shared understandings are the guiding assumptions that steer every interaction, negotiation and collaboration within the curriculum.
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.
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.
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.
We are active participants in building knowledge together.
We are competent and capable enquirers, thinkers, researchers, communicators and decision makers.
We are unique individuals, rich in ideas, theories, experiences and knowledge.
We represent and share our understanding, knowledge and thinking in many ways.