QLD Kindergarten Learning Guidelines
Childcare Centres of Excellence has always believed in the quality of providing the 4-5 year age group with a qualified four year trained early childhood teacher. Over the 24 years since operation we have, for at least 14 years, supplied our children with a teacher who has a Bachelor of Education in early childhood. Both the Riversdale Early Learning and Riversdale Early Learning Centres are also run by Kylie Alldridge (Director) who has a four year degree in early childhood. We are definitely embracing the Government’s commitment to all children in the year prior to Prep having access to programs run by a qualified teacher.
Our Kindergarten teachers hold a minimum Bachelor of Early Childhood Education. Our centres run a program that is based on the Queensland Kindergarten Learning Guidelines (2009) (QKLG) which caters for learning and development areas of: Identity, Connectedness, Well Being, Active Learning and Communicating.
The Queensland Kindergarten Learning Guidelines are based on the Early Years Learning Framework, helps teachers to develop quality learning programs for children in the Kindergarten year (the year prior to Prep). It also helps centres meet the National Quality Standards for educational programs.
The Guideline builds connections between what children already know or can do, their learning at Kindergarten and future learning in Prep. For further information visit the Queensland Studies Authority website www.qsa.qld.edu.au and see the attached leaflet.
The Centre provides a transition statement that is created to build a shared and accurate picture of the child’s learning. This involves educators, families and the child to plan focused discussion on the child’s learning. The centre does these mid year and yearly for all age groups. A printed copy of the yearly transitional statement is given to families to pass onto the school.
The transition statement summarises a child’s learning, recognizing that children’s learning is fluid, particularly as they transition to a new setting, and that each learning and development area describes a range of key focuses and significant learnings.
The transition statement:
- focuses on communicating about children’s motivations, strengths and higher-order skills, understandings and learning dispositions;
- is recognized as a “snapshot in time” given that children’s learning is fluid at this age;
- includes information contributed by and documented with children, parents, carers and educators;
- is based on information gathered throughout the year in informal and formal ways and in a variety of learning contexts through normal day to day activities, conversations and interactions;
- includes information about the child’s learning in each of the learning and development areas;
- is written using positive plain language that parents and carers can easily understand;
- describes the level of support the child requires in familiar and/or new situations;
- includes information about the kindergarten service, teacher and contact information;
- includes information about the child’s attendance history and relevant family information.
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"The greatest gifts we can give children is the roots of Responsibility and the wings of Independence" Denis Waitley