Pre Kindergarten St John’s School Scarborough

Mrs Olivia Harnwell & Mrs Marty Singleton

Welcome to St John’s Pre Kindergarten in 2019

We  are  very  much  looking  forward  to  sharing  this  exci8ng  journey  with  your  family.    Pre  Kindergarten  is  o=en  a  child’s  first  experience  in  an  educa8onal  seAng  and  we  believe  it  should  be  a  happy  and  posi8ve  one  that  fosters  a  love  of  learning.    We  strive  to  create  a  caring,  safe,  s8mula8ng  environment  to  nurture  your  child’s  disposi8on  to  wonder,  to  explore  and  construct  meaning  about  the  world.      We  celebrate  childhood  by  providing  a  developmentally  appropriate  program  that  values  and  respects  the  uniqueness  of  each.    

Pre  Kindergarten  Educators:    Our  program  provides  a  qualified  Early  Childhood  Educator  (Mrs  Harnwell)  and  an  Educa8on  Assistant  (Mrs  Singleton).  

Where:  Pre  Kindergarten  is  located  on  school  grounds  and  uses  school  facili8es.  Access  to  the  Kindergarten  room  is  via  the  Church  car  park,  through  the  gate  aNached  to  the  presbytery  and  down  the  ramp  to  the  ECE  Grounds.

What  to  bring  to  each  session:  

-­‐ Large  bag  with  enough  space  to  hold  the  following  items...  -­‐ Change  of  seasonal  clothes  including  underwear  in  a  reusable  waterproof  bag.  -­‐ One  piece  of  fruit  to  share  with  the  class.  -­‐ A  healthy  and  nut  free  morning  tea  with  water  boNle.  -­‐ A  labelled  sun  hat  with  a  wide  brim  or  legionnaires  tail.  -­‐ Apply  sunscreen  at  home.  We  will  reapply  at  Pre  Kindergarten.  

Those  aNending  a  full  day  will  also  need:  -­‐ A  packed  nut  free  lunch  (separate  container  from  that  of  morning  tea).  -­‐ A  small  muslin  wrap  or  blanket  during  relaxa8on  8me.  

“Wonderment refers to those experiences that capture the imagination, and inspire awe,

curiosity, thought and innovation” -Dinham & Chalk, 2017.

Session Times

Pre Kindergarten operates on Thursdays and Fridays during each school term.

Morning sessions run from 8:50am - 11:45am. Full day sessions run from 8:50am - 2:50pm.

Food  Op8ons:    We  recommend  packing  a  healthy  morning  tea  and  lunch  in  separate  containers.    We  encourage  op8ons  such  as  fruit,  chopped  vegetables,  cheese,  dried  fruit,    yoghurt  or  crackers  for  morning  tea.    Lunch  might  consist  of  a  sandwich,  roll  or  wrap.  Try  to  keep  packaged  and  sugary  foods  to  a  minimum  where  possible.  

N.B.  St  John’s  Catholic  Primary  School  is  a  “nut  aware”  school.    Please  remember  that  many  children  are  allergic  to  nut  products.    Food  with  nuts  or  traces  of  nuts  should  not  be  brought  to  our  school  for  snacks  or  lunch.  This  includes  peanut  buIer  and  Nutella.

Encouraging  Independence:  We  will  foster  independence  by  encouraging  the  children  to  do  things  for  themselves  such  as  packing  their  bags,  unpacking  their  lunch  boxes,  opening  drink  boNles,  dressing  themselves  and  using  the  toilet  independently.  You  can  encourage  your  child  to  be  independent  by  providing  morning  tea  containers,  lunch  containers,  water  boNles,  clothing  and  footwear  that  are  easy  for  your  child  to  use  independently.  Velcro  is  excellent  for  shoes.  

Toilet  Training:    We  understand  that  not  all  three  year  olds  are  completely  toilet  trained.    We  are  happy  to  support  the  children  in  this  learning  process  and  if  children  are  not  completely  toilet  trained  we  encourage  the  wearing  of  “pull  ups”  to  assist  with  their  independence.      Parents  will  be  contacted  and  asked  to  aNend  in  the  case  of  soiling.    

Labelled  Clothing:  Please  ensure  that  all  items  belonging  to  your  child,  including  shoes  are  clearly  labelled.  Children  should  aNend  wearing  clothes  that  are  weather  appropriate,  comfortable  and  that  you  do  not  mind  geAng  wet,  painted  or  glued.    We  use  aprons  and  every  precau8on  will  be  taken  to  protect  your  child’s  clothing  but  accidents  do  happen.

Birthdays:  Birthdays  are  a  special  8me  in  the  lives  of  young  children.  To  celebrate  your  child’s  birthday  you  may  like  to  send  in  cupcakes  for  each  child.    Children  need  to  know  that  there  are  “some8mes”  foods  and  on  special  occasions  we  eat  these.    In  line  with  this  thinking,  we  are  happy  to  have  children  celebrate  birthdays  at  schools,  but  we  ask  that  you  only  send  one  treat.  It  may  be  a  small  cupcake  or  fun-­‐sized  chocolate  bar.    If  your  child  has  allergies,  could  you  please  provide  us  with  a  supply  of  labelled,  alterna8ve  birthday  treats  that  can  be  stored  in  the  classroom.

Toys:  It  is  best  if  personal  toys  are  le=  at  home.  Bringing  toys  to  Pre  Kindergarten  may  create  arguments  and  the  accidental  damage  or  loss  of  a  toy  can  be  very  upseAng  for  your  child.  We  will  set  up  plenty  of  beau8ful  provoca8ons  and  play  seAngs  for  the  children.

SeIling-­‐in:  One  of  the  first  things  a  Pre  Kindergarten  child  needs  to  learn  is  how  to  be  away  from  his/her  parents  or  primary  caregiver.    This  may  take  a  liNle  8me  for  some  children.    It  is  very  important  that  each  child  feels  happy  and  comfortable  in  the  Pre  Kindergarten  environment.    The  staff  will  work  closely  with  parents/caregivers  to  ensure  that  your  child  is  given  the  best  chance  to  seNle  in  at  their  own  pace.

Sickness:  If  your  child  is  unwell  please  do  not  send  them  to  Pre  Kindergarten.    Coughs,  colds  and  flu  can  spread  very  quickly  in  an  early  childhood  environment.    Please  let  us  know  if  your  child  has  an  infec8ous/communicable  disease  so  that  other  parents  can  be  no8fied.  The  Public  Health  Department  recommends  exclusion  from  school  for  many  common  infec8ous  diseases  as  listed  below...  -­‐ Chicken  Pox:  Un8l  scabs  have  healed;  

-­‐ Conjunc8vi8s:  Un8l  discharge  from  eyes  have  ceased;  

-­‐ German  Measles/Measles:  Un8l  four  days  a=er  onset  of  rash;

-­‐ Glandular  Fever:  Un8l  child  is  well;  

-­‐ Hand  Foot  and  Mouth  Disease:  Un8l  all  blisters  have  crusted;

-­‐ Head  Lice:  Un8l  treatment  has  commenced;  

-­‐ Mumps:  At  least  nine  days  a=er  onset  of  symptoms;

-­‐ Ring  worms:  Un8l  the  day  a=er  treatment  has  commenced;  

-­‐ Scabies:  Un8l  mites  and  eggs  are  destroyed;  

-­‐ Whooping  Cough:  For  two  weeks  from  onset  of  illness  or  five  days    a=er  star8ng  an8bio8c  treatment.  

Medical  Condi8ons/Allergies:  Please  let  the  school  office  and  class  teacher  know  of  any  allergies  or  medical  condi8ons  so  that  an  ac8on  plan  for  your  child  may  be  put  into  place  if  necessary.  

Change  of  details:  Please  no8fy  the  school  immediately  of  any  change  of  residen8al  address,    emails  or  phone  numbers  for  yourself  and  any  other  people  nominated  as  a  contact.  This  is  impera8ve  throughout  your  child’s  schooling  in  case  of  emergencies.  

