POLICY CONTENT

Research accentuates the fact that quality educational programs significantly influence children’s development in all areas. We have the opportunity to provide a supportive learning environment and program, gaining inspiration from the children and their families. Thoughtfully planned experiences and environments encourage the children to feel a sense of control over their actions, be curious and investigate, and explore their understanding of themselves, others, and the world around them. 

NATIONAL QUALITY STANDARD (NQS)

QUALITY AREA 1: Educational Program and Practice

1.1	Program	The educational program enhances each child’s learning and development.
1.1.1	Approved learning framework	Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners, and effectiveness as communicators.
1.1.2	Child-centred	Each child’s current knowledge, strengths, ideas, culture, abilities, and interests are the foundation of the program.
1.1.3	Program learning opportunities	All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
1.2	Practice	Educators facilitate and extend each child’s learning and development.
1.2.1	Intentional teaching	Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
1.2.2	Responsive teaching and scaffolding	Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions, and feedback.
1.2.3	Child directed learning	Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.
1.3	Assessment and planning	Educators and coordinators take a planned and reflective approach to implementing the program for each child.
1.3.1	Assessment and planning cycle	Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
1.3.2	Critical reflection	Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
1.3.3	Information for families	Families are informed about the program and their child's progress.

PURPOSE

We aim to enhance children’s learning and development through the pedagogical practices of educators in a positive learning environment through which the five learning outcomes from the Early Years Learning Framework (EYLF) are supported and promoted. Educators will gather and interpret information about children as individuals to inform the preparation of the environment, and implement experiences that are engaging and meaningful, supporting children’s holistic development.  

SCOPE

This policy applies to children, families, and the management of the School.

IMPLEMENTATION

Under the Education and Care Services National Law and National Regulations, approved services are required to base their educational program on an approved learning framework. The program should focus on addressing the developmental needs, interests, and previous experiences of each child, while considering the individual differences of each child. There are two nationally approved learning frameworks which outline practices that support and promote children’s learning: 

• Belonging, Being and Becoming: The Early Years Learning Framework for Australia- Early Years Learning Framework (EYLF):  education.gov.au/early-years-learning-framewor...
• ACECQA Western Australia Kindergarten Curriculum Guidelines: k10outline.scsa.wa.edu.au....

The approved learning frameworks include principles, practices, and learning outcomes that guide educational leaders and educators in their curriculum decision making, and assist them in planning, delivering, and evaluating quality programs in early childhood settings. According to the Early Years Learning Framework and National Regulations, the program will help each child achieve the following:

• The child will have a strong sense of identity 
• The child will be connected with and contribute to his or her world 
• The child will have a strong sense of wellbeing 
• The child will be a confident and involved learner
• The child will be an effective communicator. 

Our school also supports the Early Years Learning Framework through the following:

• Each child’s learning will be based on their interests and strengths and guided by educators  
• Educators must work in collaboration with families to provide relevant learning experiences for each child, based on their interests and family experiences  
• Every child will be equally valued. Their achievements and learning will be celebrated 
• Educators will observe and record the strengths and learning of each child 
• Educators will work closely with children and families to produce ideas for the curriculum 
• Learning Outcomes will be linked to the curriculum during and after each child’s learning has occurred  
• The curriculum will be constructed based on the children’s interests, educators extending children’s interests, spontaneous experiences, and family contribution 
• Where appropriate, the School will liaise with external agencies and support persons to best educate and care for children with additional needs 
• Each child’s play and learning experiences will be used to build and develop each child’s individual learning profile to record their learning journey. This may include Learning Stories, journals, portfolios, observations, photographs with captions and annotations, children’s feedback and other documentation demonstrating strengths and development 
• The curriculum will be evaluated and reflected upon continuously by educators as part of the ongoing cycle of assessment and planning
• Appointing a Pedagogista (Educational Leader) to oversee the development, implementation and review of our educational program while supporting and mentoring educators in all aspects of the educational program

Our school aims to promote children's participation in physical activity by:

• encouraging children in their Fundamental Movements Skills (FMS) physical activity including, running, galloping, hopping, jumping, leaping, side-sliding, skipping, overarm throwing, catching, striking a stationary ball, kicking, underarm throwing and stationary dribbling through role modelling skills 
• providing active play experiences that encourage children to explore, be creative, and challenge their development 
• providing space, time, and resources for children to revisit and practice and engage in active play 
• providing opportunities for educators to attend professional development to enhance their skills and knowledge about the importance of physical activity for children. 
• providing positive instruction, role modelling, and advice to children as they develop and improve their FMS 
• working in collaboration with families and professionals to provide active experiences that are inclusive of all children 
• The program will provide a variety of developmentally appropriate experiences and materials that are selected to achieve the following goals:  
• foster a positive self-concept 
• develop and support social skills 
• develop and support children’s cognitive skills such as the ability to think, reason, question, and experiment 
• develop and support language development 
• enhance physical development and skills 
• support sound health, safety, personal hygiene, and nutritional practices 
• support creative expression 
• support respect for cultural diversity of staff and children 
• support respect for gender diversity

