Kindergarten

The program offered to children in the Kindergarten at Peninsula Grammar is based on a developmental approach and the belief that children learn best through play. We follow the School’s Mission and Core Values, nurturing and inspiring children to strive for excellence. We aim to support and develop children’s emotional resilience, social confidence, self-motivation, persistence, and resourcefulness. We believe that each child has the right to feel safe and secure, enjoy their Kindergarten experience, be a valued and respected member of the group, contribute to their learning environment, and be challenged, stimulated, and encouraged to take risks.

An important part of this philosophy is forming strong partnerships with parents. Staff recognise that parents are aware of their child’s development and can share vital information that provides a link between home and Kindergarten.

The School’s principles of Positive Psychology guide the development of the Kindergarten curriculum and pedagogy, which focuses on the strengths and virtues that enable individuals and communities to thrive. Through this approach, children are given opportunities to develop optimism, engagement, and happiness, where learning is fostered through positive and authentic relationships with their teachers and the wider community.

The philosophy and practices are complemented by the teachers’ use of the Early Years Learning Framework for Australia and the Victorian Early Years Learning and Development Framework, which are underpinned by five principles and five learning outcomes.

Our curriculum has been influenced by early childhood educators such as Maria Montessori, Piaget, Froebel and Steiner, and also more recent theorists such as Gardner and De Bono, and the educators of Reggio Emilia in Italy and Forest Kindergartens in Demark. We are also influenced by the Positive Psychology practices that Peninsula Grammar is embedding in the school-wide curriculum.

This eclectic approach ensures that we acknowledge the early theories of early childhood education, as well as exploring current approaches. It is important to note:

• The way in which we program for the children, together with the manner in which we report to parents, recognises this eclectic approach.
• The curriculum and the content of the program include both teacher directed activities and those that have been instigated by the children’s particular interests. The teachers and children work collaboratively to engage in rich learning opportunities and experiences.
• The curriculum is primarily play-based. We believe that children’s learning is maximised through exploration, experimentation and investigation. By using open-ended materials the children experience unlimited possibilities.
• We recognise that children learn in different ways and consequently the curriculum incorporates activities that are based on Gardner’s theory of Multiple Intelligences (1983) which are visual, logical-mathematical, spatial, kinesthetic, musical, interpersonal and intrapersonal, thus ensuring that every child has a means by which they learn about themselves and the world around them.

At Peninsula Grammar, wellbeing is an essential part of our school and a priority across all year levels. We believe that the health and wellbeing of students should be at the forefront of everything we do.

Our Kindergarten teachers understand the importance of emotional literacy and developing strategies for emotional regulation for our youngest learners through a positive education and strength-based model of learning.

Our programs are rich in language and provide opportunities for children to learn and practice these skills. Our teachers are trained in both the Kimochi’s program and Little Warriors, and they work closely with our Wellbeing team to ensure that we are supporting our students and families.