Swan Hill South Kindergarten
Swan Hill South 2021
2021 SESSION TIMES
Nominated Supervisor: Jenny
Educational Leader: Jenny
Educational Team: Sukhjit, Lydia, Jillian, Cheryl, Elly, Jennifer & Heidi
Our Vision and Mission Statement
Our educators have provided a mission statement to assist you in developing a better understanding of the kindergarten.
To offer a supportive learning environment that honour’s the children’s right to play as both a process and context for learning.
Play – The building blocks for a brighter future.
- Children’s voice at the forefront of our curriculum as an enabler for further learning.
- A ‘Welcoming’ environment that celebrates diversity and difference and supports the rights of each child and family.
- We highly regard shared partnerships with families and community to provide the very best learning outcomes.
- Uniting theory, practice and reflection as our ongoing influence for innovation.
ENROLMENT: BENDIGO & SWAN HILL
Enrolments for Bendigo and Swan Hill Shine Bright Kindergartens are processed through Central Enrolments at Loddon Mallee Preschool Association (LMPA). Information on how to enrol into a Shine Bright Kindergarten can be found on the LMPA website or contact details below.
P: 03 5443 1229
We respectfully acknowledge the traditional custodians of this land through weekly Acknowledgement to Country and pay our respects to the ‘Wamba Wamba/Wemba Wemba’ Elders both past and present.
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. Our kindergarten is closely affiliated with Shine Bright EYM, operating as a cluster since 2006. As a service, we provide an environment that encourages children to develop their interests and capabilities through self-direction, placing specific emphasis on play-based learning entwined with intentional teaching and the children’s voice.
We believe in taking holistic approaches to children’s learning and creating warm respectful relationships with families and children. We aim to create an environment which is welcoming and represents the lives and identities of our educators, families and children attending each year. We see children as capable learners embarking on their exploration journey and we acknowledge children’s interpersonal growth by encouraging sensitivity, respect and thoughtfulness which helps shape their identities (Belonging). We believe in the dignity of the child and advocate for their rights supporting each child’s joys, complexities and challenges along the way (Being). We believe that children are guided by many events and circumstances, and that this is a significant process as children learn and grow (Becoming).
As Early Childhood Educators we recognise that families are children’s first and most influential teachers, and we work in conjunction with families and specialist professionals. We offer a welcoming environment where ALL families are respected and encouraged to be part of our Kindergarten community. We will keep the lines of communication open and work collaboratively together to best plan and program for individual and groups of children. In collaboration with families, individual learning plans are developed and reviewed regularly throughout the year. Our vision is for children to achieve educational success, building on the strengths of each individual child.
OUR GOALS AND ASPIRATIONS
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, our Kindergarten community; and a respect for diversity, inclusion and equity; are empowered to make choices and participate with others to solve problems.
Wellbeing – As educators, we will support the development of a strong sense of wellbeing amongst all children. All children will be respected and valued as an active participant in our setting.
Sustainable practices – Children and families will have sustainability embedded in daily routines and practices (using compost/recycling/rubbish bins at morning tea, lunch and afternoon tea, planting and maintaining a vegetable patch, looking after plants in our garden, encouraging families to recycle boxes and other materials for use at Kinder and establishing a worm farm.)
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.)
OUR INTENTIONS FOR ACTION
Learning through play – We aim to create a supporting environment where children are encouraged to discover, create, improvise and imagine. The environment is designed to support the interest of children and the goals educators and families collaboratively make.
Holistic approaches – as educators we are attentive to children’s physical, personal, social, emotional and spiritual wellbeing as well as children’s logical dimensions to learning.
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.
Ongoing learning and reflective practice – As Colleagues, we act in accordance with the Code of Ethics fostering the core principles of collegiality and collaborative relationships, centred upon trust, respect and honesty. We continually seek ways of developing our professional knowledge and skills. All educators are involved with SRF (School Readiness Funding) where trained professionals equip educators with the skills and knowledge valuable to embed into everyday practice.
Respect for diversity -We value and recognise all children and families attending our service and the diverse backgrounds and cultures that members come from. We try our best to embed these cultures into our program and kinder setting. We do this in the hope that children and families feel safe, secure, supported and welcomed. We value children different capacities and abilities and recognise that diversity contributes to the richness of our society.