Parent  Roster:  It  is  always  lovely  to  have  you  join  us  in  class  as  ‘Parent  Helper’.  We  suggest  that  this  occur  once  your  child  is  comfortably  seNled  into  the  class  though.  There  may  be  a  8me  when  your  name  is  drawn  out  of  a  hat  (once)  for  washing  the  numerous  towels  and  bathroom  mats  too  so  we  hope  you  are  ok  to  help  out  in  that  regard.

Parent  Ques8onnaire:  We  respect  that  parents  have  a  lot  of  valuable  informa8on  about  their  child  which  can  help  us  in  our  planning.  We  would  appreciate  it  if  you  could  complete  a  ques8onnaire  that  will  be  provided  in  the  informa8on  pack  when  you  commence  Pre  Kindergarten  and  hand  it  to  the  teacher  ASAP.    Informa8on  and  views  provided  to  us  by  you  are  confiden8al.    

Guiding  Children’s  Behaviour:    Responsible  freedom  is  encouraged  through  the  development  of  self-­‐confidence,  self-­‐reliance  and  self-­‐regula8on  in  a  safe  and  secure  democra8c  seAng  where  children  have  clearly  defined  limits.  Our  role  is  to  encourage  posi8ve  behaviour  and  interac8ons  through  posi8ve  reinforcement.  We  believe  in  a  child’s  right  to  talk  about  their  feelings  and  frustra8ons  with  uncondi8onal  acceptance.  Children  will  be  given  verbal  reminders  of  appropriate  behaviours  and  if  necessary  will  be  given  assistance  to  appropriately  assert  themselves  to  others.  

Our  Pre  Kindergarten  program  will  cover  all  learning  domains  within  the  “EARLY  YEARS  LEARNING  FRAMEWORK  FOR  AUSTRALIA”.    Fundamental  to  the  Framework  is  a  view  of  children’s  lives  as  characterised  by  Belonging,  Being  and  Becoming.

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  rela8onships  in  defining  iden88es.    In  early  childhood,  and  throughout  life,  rela8onships  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  8me  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  rela8onships  with  others,  engaging  with  life’s  joys  and  complexi8es,  and  mee8ng  challenges  in  everyday  life.    The  early  childhood  years  are  not  solely  prepara8on  for  the  future  but  are  very  much  about  the  present.

BECOMING...Children’s  iden88es,  knowledge,  understandings,  capaci8es,  skills  and  rela8onships  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  par8cipate  fully  and  ac8vely  in  society.  

Early  Childhood  philosophy  at  St  John’s:

A  Catholic  early  childhood  program  endeavours  to  provide  an  environment  and  educa8onal  experience  that  is  concerned  with  the  development  of  each  child  as  a  whole  person  and  which  acknowledges  his/her  innate  spirituality.    It  seeks  also  to  foster  a  religious  awareness  through  meaningful  everyday  life  experiences.

The  religious  educa8on  experience  endeavours  to  complement  and  support  that  which  is  offered  through  the  home  environment.    Early  childhood  educa8on  lays  the  founda8on  for  further  schooling  and  provides  the  ini8al  interface  between  home  and  school  in  a  child’s  life.  Recognising  parents  as  the  first  educators  of  their  children,  early  childhood  educa8on  seeks  to  build  upon  home  learning.

In  establishing  programs  for  young  children  it  is  important  to  remember  that  Catholic  schooling  is  inten8onally  directed  to  the  holis8c  development  of  children  from  within,  assis8ng  them  to  become  fully  integrated  humans.

Children  will  learn  to:• separate  from  parents  with  confidence;• mix  appropriately  with  other  children  and  

adults;  • express  themselves  through  language;  • par8cipate  in  movement  and  art  ac8vi8es;  • prac8ce  their  independence  skills  such  as  ea8ng,  

washing  and  looking  a=er  personal  belongings;  • share  with  others  and  wait  their  turn;  • choose  ac8vi8es  for  themselves;  • listen  to  others;  • follow  direc8ons  and  express  their  own  needs;  • explore  the  learning  process  in  their  own  8me;  

and• co-­‐operate  with  the  Pre  Kindergarten  rou8ne.

