Educational Program and Practice

Quality Education at 3 Bears is reflected through our use of the nationally endorsed Early Years Learning Framework; a series of outcomes aimed at supporting the development of children’s learning. In order to compliment this framework, educators at 3 Bears utilise the National Quality Standards, quality areas and elements when programming and planning a detailed curriculum. Opportunities for learning through play are open-ended, inclusive and consist of a wide variety of resources suitable to the intended age groups. Surveys and questionnaires are some of the documentation educator’s use with new and existing families to seek information about the children’s interests, culture and abilities. Documentation on each child’s program and progress is available to families at all times through our secure personal online parent porthole.

 

Educators at 3 Bears plan and implement a child-focused program, consisting of age appropriate experiences. This educational program changes weekly and we pride ourselves in involving parents and children for input on a regular basis. 3 Bears aims to support child growth, independence and curiosity to create an impact on their individual personalities, by responding and extending on each child’s learning. Implementing flexible routines across the program, supports our belief in the importance of continual critical reflection, of our groups and individual children, on a regular basis to guide program implementation.

 

Children’s Health and Safety is Embedded in the Curriculum

Each child is a unique and special individual with varying interests, needs and abilities. Recognized authorities guidelines are adhered to at all times to appropriately manage illness and children’s comfort.

Preparing activities and learning stations that will support a safe and secure environment are important factors we consider when planning and writing the educational program. Incidents and emergencies are minimized by educating and arranging Educators to be available and aware of risks.

Healthy Eating is promoted by providing the children in our care with 50% of their daily nutritional requirements, as recommended by the Australian Dietary Guidelines. Food and drinks offered take into account dietary requirements appropriate to each child’s development needs, culture, and religion or developmental and health requirements.

We aim to encourage children’s gross motor development by implementing fundamental movement skills into the program. These fundamental movement skills are broken down into steps.

 

Physical Environment

At 3 Bears we acknowledge children, no matter what age, are respected contributing members of the community. Integrated routines supported by an abundance of safe, clean and well maintained resources. Built and natural resources, allows children to connect with and make meaning of their environment.

We advocate primary learning through self-initiation, driven by play, interests, home values and past and present experiences. Opportunities for learning through play are open-ended, inclusive and consist of a wide variety of resources suitable to the intended age groups.

Going green is a major initiative for our Service and for the future of children at 3 Bears. Our curriculum promotes and supports children’s interest in nature and the integration of environmental based experiences.

 

Leadership/Educators/ Management

Positive effective systems, informing everybody of their role in the service and in the lives of the families is promoted. Educator’s needs are supported and encouraged to foster a strong feeling of belonging. This will reduce high staff turnover, enabling the service to maintain continuity of care and a high quality service.

We encourage all our educators to be aware of their role at the service and the role they have with caring for our children and their families. Professional inquiry through reflective practices is at the fore front of the service. An opportunity to up skill educators is an essential part of our vision and what is important to us. The early years are an important stage in children’s learning and our Educators value current research and professional development in order to improve and inform our policies and procedures. We also value the potential of sharing knowledge and working in collaboration with others. We take the time to share information that we gain and immerse ourselves in new understandings which are reflected in our programs and decision making.

As Educators we have a very important role, not only in supporting families, but in advocating for children and our profession. Processes are in place to ensure all grievances and complaints are appropriately documented confidentially and fairly dealt with. All Service practices are based on regularly reviewed policies and procedures and adhere to professional industry Regulations and legislations.

 

Relationships with Children

Securing warm responsive and meaningful relationships with children is important to all our educators at 3 Bears. Educators exercise a holistic approach, providing opportunities to learn through play and moments of intentional teaching. Educators are seen as co-creators supporting the balance in providing worthwhile challenging experiences and interactions to promote higher level thinking skills, through purposeful actions. Children will be provided with moments of satisfaction and success throughout their day, enhancing their wellbeing and enabling them to achieve to their fullest potential.

Our early education service recognises children require sociocultural interactions with their peers. We strive to adequately support this by, giving them the confidence they need to secure meaningful friendships with other children. To ensure this, educators provide a variety of resources age appropriate and catering to each child’s individual needs .Educators working in partnership with each other further scaffolds the importance of role modelling in becoming an effective Educator.

 

Collaborative Partnerships with Families and Communities

Our Educators work with our families to build partnerships to encourage a sense of belonging upon entering our service. Quality care for children is assisted by an active exchange of information between parents and educators, with open communication on a daily basis. Effective communication is achieved with regular verbal and written communication about policies and Practices. Ensuring good communication methods enables us to maintain high quality care and appropriate support to our families.

The service recognises participation links and partnerships with the community, as a fundamental belief. As Australia is a multi-diverse society, we understand the importance of collaborating with other organisations to support the being, becoming and belonging aspects we teach our children every day. The service recognises and supports the multi-diverse society we live in, by collaborating and networking with other organisations within the community to enhance educator learning.

Our Educators advocate for children, families and the community, by providing accessible support services, within our service. Offering support builds sustaining professional relationships and further encourages inclusion throughout the service. Collaborating and networking with other organisations within the community enhances educator learning. Incursion visits from the wider community are arranged monthly to enhance children’s learning.

 

 

This is Australia’s first National Early Years Learning Framework for Early Childhood educators. This framework is used by our educators to assist and provide your children with opportunities to maximize their potential and develop a foundation for future success in learning. The Framework forms the foundation for ensuring that children in all Early Childcare Education and Care settings experience quality teaching and learning. Five learning outcomes have been designed to capture the integrated and complex learning and development of all children across the birth to five year age range. The outcomes are:

  • Children have a strong sense of identity
  • Children are connected with and contribute to their world
  • Children have a strong sense of well being
  • Children are confident and involved learners
  • Children are effective communicators

The outcomes are broad and observable. They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning.

 

 

In December 2009, all Australian governments, through the Council of Australian Governments, agreed to a partnership to establish a National Quality Framework for Early Childhood Education and Care (National Quality Framework}.

The National Quality Framework aims to raise quality and drive continuous improvement in education and care services through:

  • The National Quality Standard for Early Childhood and Care (National Quality Standard)
  • A national quality rating and assessment process
  • Streamlined regulatory arrangements
  • A new national body jointly governed by the Australian Government and State and Territory Governments – the Australian Children’s Education and Care Authority (ACECQA)