Preschools
working
together

White Hills Kindergarten

National Quality Standard Rating - Meeting

Address: 62 Raglan Street, White Hills VIC 3550 MAP 

Email: white.hills.kin@kindergarten.vic.gov.au

Phone: 03 5448 4571

 

...

 

2017 Session Times

Kangaroos - Monday 8.15-12.15, Thursday 8.30-2.30 & Friday 8.30-1.30

Possums - Monday 1.00-4.30, Tuesday 8.30-1.30 & Wednesday 8.30-3.00

Pre-kindergarten - Tuesday 2:30-4:30

 

Start of Year Information

For start of year information please refer to:

Start of Year information - White Hills Start of Year information - White Hills (200 KB)

 

Educational Team

Nominated Supervisor: Nicky

Educational Leader: Sue

Educational Team: Amie, Ange, Caitlin, Erin, Holly, Nicky, Sonia, Sue

 

Our Philosophy

Kindergarten is a unique time in the educational journey of a child. It offers an opportunity for development in a child’s life through a multitude of learning experiences.

We believe children have an innate desire to learn and explore their world. We believe children are resourceful learners who are active contributors to their own learning.  At White Hills Kinder we seek to enhance each child’s learning and development by providing a stimulating, evolving, enjoyable, play-based program (Erikson) incorporating the following elements:

  • Open-ended activities

  • Child-led activities -based on their interests and questions.

  • Educator-led activities, or intentional teaching - based on professional knowledge.

  • Sensory experiences

  • Utilising the benefits of indoor/outdoor play spaces

  • Creative, imaginative play areas

  • Investigative, exploratory activities

  • Routines

  • Literacy and numeracy embedded in our curriculum

 

We aim to promote and progress the learning and development of the whole child with reference to the learning outcomes identified in the five areas of the Early Years Learning Frameworks:  Identity, Community, Wellbeing, Learning, and Communication. 

Children are unique individuals who progress through established, continuous developmental stages (as identified by Piaget) at their own rate.

Educators use knowledge of what a child ‘knows, can do and understands’ and their interests to provide meaningful experiences to engage their attention and stimulate curiosity and further investigation. Educators engage in Vygotsky’s concept of scaffolding to  guide, and nurture a child” in development and learning (Vygotsky’s Zone of Proximal Development)

Children need sufficient time to refine skills and knowledge engage, investigate, deepen their understanding, build confidence in their abilities and ideas, and express themselves therefore we schedule large blocks of uninterrupted time for engagement in experiences.

We recognize children have an inherent curiosity about nature and the environment and we are able to support this through our enhanced in natural, outdoor environment.

Community is vital to establishing and nurturing a children’s identity and well-being, therefore children’s interests and family culture help to shape and enrich our program content. Parent involvement is valued to provide insights and to support their child’s learning. Parent involvement is also vital in supporting the Centre through committee membership, fund-raising, working bees, kinder duty and sharing of expertise and culturally relevant knowledge.     

Service providers from the wider community are also utilized to provide broader input to enhance children’s experience and learning. (Socio-cultural theory Malaguzzi, Vygotsky, Rogoff)

We seek to foster development of core learning dispositions and skills such as confidence, persistence, resilience, problem-solving, resourcefulness, self-motivation, collaboration, inclusiveness, cooperation – identifying these elements as essential for building independence, interdependence and providing a foundation for healthy relationships, current and future learning and developing skills for life.  (Montessori)

Educators use various methods to make learning visible, recognising the distance travelled’ by each child. Educators are always willing to discuss this progress and achievement with parents, both formally and informally.

We believe every child is a unique individual who, with support, and a safe and enriching environment will begin to develop skills needed to progress as confident learners and resourceful community members. We believe that a child’s kinder years should be a happy and fulfilling experience for both the child and their family, ones that are fondly remembered in future years for the relationships formed and the experience gained.


FAQS

Our educators have provided some answers to some 'frequently asked questions' to assist you in developing a better understanding of the kindergarten.