EDUCATION & CURRICULUM

Play based, flexible learning environments and beautiful bonding relationships ensure that each child is a valued and respected member of our educational setting. Educators model positive behaviours that help our children to grow into capable, kind, environmentally responsible human beings.

Gidgillys educational programs provide children with age appropriate activities that cover all developmental areas. These are; Physical, Social, Emotional, Cognitive and Communication.

These skills are developed in a fun and meaningful way by children taking part in games, art, jigsaw puzzles, group lessons, song, dance and more. Our educators strive to meet the 'Being, Belonging, Becoming' outline of the Early Years Learning Framework (EYLF).

Our environments and educators allow each child to be themselves (Being), make strong bonding relationships between educator and child within a familiar environment to ensure a sense of security (Belonging) and a supportive learning environment where they can develop their skills and knowledge (Becoming).

The above is engaged through our indoor and outdoor learning environments throughout the day.

Ladybugs (0-2 yrs)

Our infants room is integraged with the Gigglebugs and has a capacity for 8 children with 2 educators. We provide designated area's within the room for your infants and also merge supervised play alongside our Gigglebugs. Our educators provide responsive care and nurture infants developmental skills. Each child's routine (feeding, sleep, etc) is followed to allow consistency. The infant also has the same cot each time they are at the centre. The educators assist in providing a stimulating environment where the children can learn/practice such skills as tummy time, reaching, sitting, pulling up, walking, trying solid foods, self feeding, self awareness and communication (non-verbal and verbal). A large part of education in the Ladybugs is to provide a warm loving environment where bonds are created between the educator and child so the child feels safe and secure in their environment assisting in developing their social and emotional wellbeing.

Gigglebugs (2-3 yrs)

Our toddler room is integrated with the Ladybugs and has a capacity for 12 children with 3 educators. Our educators provide responsive care and nurture toddlers developmental skills. The educators assist in providing a stimulating environment where the children can learn/practice such skills as running, jumping, throwing, catching, balance, sharing, turn taking, finger isolation, self awareness, managing emotions, colour recognition, introduction to letter and number recognition, ways of thinking and understanding, imitation and communication (verbal and non-verbal). The Gigglebugs also have a dedicated rest time after lunch to ensure their bodies are getting the adequate rest required. This assists them with their physical and emotional wellbeing.

Starbugs (3-4 yrs)

Our pre-preschool room has a capacity for 15 children with 3 educators. Our educators provide responsive care and nurture skills to benefit the children moving into the preschool environment. The educators assist in providing a stimulating environment where the children are challenged and develop skills such as hopping, skipping, throwing, catching, size and shape recognition, imitation, letter and number recognition, waiting for their turn, kindness, using words to assist with managing and expressing emotions, concepts, right and wrong, sorting, matching, seriation, reasoning and communication (verbal and non-verbal). The Starbugs also have a dedicated rest time after lunch (option to sleep or move away from daily sleeps to 'as required' i.e sitting with a book or doing a quiet puzzle during rest time) to ensure their bodies are getting the adequate rest required. This assists them with their physical and emotional wellbeing.

Jindabyne Preschool (year before school)

Jindabyne Preschool offers a fantastic education program offering a curriculum that provides your child with the necessary skills to have the best foot forward in preparation for Primary School.

In collaboration with local primary schools within the area, Children take part in a program that gives a sound understanding of the requirements for entering formal schooling such as skills across the 5 developmental domains.

These include Physical, Social, Emotional, Cognitive and Communication skills. Further to this structure we introduce children to simple mathematics, creative arts, language and science through play based learning. We develop these skills in a fun and meaningful way by children taking part in games, art, jigsaw puzzles, group lessons, song, dance and more!

Our educators strive to meet the 'Being, Belonging, Becoming' outline of the Early Years Learning Framework (EYLF). Our environments and educators allow each child to be themselves (Being), make strong bonding relationships between educator and child so they have a sense of security (Belonging) and a supportive learning environment where they can develop their skills and knowledge (Becoming). The above is engaged though our indoor and outdoor learning environments throughout the day.

CURRICULUM

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Our Curriculum guides our Educators across the five developmental domains linking in with their planning cycle and incorporating these with the Early Years Learning Framework (EYLF) Outcomes, Principles and Practices.

Language/Communication Development

Language and communication skills include the ability to understand others (receptive language) and express oneself (expressive language) using words, gestures or facial expressions. Language development supports a child’s ability to communicate and express and understand feelings.

Social/Emotional Development

Social and Emotional Development is about learning how to manage feelings, build social networks and solve problems. These are essential life skills that support wellbeing and positive mental health. Social Development helps children develop positive friendship skills, social values and empathy and Emotional Development helps children understand feelings, develop emotional awareness and coping skills.
(Educators are guided by Mildred Parten’s Theory on Stages of Play & Erik Erikson’s Theory of Stages of Social-Emotional Development)

Fine Motor Development

Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands and fingers. Fine motor skills are different than gross motor skills which require less precision to perform. Children use their fine motor skills when writing, holding small items, buttoning clothing, turning pages, eating, cutting with scissors, and using computer keyboards.

Physcial Development

Gross Motor (Physical) Skills, are those which require whole body movement, and which involve the larger muscles of the body to perform everyday functions, such as standing, walking and running. It also includes hand-eye co-ordination skills such as ball skills (throwing, kicking and catching).
(Educators are guided by the NSW Government Health Initiative, Munch & Move Program)

Cognitive Development

Cognitive skill development in children involves the progressive building of learning skills such as; attention, problem solving, memory and thinking. These crucial skills enable children to process sensory information and eventually learn to evaluate, analyse, remember, make comparisons and understand cause and effect.
(Educators are guided by Jean Piaget’s Theory of Cognitive Development)

PLANNING CYCLE

XPLOR
(Online Children's Portfolio)

Xplor enables enrolled families to access their children's online portfolio. Here you can view experiences your child has participated in, the Educator's observations and links to the Curriculum and Early Years Learning Framework Outcomes.

If you are a parent or guardian of an enrolled child, please ensure you download the Xplor Home App from your smart phone.

If you have any technical difficulties, please contact us.