We provide an age appropriate environment and experiences to enable a child to grow holistically – socially, physically, emotionally and intellectually. Through a balance of teacher initiated education, play based learning, exploration and group participation, children can develop as whole complete individuals.
A positive atmosphere and the wellbeing of children is promoted through attentive care and quality interactions with all children. Emotional development and social relationships are enhanced through thoughtful and sophisticated approaches to conversation, discussion and promotion of children’s language and communication. Children who experience relationships that are built on respect, fairness, cooperation and empathy are given the opportunity to develop these qualities themselves. When children have positive experiences of interactions they develop an understanding of themselves as significant and respected and feel a sense of belonging.
- Guided activities which develop a sense of care and respect for others as well as a healthy self image
- Active play and exercises which enhance physical development and gross motor skills
- A full range of activities which encourages curiosity, experimentation and language development
- An expansion of the environment through supervised and educational excursions away from the centre
- A level of structured / teacher directed experiences that are necessary to help develop skills for a smooth transition from early childhood education to kindergarten/primary school
- A program of activities specifically geared and tailored to meet needs of individual children
- A planned learning program to strengthen the perceptual skills necessary for eventual academic success
- A positive and accepting environment to develop social behavior leading to independence and self control
- Observations of all children are recorded and used for individual developmental records enabling educators to assess a child’s progress
- Children’s creativity and self expression are encouraged through a variety of outdoor and indoor activities, music and movement, language and story groups, dramatic play, drama, arts and crafts, poetry and songs
- A warm, nurturing and happy environment between educators, children and families
- An all-inclusive sustainability program that actively engages all children in caring for their environment
- Fine motor and gross motor skills are strengthened through activities including manipulative play, multimedia activities (paint / sand / crayons), block play, balancing beams, running, skipping, catching and throwing
- Math / science concept skills and natural aspects of our environment are encouraged and provided by block play, building, cooking experiences etc
- School readiness, social / emotional and independence skills are strengthened through a wide range of activities designed to enhance a child’s auditory, visual and tactile senses
Our program is guided by the Early Years Learning Framework which is currently the curriculum available for Early Childhood Education and Care services. This is accessible to our families via Early Works which is an online communication system that keeps our service and our families connected on a daily basis.
On Early Works, families have access to view:
- The daily journal
- Your child’s observations
- Your child’s eat and sleep patterns
- Photos of individual and groups of children
- Monthly calendar’s
- The Shine Times newsletter
- The Program
- Individual and Group Family notices and reminders
Families have access to Early Works via:
School Readiness is an integral part of Shine’s philosophy of ensuring all children are best prepared as practically possible for their transition to school life. This is reflected through our daily School Readiness and Kinder Programs and end of year Transition to School program in which qualified Early Childhood Teachers devise both.
The School Readiness and Kinder programs have been created in conjunction with the Board of Studies syllabus and the Early Years Learning Framework. The Syllabus for English, Mathematics, Science & Technology, H.S.I.E, Creative Arts, Languages and Sports have all been implemented into the individual and group based School Readiness programs.
All children will have the opportunity to partake in our School Readiness, Kinder and Transition to School programs leading to the start of school to give them maximum opportunities to learn new skills and refine existing abilities.
The Shine School Readiness and Kinder Programs are aimed at supporting the development, confidence and independence skills that a child will need prior to starting school to help build a solid foundation for later learning. The School Readiness and Kinder Programs promote interests; assists children in becoming active learners and provides opportunities for them to develop to their full potential whilst having fun at the same time. Our educators will communicate with families about their child’s progress throughout the year to discuss relevant developmental needs such as emotional, self-help skills and social skills. We work in partnership with the family and with local schools in our communities to assist the children and their family experience a smooth and enjoyable transition and orientation process.
