Program and Curriculum
We run a flexible integrated program that supports children’s emotional wellbeing. Each child’s intellectual, physical, social and creative abilities are stimulated and supported through our range of integrated teaching and learning approaches. With a focus on child directed play and learning we see children as capable of constructing their own learning where educators guide and mentor play and learning.
We link our practice to the Victorian Early Years Learning Practice Principles and outcomes and link our programs to the Early Years Learning and National Quality Frameworks.
Early Years Learning Frameworks
Curriculum ‘Victorian Early Years Learning Framework’ or ‘National Early Years Learning Framework’
Curriculum Frameworks for children for Early Years Services in Australia
The framework aims to advance children’s learning and development by supporting early childhood professionals to work together and with families to achieve common outcomes for all children. Educators recognise that they need time to interact with friends, practice social skills, solve problems, try new activities and learn life skills. Children’s learning in early years settings compliments their learning at home.
At KCCC there is great importance placed on relationships and nurturing children’s needs and interests. We engage in family centred practice by respecting the pivotal role of families in children’s lives. We link our practice to the Victorian Early Years Learning Practice Principles and outcomes.
These five outcomes are designed to capture the integrated and complex wellbeing, development and learning of all children. These outcomes are broad and observable and include
- 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
‘EYLF’ and ‘VEYLF’ have been incorporated in the National Quality Standard to support consistent and quality education and care across sectors and jurisdictions.
Children have a strong sense of identity
Belonging, being and becoming are integral parts of identity. In our early childhood settings children develop a sense of belonging when they feel accepted, develop attachments and trust those that care for them. As children are developing their sense of identity they will explore different aspects of it (physical, social, emotional, spiritual, and cognitive), through their play and their relationships. Children will develop their emerging independence, resilience and sense of agency. Children’s develop confident self-identities and learn to interact in relation to others with care, empathy and respect.
Children are connected with and contribute to their world
As children move into the early childhood setting they broaden their experiences as participants in different relationships and communities.
Children develop a sense of belonging to a group at long day care or kindergarten. They develop an understanding of the reciprocal rights and responsibilities necessary for active community participation. Children learn to respond to diversity with respect, become aware of fairness and show respect for the environment.
Children have a strong sense of wellbeing
Wellbeing is correlated with resilience, providing children with the capacity to cope with day-to-day stress and challenges. The readiness to preserve when faced with unfamiliar and challenging learning situations creates the opportunity for success and achievement. Our early childhood service provides many opportunities for children to experience a range of natural environments that support physical activity with attention to fine and gross motor skills. These skills provide children with the foundations for their growing independence and satisfaction in being able to do things for themselves.
Children are confident and involved learners
Active involvement in learning builds children’s understanding of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning. Our Early Years programs develop children’s disposition for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.
Children are effective communicators
Literacy and numeracy capabilities are important aspects of communication and are vital for successful learning. Children’s experiences at KCCC build on the range of experiences with language, literacy and numeracy that children have within their families and communities. Our educators promote positive attitudes and competencies in literacy, acknowledging the importance of children’s first language and numeracy which are essential for children’s successful learning.
Bilingual / Multicultural Education
KCCC provides education which:
- actively supports and extends children’s first language
- provides equal opportunities for children to use both the first and second language
- encourages children to take pride in their culture and language
- provides cultural support for parents and children
- actively encourages participation of bilingual parents/staff
National Quality Framework
The National Quality Framework is part of the Council of Australian Government’s (COAG) extensive reform agenda for early childhood education and care. The National Quality Framework sets a National Quality Standard for early childhood education and care providers.
The National Quality Standard gives families clear information about the quality of early childhood education and school-age care services that they can expect their children to receive. There are seven ‘quality areas’ in the National Quality Standard which cover aspects essential to the provision of quality early childhood education and care.
For further information on the National Quality Standards please visit: