kids1

kids1

kids reading

kids reading

backyard

backyard

backyard kids sitting

backyard kids sitting

yoga

yoga

kids fishing

kids fishing

camp scene

camp scene

soccer

soccer

aboriginal hand art

aboriginal hand art

aboriginal hand art 4

aboriginal hand art 4

cubby house with props

cubby house with props

babies room deco

babies room deco

cubby house with props

cubby house with props

babies room deco

babies room deco

aboriginal hand art 3

aboriginal hand art 3

aboriginal hand art 2

aboriginal hand art 2

aboriginal%20hand%20art_edited

aboriginal%20hand%20art_edited

aboriginal hand art 4

aboriginal hand art 4

soccer

soccer

backyard kids sitting

backyard kids sitting

backyard

backyard

kids reading

kids reading

kids fishing

kids fishing

camp scene

camp scene

aboriginal hand art

aboriginal hand art

backyard kids sitting

backyard kids sitting

aboriginal hand art 2

aboriginal hand art 2

cubby house with props

cubby house with props

camp scene

camp scene

soccer

soccer

aboriginal hand art 4

aboriginal hand art 4

aboriginal%20hand%20art%203_edited

aboriginal%20hand%20art%203_edited

kids fishing

kids fishing

babies room deco

babies room deco

backyard

backyard

kids reading

kids reading

 4 Steps to Programming...

Step 1 | Learning Stories

 

The initial stage of our programming process involves observing children during play and learning experiences and recording their interests, learning and development in a learning story. These learning stories are evaluated and educators introduce extensions of learning and interests by planning and implementing a ‘follow up’ experience.

Step 2 | Follow Up Experiences

 

After the learning and interest area is identified, educators then extend on them by implementing the follow up experience with either one or all children. These experiences should be held on the same day as the initial experience to ensure it remains relevant and current. These experiences are designed to cater to specific needs and interests however can lead to new interests or learning areas.

Step 3 | Adding to the Organiser

 

Experiences are added to our program on a daily basis through the organiser. The organiser consists of planned/spontaneous experiences, all of which link to current interests and learning focus areas.

Step 4 | Send daily journal to our families

The experiences on the organiser each day are added to the daily reports for parents to view, and are evaluated through the ‘internal evaluations’ in the learning stories or daily reports. 

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