School Readiness is vital to:
- Help children learn through relevant and meaningful experiences that leads to growth and development
- Provide rich and stimulating programs and learning environments
- Assist children recognise their strengths and build on these
- Assist all children be actively involved and ensure their active collaboration in their learning
- Help children make decisions about their learning and experience positives outcomes
- Educate children about respecting individual capacities and diversity in learning
- Use every day practices such as writing shopping lists, identifying numbers on car number plates or on houses to help children develop their literacy and numeracy skills
- Provide positive feedback on children’s attempts at independence
- Support children with their interests rather than pushing them in areas they may not be interested in
- Support children who come from diverse families, including culturally and linguistically diverse backgrounds. We aim to talk with each family about any concerns and how their home culture views transition to school
- Progressively and simply introduce children to some aspects of Primary School including homework. School leavers are able to partake in a Homework program that includes individual homework kits
The following information covers the different elements combined in our Shine School Readiness and Kinder programs:
- Physical Learning
- Literacy Learning and Language Skills
- The Arts
- Social Skills and Self Awareness
- Understand the world around us
- Fine Motor Skills
- Classroom Behaviour
Letter land is used in our program in conjunction with the School Readiness and Kinder programs. Letter land a unique, phonics-based approach to teaching reading, writing and spelling to 3-5 year old’s. The Letter land characters transform plain black letter shapes into child-friendly pictograms and they all live in an imaginary place called Letter land. Simple stories about the Letter land characters, explain the full range of dry phonics facts so that children are motivated to listen, to think and to learn. These stories explain letter sounds & shapes, allowing children to progress quickly to word building, reading and writing.
Starting school is a significant milestone in the life of every child. Our transition to school program aims to support children to:
- feel happy to be going to school
- feel confident about being there
- have trust in the adults at the school
- make a positive start to their school experience to influence their future success at school
Transition encompasses a range of aspects including the child’s readiness for school as well as their orientation to school. We recognise that children’s readiness for school is much more than a completed checklist of skills that the child can perform such as putting on shoes, recognising colours or numbers or being able to write their name. It is about the child making connections between what is familiar to what is new and being able to effectively engage in positive interactions and develop relationships with other children and significant adults.
At the end of each year, school leavers engage in an intensive end of year Transition to School Program. Some topics covered include: healthy lunchbox choices; library book borrowing; PALS social skills program; health, hygiene and grooming; literacy and numeracy revision; safety and self-help skills. Excursions to local primary schools are organised so that the children have the opportunity to share “big” school experiences with their preschool friends.
- We encourage children to learn through relevant and meaningful experiences that lead to growth and development by providing rich and stimulating programs and learning environments.
- We recognising their strengths and build on these by ensuring they are actively involved learners with a vision of enthusiasm for learning.
- We help them make decisions about their learning and experiences resulting in positives outcomes whilst respecting individual capacities and diversity in learning.
- We use every day practices to help them develop their literacy and numeracy skills.
- We provide positive feedback on attempts at independence are fostered through support of their interests, strengths and capabilities.
- Culturally and linguistically diverse backgrounds shape our community and collaborative partnerships and relationships are formed embracing all children and families as an inclusive community.
The NSW government introduced a Transition to School Statement (TTS) in September 2014 to make it easier for information to be shared between early childhood services, families and schools. Early childhood services and schools are partners with families in the learning and development of children. The NSW Transition to School Statement is a practical and simple tool to make it easier for information to be shared between families, early childhood services and schools. It is to be voluntarily filled out by families, together with their early childhood service, and
- summarises your child’s strengths
- identifies their interests and approaches to learning, and
- suggests ways these can be supported.
All families of school leavers will have the opportunity to nominate if they would like to participate in the TTS in the months leading to their child’s transition to school.
As an education and care community, we encourage and increase awareness of environmental responsibilities and implement practices that contribute to a sustainable future. Children are supported to become environmentally responsible through embedded practices of respect that lead to a safe, clean and well-maintained environment. Children’s awareness of the environment is promoted through daily practices, resources and interactions with educators and families with a common vision to advocate for a sustainable future.
We encourage educators, families and children to engage in innovative practices and appreciate the wonder of the natural world while protecting the planet for future generations.
Sustainable practices a part of our daily routine and include recycling; gardening; energy conservation; water conservation and the use of sustainable equipment, resources and furniture.
We role model sustainable practices and discuss these with the children and families as part of our education and care curriculum. This includes the use of a worm farm to reduce food waste in the service and children are encouraged to place food scraps into separate containers for use in the worm farm.
We role model energy and water conservation practices by turning off lights and air-conditioning when a room is not in use; emptying water play containers into garden areas; use solar panels for energy conservation and rain water tanks for water conservation.
The concepts of “reduce, re-use and recycle” are a part of everyday practice for both children and educators to build lifelong attitudes towards sustainable practices.