Statement of Philosophy

Our Statement of Philosophy informs our day to day decision making in all areas.
As a Lutheran Learning Community we

  • acknowledge God as creator, and join in the ongoing creation and care of the world and all people
  • recognise that God has intentionally created and uniquely gifted each person for a life of relationship with God and others
  • abound in God’s grace and forgiveness and seek to restore broken relationships
  • are open to God inviting and equipping us for a life of worship, learning and service
  • value learning as God’s gift to people for their wonder, growth, and to inspire them to respond to the needs of the world
  • are a community of hope, nurtured by God’s promises, love and forgiveness, empowering us to face the future with confidence

(Adapted from Growing Deep – Lutheran Education Australia 2016)

We believe that all children are
  • citizens with rights from birth
  • knowledgeable, competent, and capable learners
  • unique and of value

We believe that learning is maximised when
  • holistic approaches that attend to children’s physical, personal, social, emotional and spiritual wellbeing as well as the cognitive aspects of learning are implemented
  • children are active participants, exercising their rights to make decisions that affect them and their learning, rather than passive recipients
  • authentic dialogue between adults and children facilitates reflection on learning processes and co- construction of knowledge
  • children interact in and with their culture and community, learning what is important in it
  • play is the prime vehicle for stimulating learning and development
  • positive dispositions for learning (curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity) are explicitly and intentionally developed
  • a warm and stimulating environment resourced with open-ended flexible materials invites children’s curiosity, investigation and manipulation, and activates their creativity and imagination
  • families and Kindergarten educators build trusting and respectful relationships with each other and work in partnership

We believe that families have
  • the first and foremost influence on their child’s learning and development
  • the right to receive regular information about their child’s learning and engagement at Kindergarten
  • the right to contribute to learning goals for their child
  • the right to expect support from us in their parenting role, and to have their individual beliefs about parenting respected

We believe that the role of the Kindergarten educator is to maximise learning for all children by
  • working with colleagues in a collaborative and supportive manner
  • being present, and acting and interacting in an intentional manner
  • engaging in ongoing professional learning and critical reflection to improve practice


Curriculum

We support children and families of the community by offering a quality pre-school education in a nurturing Christian environment. Our curriculum is based on the Early Years Learning Framework for Australia (Belonging, Being and Becoming) with material also drawn from the Christian Studies Curriculum Framework, DECD Indicators of Preschool Numeracy & Literacy, and keeping safe: Child Protection Curriculum.

 

Early Years Learning Framework

The Early Years Learning Framework has a vision for all children to experience play-based learning that is engaging and builds success for later life. It views childhood as a time of belonging, being and becoming.

  • Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.

  • Being is about living here and now. Childhood is a special time in life and children need time to just ‘be’ -time to play, try new things and have fun.

  • Becoming is about the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the type of adult they will become.
For more information please Click Here.

 

Christian Studies

The Christian Studies Curriculum embraces studies of Christian Beliefs, Christian Church, Christian Living and Christianity in the World. It is taught in Lutheran preschools and schools through to year 12.

Alongside learning about Christianity we support and foster the development of each child’s individual spirituality. This is an expectation of the Early Years Learning Framework for Australia which calls on early childhood educators to “pay attention to physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning”. Mission Australia (2017) research suggests that “one compelling reason for Australian early childhood services to promote spirituality is to combat the increasing incidence of poor mental health among Australian youth”.

We use six criteria developed by Rebecca Nye (2009) to help us reflect on how we are supporting children’s spirituality.

Space: How do the features of the physical space reflect the spiritual meaning we are trying to share with children – Is it warm, welcoming, beautiful and appealing to the senses? Does it inspire curiosity, awe, imagination and playfulness? Is it a thoughtful, intentional and carefully constructed environment that sends a positive message about how children are valued by God and in this place? Is the emotional space afforded each other a space that includes the possibility of being somewhat apart, to be ourselves and perhaps have different opinions, but also the space in which we can feel closely held and safe? Do we allow auditory space that gives children space to think and plan prior to speaking, can children choose to be silent?

Process: Spirituality is more process than product. Spiritual life is an ongoing piece of work, not something to be completed or get prizes for. Process honours the present moment. How do we help children to value mistakes, experiments, and times of incubation or contemplation?

Imagination: Spirituality depends on being open and willing to go deeper. Imagination and creativity can resource this. How do we provide opportunity for children to be imaginative and playful in their spiritual exploration?

Relationship: Offering authentic models of relating to self, others, the world around us and, for those who so chose, a deity, is at the core of spirituality. How do we show respect? How do we support children to develop self-awareness and the skills to successfully relate with others and the world around them?

Intimacy: Spirituality thrives on intimacy, it seizes opportunities to come closer, delve deeper, take risks and pursue passions. How do we encourage the growth of deeper relationships with each other and aspects of the physical world?

Trust: Spirituality involves trust. Trust is comfortable with different kinds of knowing, and not knowing. Is there room for trusting in God? Is there room for trusting in the child in our approach?

 

Literacy in Preschool

The national early childhood curriculum Belonging, Being & Becoming: the Early Years Learning Framework (EYLF) describes literacy as the capacity, confidence and disposition to use language in all its forms. Literacy incorporates a range of modes of communication including music, movement, dance, storytelling, visual arts, media and drama, as well as talking, reading and writing.