OUR PHILOSOPHY AND INSPIRATIONS

The Akidamy is inspired by the Reggio Emilia approach with RIE and Pikler values. 
Through Reggio Emilia, we consider the child as strong, competent, resilient, and full of curiosity and wisdom. Through '100 languages of children,' we recognise that children have many ways of thinking, playing, exploring, communicating, and doing. When learning through play, a child is using their non-verbal agreement to a reciprocal relationship. We encourage them to enjoy and be autonomous within the environment around them. We encourage children to seek their own interests, express themselves and build/return to provocations. We aim to provide every child with the greatest start in life and cultivate characteristics such as resilience and confidence that will help them in the future.
 

REGGIO EMILIA PHILOSOPHY AND APPROACH

• Children can construct their learning. Children are driven primarily by their interests and utilizing these, we can help them understand and know even more in a way that is catered specifically to each individual 
• Children learn their place in the world through interactions. The Reggio Emilia model focuses heavily on social collaboration, encouraging children to work in groups and develop knowledge through communicating with others 
• A child’s environment is also their teacher. A child learns just as much from the environment they are in as they do from their parents and teachers. Providing a creative, nurturing environment for a child to play and learn will only increase the amount of knowledge they take in 
• The adult is their guide. The Reggio Emilia approach is very much child-led, and it is up to the adults in their lives to help guide them towards a path of learning and creativity 
• Document your child’s thoughts. Children are inspired to make their ideas visible in many different ways, from taking photographs to writing to painting. The Reggio model puts great focus on documenting these thought progressions as the child learns
• Children have many languages. Children utilize many different ways to communicate their thoughts and feelings and to express themselves. The Reggio Emilia approach focuses on encouraging children to explore all of these various aspects and learn how to communicate not only through speech but art and play as well

RIE PHILOSOPHY  AND VALUES 

The aim of this philosophy is to nurture the 'authentic child'. Babies should be treated as capable and understanding of the world around them. They should move about daily lives feeling secure, competent, autonomous, and connected to their environment.

• Respect. Infants should be treated with respect at all times 
• Trust in the infants competence. We trust that young children are capable and learn in their own time. We support them with the aim of allowing the child to master skills themselves
• Sensitive observations. The more we observe, the more we understand, the more we understand, the less we have to 'teach' by creating richer environments 
• Caregiving times and involving the child. During care giving times (nappy changing, feeding, bathing, dressing, etc.), even the tiniest infants are encouraged to become an active participant rather than a passive recipient of the activities 
• A safe, challenging and predictable environment. Children have an innate need and desire to move. The environment should be predictable, safe and appropriate
• Time for uninterrupted play and freedom to explore. Babies and young children will be given plenty of time for uninterrupted play
• Consistency. Children will have consistent connections, relationships and opportunities to learn

PIKLER APPROACH AND VALUES

 A child's own movements, the development of these movements, and every detail of this development are a constant source of joy to them

• Babies are supported and respected when exploring free movements and positions 
• Allow babies uninterrupted time for play
• Babies send us cues all the time, we must be observing and listening
• Tune in respectfully

APPLICATION AND GOVERNANCE

The Approved Provider will ensure:

• the education leader selected is supported to lead the development and implementation of the educational program, philosophy, support and assist with the assessment and planning cycle within the School 
• the educational leader has the skills, knowledge and attributes to mentor and support educator’s understanding of educational programming and practice 
• the staff record includes the name of the person designated as the Pedagogista/educational leader. 

Management/ Nominated Supervisor/ Responsible Person/ Educational Leader will:

• ensure that a suitable program based on an approved learning framework is delivered to all children 
• collaborate with educators and provide curriculum direction and guidance 
• ensure all educators work as a team in preparing and/or implementing the curriculum which adheres to the School Philosophy 
• develop collaborative relationships with families to achieve quality outcomes for all children building on understandings of diversity, especially Aboriginal and Torres Strait Islander cultures 
• when appropriate, ensure modifications are made in the environment for children with disability and additional needs. Management will make appropriate, professional referrals where necessary with family permission 
• ensure a conscious balance between indoor and outdoor experiences is planned for with large blocks of unstructured time for uninterrupted child-initiated play 
• promote children’s physical activity by supporting the development of their gross motor skills and fostering the emergence and refinement of fundamental movement skills through a range of intentionally planned and spontaneous active play learning experiences 
• support families through positive, respectful and reciprocal relationships through regular communication 
• ensure families are aware of how to view the educational program which is displayed on EarlyWorks   

