Kindergarten

A Peninsula Grammar our Kindergartens are full of joy.

Our dynamic and experienced educators inspire our students to learn about both themselves and their world through a developmental play based curriculum. No two days are ever the same. We instil a love of learning and connection in all that we do. From Gumboot Walks down to the creek to Clarke Centre Library visits and Junior Gym activities, our students are a challenged to engage and develop their skills of curiosity and creativity for authentic learning outcomes.

We have a strong foundation based on Positive Education, which informs our rigorous wellbeing programs with a focus developing social and emotional skills and awareness.

When you belong to Peninsula Grammar Kindergarten you belong to a wider school community that inspires and connects learners from all ages.

The program that is offered to the children in the Kindergarten at Peninsula Grammar is based on a developmental approach and the belief that the 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 the 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 own children’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 the children are given opportunities to develop optimism, engagement and happiness where learning is fostered though positive and authentic relationships with their teachers and the wider community.

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

PRINCIPLES

• Respectful relationships
• Partnerships with families
• High expectations and equity
• Respect for diversity
• Reflective practice

LEARNING OUTCOMES

• Children have a strong sense of identity
• Children are connected with and contribute to their world
• Children have a strong sense of wellbeing
• Children are confident learners
• Children are effective communicators

We believe that teaching children to care about each other, have empathy and show kindness and gratitude enables them to flourish in the Kindergarten environment.

Our indoor and outdoor learning environments allow for children to learn through exploration and experimentation in a multi modal space. Children have opportunities to work independently and in groups allowing them to develop and strengthen their social and emotional skills.

In April 2015 the Kindergartens were assessed in accordance with the Australian Education and Care Quality Authority (ACECQA) continuous improvement plan. We were delighted to receive an Exceeding National Quality Standard rating.

We work towards:

• Developing positive and meaningful relationships with children and families
• Creating an inviting environment that encourages engagement and a love of
  learning
• Allowing for a wide variety of possibilities through flexible programming

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.