Kindy Life

This slideshow requires JavaScript.

Belonging, being and becoming a Kindy protagonist
Kindy Curriculum Structure is driven by our passion, desire and urgency to give back to children the right to fully enjoy childhood at their own pace and in their own way by being a child.

The Centre proposes a play, creative and enquiry-centered environment, ensuring children’s access to meaningful and interesting developmental and learning opportunities.  Letting the children use their senses to explore is how we encourage them to find social clues that will help them understand relationships, science, arts, literacy, numeracy and other elements in their world.

Curriculum decision making
Our environment and curriculum are built together based on needs, thoughts, interests and the rights of children, educators, families and context. FMCCCCC’s educational approach embraces a socio-cultural perspective which draws on a myriad of early childhood/ lifespan theories from around the world, primarily the teachings of Lev Vygotsky and Jerome Bruner. Our dedicated staff permanently research and continue their training in the latest pedagogical approaches to keep up with contemporary educational ideas/ challenges.

A Socio-Cultural, Cognitive and Constructivist Approach lead us in an everyday journey to consider children as active learners, who construct their own knowledge of the world. Gradually, accessing complex ideas in an “spiral curriculum” at a simplified level first and then after re-visiting prior experiences and knowledge, children get to build on more complex levels of knowledge. (Bruner, J. 1961)

In this way, educators play an important job as “Facilitators” setting educational experiences where children access learning independently.  By “Scaffolding” or affecting “The Zone of Proximal Development” educators offer children pedagogically intentional interactions and Language as structure to help them achieve, learn, overcome  developing problem solving skills through processes of inquiry and discovery. (Bruner and Vygotsky Developmental and Learning Theories). 

The EYLF document is Australia’s first national Early Years Learning Framework for early childhood educators. As a fundamental document to support, enrich and extend children’s learning opportunities from birth to five years, FMCCCCC uses this process as a guideline to fortify teaching and pedagogical practices, according to national standards (NQS) and the United Nations Convention on the Rights of the child.

What Children do at Kindy
Children approach learning through PLAY.

Children have a choice; they are encouraged to decide their journey for every day, selecting experiences/projects, time, duration and partnerships.

Children participate in all kinds of learning experiences that include: Sensory exploration, cooperative play, dramatic play (Role play), discovery and exploration play (hands-on), creative projects, language and literacy and numeracy approaching, thinking and logical challenges, physical activities (gross and fine motor skills) among others….

Learning experiences are open for anyone that wants to participate. However, the Kindy program offers some specific experiences for 3 to 4 and 4 to 5 year olds, aiming to challenge young minds and experienced ones too.  If parents are interested in checking the Kindy program, it can be found displayed in the room every week. Parents are also invited to enquire about it with the educators.


How Educators Support Children

  • Constantly rethinking a holistic approach to child development and learning processes
  • Contribute and provide opportunities for children so they prepare for “life”.
  • Assist children to develop resilience and cope with new, adverse, unexpected situations, using adaptive and resourceful behaviour.
  • Provide pedagogical practices, intentional teaching and explicit teaching experiences.
  • Arrange different sizes of grouping (small, large, individual, etc.) to let children experiment with different types of interactions, identifying the advantages of each of them.
  • Adjust and reassess strategies depending on the moment and specific children’s needs and interests.
  • Promote children’s capacity to initiate and regulate learning experiences and decision making.
  • Support children revisiting what they have learnt so that they will be able to reassess and build new approaches to learning.
  •  Identify children’s individual expectations, interests, needs and developmental stages to scaffold learning and development.
  •  Inspire and provoke children to initiate new experiences and projects.

‘Social interaction with adults and peers plays a fundamental role in the learning process’ (Vygotsky)

What Environment Offers to Children at Kindy

  • Provides predictable situations so children can trust, form attachments, share, negotiate roles, take turns, resolve conflicts, understand difference and diversity.
  • Offers tools and elements to support children following and extending own interests and initiatives.
  • Provides a balance of experiences and activities that cover all dimensions of early childhood learning and development.
  • Promotes active experiences and offers plenty of room to exercise, combine with healthy nutritional routines.
  • Promotes autonomy and independence, allowing children to assume responsibilities and at the same time, contributes in building process of rules and expectations.
  • Challenges children with a degree of difficulty enough to motivate new learning in accordance with children’s individual abilities and age.
  • Offers indoors and outdoors settings and experiences which are constantly redefined and reinvented.

‘A rich and well-designed environment is essential to inspire children’s learning; that is why we put a lot of effort into offering fresh and provoking settings’

How Assessment Is Reported To Parents
Children’s learning and developmental processes are shared with families daily so they can continuously be informed of their child’s achievements, creations and interactions. We also condense some of the more significant and meaningful experiences in a Portfolio/Art Book which families are more than welcome to review together. We also display in the room documentation panels, TV screen with photos of every-day life experiences and routine, books made of images of meaningful experiences which families are invited to peruse during dropping-off and pick-up times.

Excursions; Out and about Kindy Adventures
Creating a sense of community with the children is  one of our primary goals. Excursions are an essential part of our Kindy educational programme. We regularly visit Flinders University and Flinders Medical Centre grounds. Engaging children with the local community is how we support children’s sense of belonging and identity, letting them feel part of a wider community that extends into the adjacent forest, library & Flinders University Sport Centre among others. In order to help children build strong links with the community we  request permission for your child to take part in these excursions by signing the one-off permission form (Kindy room). Most Kindy excursions are limited to University and Hospital grounds however we also visit other community resources such as art galleries / museums etc. in the city and elsewhere.