Educators will:

• collaborate with the educational leader for curriculum direction and guidance 
• implement an ongoing cycle of planning, documenting and evaluating children’s learning which will underpin the educational program and involve educators in critically thinking about what is achievable and why 
• gather evidence of children’s learning to ensure the educational program is responsive to the strengths, needs and interests of young children 
• ensure the curriculum reflects diversity and reflects the values and beliefs of children and families 
• take responsibility to be culturally competent and display positive attitudes towards cultural differences, respectfully acknowledge multiple cultural ways of knowing, seeing and being 
• document children’s experiences and their responses to the environment making children’s learning visible to educators and families and promote shared learning and collaboration 
• provide experiences that include both structured and unstructured learning times catering for children’s individual needs and interests and, are age appropriate 
• ensure materials and equipment reflect the cultural diversity and family values that exists in our society 
• intentionally promote learning about a child’s culture, country and community through dance, music, language and dialect, stories, art and craft 
• respond to children’s ideas, play and use intentional teaching to scaffold and extend each child’s learning 
• provide experiences that actively promote and initiate the investigation of ideas, complex concepts and thinking, reasoning and hypothesising 
• provide experiences that support and develop all developmental areas and curriculum areas including music, maths, and science  
• gather information from families upon enrolment regarding the child’s needs, interests, and family backgrounds. This information is treated as confidential and allows educators to provide experiences that interest and extend children’s current development. We feel that it is important to develop a partnership between parents and educators to ensure that consistency between home and the School occurs and that the best possible care and education is provided
• collaborate with children and families to support children’s learning 
• ensure information about the child’s participation in the program is available for families 
• ensure families receive monthly updates of children’s learning progress 
• ensure families have access to end of semester 'parent interviews' to meet and discuss the development of each child
• encourage communication with families about physical activity, gross motor, and fundamental movements skills development 
• explore ideas and theories using imagination and creative play 
• allow large blocks of uninterrupted time to allow children to develop their ideas and play 
• use the learning outcomes and developmental milestones to guide planning for children’s learning  
• intentionally scaffold children’s understanding and learning 
• provide children with ongoing encouragement and positive reinforcement 
• provide opportunities for children to be active and engaged daily through a balance of planned and spontaneous experiences within the indoor and outdoor environment 
• make use of spontaneous ‘teachable moments’ to extend children’s learning 
• respond to children’s displays of learning dispositions by commenting on them and providing encouragement and additional ideas 
• view children as active participants and decision makers, working with each child’s unique qualities and abilities 
• further extend critical thinking skills through provocations 
• plan realistic curriculum goals for children based on observation and assessment of individual needs and interests  
• seek opportunities within the routine for spontaneous play and experiences 
• ensure that all children’s experiences are recognised and valued with equitable access to resources and opportunities to demonstrate their learning 
• use a variety of methods to assist reflection on children’s experiences, thinking, and learning 
• ensure critical reflection clearly examines all aspects of events and experiences from different perspectives, identifying children’s learning, spontaneous play, teaching strategies, and changes that may be needed in the environment 
• assist children to develop daily habits, understanding, and skills that support health and wellbeing  
• families will receive a monthly newsletter showcasing the learning and pedagogy for each studio
• will ensure all core initiatives are being delivered weekly; yoga & mindfulness, sustainability, mental health & well-being, reconciliation, music, Italian language, signing hands
• ensure weekly 'school readiness program' delivered by qualified Occupational Therapist for kindergarten children is adhered to 

SOURCE

Arthur, L, Beecher, B, Death, E, Dockett, S, & Farmer, S. (2017). Programming and planning in early childhood settings (7th Ed.). North Ryde, Australia: Cengage Learning Australia. 
Australian Children’s Education & Care Quality Authority. (2014).  
Australian Government Department of Education, Skills and Employment. (2009) Belonging, Being and Becoming: The Early Years Learning Framework for Australia. 
Australian Government, Department of Education, Skills and Employment. (2013). Get Up & Grow. Healthy Eating and Physical Activity for Early Childhood. 
Caplan, L, & Kyretses, S. (2014). Programming with the early years learning framework. Cragieburn, Victoria: Curriculum Kids. 
Early Childhood Australia Code of Ethics. (2016). 
Education and Care Services National Law Act 2010. (Amended 2018). 
Education and Care Schools National Regulations. (2011).      
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. (2017). 
Guide to the National Quality Framework. (2017). (Amended 2020). 
thepiklercollection.weebly.com/the-development-of-movement--...
Munch & Move: healthykids.nsw.gov.au/campaigns-programs/about-munc... 
Revised National Quality Standard. (2018).
rie.org/about/ries-basic-principles/