Our Curriculum

Our curriculum is based on a negotiated approach.  Teachers consider each child and family’s needs and interests as well as information about the current community interests and events and embed them in their programs.  Teachers express general goals and hypothesise about what direction the activities and projects may take. Armed with as much knowledge of the children as they can gather, teachers then make appropriate preparations and the curriculum emerges.  

We believe that learning occurs everywhere!  The curriculum presented encompasses all the interactions, experiences, routines and events, planned and unplanned, which occur in an environment designed to foster children’s learning and development (EYLF p.9). 

We consider the ways in which children learn best and provide a balance of activities which promote development in all areas highlighting life skills and holistic development.  Most activities are unstructured and open-ended, with learning and problem solving skills being emphasised rather than the end products of children’s play and work. 

Our ratios allow us to stop and listen to children, to engage in sustained shared thinking and co-construct knowledge, ideas and future planning.  This technique provides us with greater understanding into why and where children’s enquiries and understandings are at.  When children are provided with opportunities to actively construct their own knowledge they begin to recognise their agency, capacity to initiate and lead learning and their rights to participate in decisions that affect them, including their learning (EYLF p.9).  Intentional teaching opportunities are regularly addressed and are thoughtful, informed and deliberate (EYLF p.15).  They stem from teacher’s observations, knowledge and interpretations and are accompanied by defined learning objectives and strategies likely to help children succeed. 

Each child’s learning journey is documented.  Individual learning is documented in a child’s portfolio and is often complimented by the room journal which shows the main focuses of learning in each room.  An open dialogue between parents, children and teachers creates the optimum learning environment for children. Parents are encouraged to discuss the program with their child’s teachers.

Helping support the curriculum at Monash Children’s Centre is the National ‘Early Years Learning Framework’ (EYLF) and the Victorian ‘Early Years Learning and Developmental Framework’ (EYLDF.)  We use both Frameworks in partnership with families, to develop learning programs responsive to children’s ideas, interests, strengths and abilities.