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Program Info/Policies

Our educators build strong relationships with children and families which convey respect. These relationships allow families and educators to work together to ensure children have the opportunities to be involved in the program of experiences which are relevant to them. Our Program’s foundation is Play-based learning:  a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.

Through play children experience learning that:

• allows for the expression of personality and uniqueness

• enhances dispositions such as curiosity and creativity

• enables children to make connections between prior experiences and new learning

• assists children to develop relationships and concepts

• stimulates a sense of wellbeing.

Our Program is influenced by the Early Years Learning Framework (EYLF).

Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.

BELONGING

Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.

BEING

Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.

BECOMING

Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society. Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.

The Framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school. It communicates these expectations through the following five

Learning Outcomes:

• Children have a strong sense of identity

• Children are connected with and contribute to their world

• Children have a strong sense of wellbeing

• Children are confident and involved learners

• Children are effective communicators.

Below you will find a selection of our Cubbyhouse policies.

 

Acceptance and Refusal of Authorisation
Arrival and Departure
Complaints, Grievances and Feedback
Determining a Responsible Person Present
Educator Employment
Emergencies and Evacuations
Enrolment and Orientation
Environmental Sustainability
Excursions and Incursions
First Aid
Governance and Management
Hygienic Practices
Illness
Incidents, Injuries and Trauma
Infectious Diseases
Interactions with Children
Medical Conditions
Nutrition
Participation of Students and Volunteers
Sunsmart and Sun Protection
Supervision of Children
Water Safety
Workplace Health and Safety