Children  will:  • spend  some  8me  indoors  and  outdoors  at  each  

session;• par8cipate  in  shared  snack  8me  and  eat  their  

own  lunch  together;  and  • par8cipate  in  structured,  whole  group  mat  

sessions.  

The  aims  of  Early  Childhood  Educa8on  are:    • To  encourage  children  to  become  self-­‐reliant  

and  to  be  able  to  make  choices;• To  promote  learning  in  the  areas  of  language  

use  and  its  associated  skills;  • To  assist  each  child  to  develop  the  appropriate  

skills  in  the  spiritual,  social,  emo8onal,  language,  intellectual,  crea8ve  and  physical  domains;

• To  provide  an  environment  and  educa8onal  experience  which  acknowledges  the  innate  spirituality  of  every  child,  fosters  the  child’s  ability  to  wonder,  experience  awe,  overcome  difficul8es,  to  love  others  and  God;  

• To  ensure  children  develop  a  strong  sense  of  iden8ty;

• To  ensure  children  are  connected  with  and  contribute  to  their  world;  

• To  assist  children  to  develop  a  strong  sense  of  wellbeing;  

• To  encourage  children  to  become  confident  and  involved  learners;  

• To  support  children  to  become  effec8ve  communicators;  and

• To  encourage  children  to  develop  a  posi8ve  self-­‐image.

What  does  the  program  provide?

Our  Pre  Kindergarten  program  provides  an  exci8ng  range  of  developmental  experiences  to  encourage  fun  and  laughter,  effort  and  concentra8on,  outdoor  and  indoor  play  and  ac8vi8es,  together  with  peaceful,  quiet  8me  amongst  the  excitement  of  a  busy  day.  The  program  caters  for  solitary,  small  group  and  whole  group  experiences.

How  do  we  surround  the  growing  mind  with  what  it  needs  for  growing?  In  Pre  Kindergarten,  our  teaching  philosophy  recognises  the  need  to  build  upon  and  challenge  children’s  exis>ng  knowledge,  experiences,  ideas  and  understandings  within  a  purposeful  learning  environment  that  is  rich  in  possibili>es.  This  is  achieved  through  dedica>ng  me>culous  aCen>on  to  children’s  personal,  social,  emo>onal,  physical,  spiritual,  crea>ve  and  cogni>ve  aspects  of  learning  when  planning,  teaching  and  assessing.  

We  are  very  much  guided  by  the  educa>onal  goals  within  the  Melbourne  Declara>on  that  have  shaped  our  na>onal  curriculum  documents,  including  the  Early  Years  Learning  Framework.  We  believe  in  promo>ng  excellence  to  ensure  every  child  is  not  only  a  successful  learner  but  also  a  confident,  crea>ve,  ac>ve  and  informed  ci>zen.  We  know  this  vision  can  be  achieved  when  together…  we  look  carefully…  move  with  thoughNul  inten>on…  follow  our  intui>on…  and  find  joy  in  meaningful  inves>ga>ons.  Our  teaching  philosophy  values  the  need  for  children  to  be  co-­‐researchers  who  are  immersed  in  collabora>ve  inves>ga>ons  where  

they  build  their  knowledge  over  >me  in  a  beau>ful,  s>mula>ng,  purposeful  and  personalised  environment  that  uniquely  nourishes  the  spirit  and  all  of  the  senses.  It  is  in  this  environment  that  children  can  be  supported  and  challenged  to  excel  in  learning  and  have  the  confidence  to  take  risks.  

We  believe  that  purposeful  play  must  be  at  the  heart  of  our  Pre  Kindergarten  program  as  it  is  through  play  that  children  can  express  themselves,  act  out  scenarios,  reverse  roles,  assimilate  reality,  achieve  what  they  thought  was  impossible  and  find  solace  in  play.  These  play  experiences  allow  children  to  experiment  with  language,  develop  and  refine  their  physical  skills  whilst  also  enabling  them  to  acquire  interpersonal  skills  such  as  sharing,  coopera>ng,  turn  taking,  empathising  and  considering  others.  Disposi>ons  of  dedica>on,  self-­‐discipline  and  determina>on  also  arise  when  children  are  afforded  with  >me  to  immerse  themselves  in  play.  These  play-­‐based  learning  experiences  are  intricately  interwoven  into  an  array  of  meaningful  learning  explora>ons  that  invite  inquiry  with  clear  learning  inten>ons.

