Junior kindy program

Junior Kindy Program (2 years- 3 years)

In the Junior Kindy we understand that children of this age are active explores. The environment is set up with self selection areas to encourage children to explore and gain a sense of trust and curiosity.

The environment and program reflects early childhood theorist Howard Gardners “Multiple intelligence’ theory. He believes that an individual has a dominant intelligence but all intelligences intertwine and need to be present. Therfore, activities and the environment is set up to foster all learning styles;musical, logical, linguistic, bodily, spatial, interpersonal, intrapersonal and naturlist.

Children at this age are developing their sense of self. They are beginning to develop a sense of autonomy realising that they have thoughts and ideas of their own and can do things for themselves. The daily routine is set up to allow time for children to do things for themselves and we encourage developing children’s self help skills. We also understand that children at this age are developing emotions and encountering feelings of frustration and at times need adult guidance in developing negotiating skills.

The program includes a range of learning experiences such as sensory play, creative art, music and movement, dramatic play, social emotional, physical and language domains. The program promotes children’s experiences and explorations and encourages the process rather than the product.

For this reason we set up our environment with the following core experiences each day; Blocks, Drawing, Painting, Collage,   Play dough, Manipulative/Construction, Music & movement, Stories & language, Dramatic Play, Outdoor play

• We also create a picture of each child. This is done by building a reciprocal relationship with parents, observing children and talking with children. This allows teachers to find out children’s true interests.
• Once an interest is found teachers question children and interprets their non-verbal language and interactions, to find out what they all ready know.
• Teachers then extend on the child’s interest by; planning activities, role modeling or simply singing songs.
• The information is the collected and displayed in a learning story on the programming board. Observations or learning stories will be put into children’s individual files and display for parents to view and input.
• Portfolios are also used as a tool of reflection for children to revisit their learning.
• We encourage you to enrich our program by brining in items of interest. You can also help extend on interests or projects by sharing information, stories, skills or artifacts with us.

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