Swan Hill South Kindergarten
Swan Hill South
2019 SESSION TIMES
2020 SESSIONS – days and times are yet to be confirmed
Nominated Supervisor: Jenny
Educational Leader: Julie
Educational Team: Virpal, Elly, Jenny, Julie & Lydia
Our educators have provided a mission statement to assist you in developing a better understanding of the kindergarten.
Our PhilosophyWe respectfully acknowledge the traditional custodians of this land and we pay our respects to the ‘Wemba Wemba’ Elders both past and present. OUR PLACE – Swan Hill South Kindergarten was built and opened in 1970 and has been operating as a Kindergarten for 3, 4 and 5-year old children since then. We provide an environment that encourages children to develop their capabilities and interests at their own pace and according to their individual needs. Our educational program has a specific emphasis on play-based learning entwined with intentional teaching and the child’s own perspectives and voice. We recognise the importance of a holistic approach to teaching and learning, paying attention to; each child’s identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. OUR BELIEFS –
- Belonging – We encourage children to learn by doing things independently with some support from educators, if necessary.
- Being – We concentrate on the here and now, children knowing themselves, building and maintaining relationships with others, attempting challenges in everyday life.
- Becoming – As a community of learners, children actively engage with local community and families, including visits from Police, and local primary school staff. Children also experience excursions to the local Fire Station, Library, Bush Kinder and other relevant community and family events that influence and reflect a broader community. Incursions provide a wealth of knowledge for the children and are a valuable addition to the educational program, for example; Melbourne Museum Outreach Program, Reptile Encounters, and various musical and theatrical entertainers.
- Identity: Children and families feel safe, secure and supported. Children develop their emerging autonomy, interdependence, resilience and sense of agency. For each child to develop and/or enhance a positive self-esteem and a caring attitude towards others (both children and adults).
- Community: Children and families develop a sense of belonging to groups and communities, in particular our Kindergarten community; and a respect for diversity, inclusion and equity; are empowered to make choices and participate with others to solve problems.
- Wellbeing: Children and families will have sustainability embedded in daily routines and practices – using compost/recycling/rubbish bins at morning tea and lunch, having rain water in the sandpit, planting and maintaining a vegetable patch, looking after plants in our garden, encouraging families to recycle boxes and other materials for use at Kinder, establishing a worm farm and maintaining compost.
- Learning: For the children to develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. To also develop a range of skills and processes such as enquiry, experimentation, hypothesising, researching and investigating.
- Communication: For the children to communicate and interact with children and adults. To be able to express themselves using a range of media – music, dance, poetry, books, writing, dramatic play and art.
- Learning through play both indoors and outdoors – all environments are valued equally to support learning, encompassing children’s interests and the goals families have for their child.
- Holistic approach – we look at the whole child, assisting each child to be the best they can be.
- Assessment for learning – we collect information by observing children, family input and feedback; we then analyse the information and plan our program (for group and individuals); we then review and reflect; and start collecting information (beginning the planning cycle once again). This is shared in partnership with children, families, kinship members and professionals on our program plan, in the child’s individual portfolio, our reflection journal, in newsletters and through discussions with families.