We provide an orientation process for new children and families to familiarise them with the daily routine and activities. When a child has been offered a space at Gingerbread, the parents will be invited to visit with their child for 4 to 6 visits. Please visit between 10am and 10.30am. This will help your child get to know the staff, take part in some of the daily routines so that when the time comes to start with us, s/he will feel more relaxed and confident. This procedure minimises separation anxiety and reassures parents that most children do settle in quickly to a new, caring and accepting environment.
Parents will be requested to complete a Gingerbread Orientation Feedback form to enable us to better serve parents in the future.
Our educators use the Early Years Learning Framework for Australia – Belonging, Being and Becoming as the foundation of our program and curriculum. This describes the principles, practices and outcomes that support and enhance young children’s learning from birth to five years of age, as well as their transition to school.
It is expected that each early childhood service will develop their own strategy to implement the Framework and is a guide for early childhood educators.
The National Quality Framework. The aim of the National Quality Framework is to raise the quality of education and care across Australian services by implementing a National Quality Standard(NQS), it is a key aspect of the National Quality Framework (NQF) and sets a high, national benchmark for early childhood education and care, and outside school hours care services in Australia.
It gives services and families a better understanding of a quality service, helping families to make informed decisions about the services providing education and care to their child. The NQS brings together the 7 key quality areas that are important to outcomes for children.
Educational program and practice
- Children’s health and safety
- Physical environment
- Staffing arrangements
- Relationships with children
- Collaborative partnerships with families and communities
- Leadership and service management.
Play is the work of early childhood.
Sometimes parents ask us if their children are actually learning anything, as it seems they are simply playing. This underestimates the importance of play in the early childhood setting. Play provides the foundation for academic learning. It is the preparation children need before they learn highly abstract symbols such as letters and numbers. Play enables us to achieve the key goals of our curriculum.
At Gingerbread Preschool, we use a method of programming that is responsive to individual children’s needs, and based on a thorough understanding of young children and their stages of development.
The process begins with teachers observing children each week, recording their observations under a specific developmental area (ie social/emotional, physical, cognitive and language). Although programmed for an individual child’s needs, it is also beneficial to the whole group, and all the children have an opportunity to participate in a variety of experiences. At the end of the week, the teacher will evaluate the objectives that were set, and record their findings. This information is then used in conjunction with the following week’s planning. The program planning cycle then begins again.
Please note that these developmental records are available for discussion with parents. Also, the weekly program is on display in the Parents’ Information Area.
The program is designed to:
- Develop a feeling of self-worth and high self-esteem
- Develop positive attitudes towards learning
- Develop a caring attitude towards other people and the environment
- Develop language and communication skills
- Develop skills and knowledge in all areas of the curriculum.
The activities we plan for children, the way we organise the environment, select toys and materials, plan the daily routine, and talk with the children, are all designed to accomplish the goals of our curriculum and give your child a successful start in school.