St John’s Pre Kindergarten Teaching Philosophy

“A child’s mind, like a flower, is a living thing. We can’t make it grow by sticking things onto it any more than we can make a flower grow by gluing on leaves and petals. All we can do is

surround the growing mind with what it needs for growing, and have faith that it will take all it needs to grow” -Author unknown.

Connec>ng  with  nature  is  another  integral  component  of  our  teaching  philosophy.  Extensive  research  over  the  years  has  documented  the  developmental  benefits  of  nature  play.  Cogni>vely,  children  can  demonstrate  improved  concentra>on,  higher-­‐order  thinking  and  problem-­‐solving  skills  when  targeted  curriculum  outcomes  are  carefully  embedded  in  nature  pedagogy.  Crea>vity  is  nurtured  when  children  are  able  to  read,  write,  draw,  invent  plans  and  make  maps  to  express  their  ideas.  Nature  play  promotes  the  development  of  gross  and  fine  motor  skills,  balance,  coordina>on  and  also  encourage  risk  taking.  In  terms  of  sustainability,  deep  connec>ons  to  nature  enable  children  to  develop  their  love  and  respect  of  the  earth.  Provision  of  recycled  materials  and  loose  parts  foster  a  sense  of  agency  when  children  are  involved  in  open-­‐ended  inquiries  when  they  are  given  >me  to  ins>gate  their  own  play.  Finally,  nature  play  has  a  profound  effect  on  children’s  mental  health  and  well-­‐being  by  

reducing  stress  and  encouraging  a  sense  of  aCachment  to  a  place.      

The  early  years  are  a  >me  when  children  first  aCempt  to  make  sense  of  the  world.  It  is  therefore  cri>cal  that  this  is  acknowledged  and  accommodated  by  providing  children  with  individual  and  collabora>ve  learning  experiences.  Individually,  children  are  challenged  with  a  personalised  and  equitable  program  tailored  to  their  individual  needs.  Through  independent  endeavours  and  with  guidance  from  Gardner’s  Mul>ple  Intelligences  Theory,  children  can  explore  their  unique  giWs  and  talents.  Our  early  childhood  program  respects  diversity  and  difference  by  ensuring  every  child  is  given  fair  and  equitable  opportuni>es  to  exceed.  We  love  sharing  stories  that  reinforce  our  differences  and  celebrate  our  unique  iden>>es.  In  collabora>ve  play-­‐based  learning  explora>ons,  children  connect,  engage  and  inspire  each  other.  

Parents  and  other  significant  adults  undoubtedly  play  a  cri>cal  role  in  fostering  a  sense  of  belonging  and  connec>ng  home  and  school  environments.  Con>nuous,  honest  and  open  communica>on  is  therefore  paramount.  The  Pre  Kindergarten  educators  always  ensure  they  are  available  to  parents/caregivers  at  the  beginning  and  end  of  each  school  day,  weekly  newsleCers,  emails  and  phone  conversa>ons  also  enable  these  communica>on  lines  to  remain  open.  

We  are  mindful  of  our  role  as  early  childhood  educators  to  surround  the  children’s  minds,  bodies  and  souls  with  what  they  need  for  growing.  We  have  faith  that  through  implemen>ng  our  teaching  philosophy,  the  children  will  procure  all  that  they  need  to  grow  and  prosper.  We  are  looking  forward  to  a  truly  beau>ful  year  together  in  Pre  Kindergarten!  

Mrs Olivia Harnwell & Mrs Marty Singleton

Children learn through play because it is a natural and spontaneous activity for a child. It allows for children’s differences and encourages

an individual approach. Play enables children to learn through trial and error and experimentation. It gives teachers the chance to observe

and assess individual progress in an informal learning environment.