Literacy Indicators:

  • I use language to connect with my world
  • I understand the language of my world
  • I engage with texts and make meaning
  • I represent my world symbolically

 

Numeracy in Preschool

The EYLF describes numeracy as the capacity, confidence and disposition to use mathematics in daily life. Children bring new mathematical understandings through engaging in problem solving. It is essential that the mathematical ideas with which young children interact are relevant and meaningful in the context of their current lives.

Numeracy Indicators:

  • I explore and understand my place and space in the world
  • I measure and compare my world
  • I analyse, read and organise the data in my world
  • I quantify my world

 


Social Emotional Learning


Outcome Three of the Early Years Learning Framework for Australia is focused on children having a strong sense of wellbeing, including becoming strong in their social and emotional wellbeing. The Framework uses words and phrases such as trust, confidence, remaining accessible to others at difficult times, happiness, humour, satisfaction, seeking out challenges, recognising and celebrating achievements, cooperating and collaborating, enjoying moments of solitude, understanding and managing emotions, self-regulating, experiencing and sharing personal successes, acknowledging and accepting affirmation, asserting independence and demonstrating awareness of the needs and rights of others, and recognising individual contributions as markers for social emotional development. At Calvary Kindergarten we believe that the “soft skills” involved in developing social emotional learning outcomes are a critical foundation for cognitive learning and development.

Our approach is underpinned by:

(a) The Circle of Security model of Cooper, Hoffman, Marvin, & Powell, which focuses on the relationships that give children emotional support. It encourages educators to look at what lies underneath a child’s immediate behaviour and think about how to meet their genuine relationship needs.

(b) The Marte Meo Method for Supportive Communication which gives us three windows for looking at children’s skills for collaborative play.
1. Can a child present themselves in a predictable way?
  • Can they name their ideas?
  • Can they come in a good mood?
  • Can they go further with their ideas?
2. Can a child include others or see into the world of other children?
  • Can they see other children’s initiatives?
  • When they give a play idea can they wait to see if the other person is following them?
3. Can a child express and share their feelings?
  • Can they show their emotions and share feelings with others?
  • Can they receive feelings from others?

(c) Daniel Siegel’s “No Drama Discipline” approach. Siegel reminds us that the meaning of the word “discipline” is “to teach” and that when we reflect on a child’s behaviour is a curious manner, asking ourselves three key questions
1. Why might the child have acted in this way?
2. What lesson do I want to teach them in the moment?
3. How can I best teach this lesson?
We are able to plan an effective response, rather than just react in the emotion of the moment.

(d) Our three key expectations of “Being Safe”, “Being Caring” and “Being Respectful”. These are the values that underpin the way our community works together. We refer to these expectations to teach children about our community and engage in reflective conversations.

(e) A Restorative Approach. A central goal of restorative processes is to strengthen relationships between people, particularly in the wake of incidents where relationships have been strained or fractured. The best restorative approach is seen to be one in which those involved in an incident are supported to participate in a structured conversation that involves listening, sharing and exchanging ideas; and, working together toward a resolution that focuses on repairing harm done to people, not simply ‘punishing wrongdoers’.

(f) The Pyramid Model for Promoting Social Emotional Competence which has “an effective workforce” as it’s foundation followed by nurturing and responsive relationships, high quality supportive learning environments, targeted teaching of social and emotional learning skills and knowledge, and intensive intervention to provide support when needed.

Keeping Safe: Child Protection Curriculum

The Keeping Safe: Child Protection Curriculum (KS:CPC) teaches children from a young age to:
  • recognise abuse and tell a trusted adult about it
  • understand what is appropriate and inappropriate touching
  • understand ways of keeping themselves safe.
The curriculum has been developed by child protection experts and experienced educators from South Australian schools and preschools.
The program follows two main themes:
  • we all have the right to be safe
  • we can help ourselves to be safe by talking to people we trust.
These two themes are explored through four focus areas:
  • the right to be safe
  • relationships
  • recognising and reporting abuse
  • protective strategies.
The focus areas are examined at a level of complexity appropriate to the age of the learners.
The Keeping Safe: Child Protection Curriculum is taught by integrating language, attitudes and concepts in children’s play, classroom routines and learning experiences, as well as carefully planned experiences that focus children’s attention on a particular topic.

Digital Technologies

At Calvary Kindergarten, children regularly access iPads. Our iPads are “managed” using device management software so that children are only able to access authorised apps. As a participant of both the Early Learning Languages Australia (ELLA) programme and Early Learning STEM Australia (ELSA) programme, children regularly access apps that are specifically designed for preschool children and support the learning outcomes of the Early Years Learning Framework for Australia. From time to time children also access other apps, when choosing apps for use we take the criteria below into account.
Choose Apps That Incorporate
  • the capability for the experience to be individualised for a specific child
  • the capacity for a child to control the sound or background music
  • collaboration
  • multiple levels, so there is always a challenge
  • problem solving
  • creativity, and encourage social play and active play
  • educational value, not just entertainment
  • age appropriate material
Avoid Apps That Have
  • commercial agendas, licensed characters and tie-ins to toys or movies
  • no way out of an activity
  • gender and ethnic bias
  • poor quality illustrations, narration and music
  • “free” content that is really just a sample

Apps must support children’s learning outcomes. Apps that have inappropriate content, advertisements, in-app purchases and sharing features are not acceptable for use at Calvary Kindergarten.

 



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