Management and staff aim to provide high-quality care and enriching learning experiences for all children, in partnership with their families, and in accordance with the Education and Care Services National Law (WA) Act 2012, Education and Care Services National Regulations 2012, and the National Quality Framework.
We support the importance of low staff-child ratios for all children in our Centre. We offer below child-staff ratios at all times throughout the day, as we employ up to five additional shared educators each day. As per Regulation 123, Education and Care Services National Regulations 2012, the minimum ratio for staff to children are as follows:
- 0-2 year olds 1:4
- 2-3 year olds 1:5
- 3-5 year olds 1:10
Our curriculum is inspired and guided by the unique interests, strengths and actions of all children, as well as by the spontaneous and serendipitous events that occur every day.
Out of this arise the foundations for play and learning experiences that stimulate and support children through their own learning journeys. Educators engage in an ongoing process of observing, analysing, planning and reflection to foster each child’s learning and development.
We believe that by providing children with freedom of choice and offering a wide variety of opportunities, resources and interactions, we are creating and facilitating a developmentally appropriate curriculum where children will be encouraged to develop at their own pace.
Our curriculum is child-focused and built around children’s individual and group interests.
We aim to enhance each child’s learning by:
- encouraging children to be responsible for their own learning through choices in experiences, interests and routine
- using conversations, actions and play as the basis for teaching
- involving children as partners in teaching by seeking out ideas, opinions, thoughts and questions
- encouraging the children to further their independence and self-help skills by assisting with the routine
- involving the children in interesting projects to further their learning and knowledge
- involving the families as partners to gather a comprehensive picture of the whole child
- promoting positive relationships with individuals and in group experiences (small and large)
- using the physical environment as a third teacher to promote choices throughout the day
- giving children control of the day within a flexible and consistent routine.
The Early Years Learning Framework for Australia (EYLF), ‘Belonging, Being, Becoming’, forms the basis of our curriculum.
How the curriculum works
We begin by developing a relationship with each child, and with the group as a whole. By knowing the children well – their likes and dislikes, their strengths and interests, their temperament and personality, their culture, their unique development, their own learning style – we are able to program for them both individually and as a group.
Being ‘in tune’ with the children in our care, carrying out both formal and informal observations, and communicating with parents, all combine to help staff develop a program for individual children as well as for the group. Whether lasting a minute, an hour, a day or a week, many events, experiences, learning areas and environments will enhance learning for your child.
At the end of the week, many of these will be captured in the weekly reflective diary. The diary is a formal, retrospective program as well as an evaluation of the week’s events. It is important for educators to evaluate the program in a continual cycle of self-reflection and improvement.
We may plan to re-visit experiences that the children enjoyed; we may plan to repeat experiences in the future that the children weren't quite ready to explore. We may modify learning areas, extending on the children’s interests. In each diary, we link experiences, projects and play and learning areas with the EYLF, and evaluate the week’s events against these outcomes and objectives.
Parent input into and evaluation of our program is always welcomed and is an important part of the process of planning and continual improvement. The diary is emailed to families, weekly, as well as a hard copy being displayed in each room.
As well as the weekly reflective diary, each child has their own electronic portfolio. This portfolio aims to be a snapshot of your child’s learning journey at UWA Early Learning Centre. Each portfolio will include a variety of learning stories, observations (individual and group) and photographs. It may also include information on child development, or song lyrics, recipes and other things that may relate to your child’s learning journey.
At the middle and the end of each year, when your child moves up to the next age group, or when you leave the service, you will receive a copy of your child’s portfolio on a disc. Parents are always welcome to view their child’s electronic portfolio, and educators are encouraged to display or send home learning stories, observations and photos throughout the year.