Please see Kinder guide for families.
https://stonly.com/sl/b7cd2024-16c8-4044-98a7-4ce13a3ef072/Steps/
Kinder policy:
https://woodlandelc.zendesk.com/hc/en-us/articles/7004808736655--Free-Kinder-Policy
🚨 IMPORTANT:
Social and emotional aspects for preschoolers' development are crucial for their ongoing and future learning, this will support their mental health long term and their learning and Early school success(Denham, 2006). Providing support to children to allow them to develop and try their own solutions, negotiate with others and make their own choices within a safe setting.
A child’s abilities to understand emotions of self and others; regulate emotion, attention, and behaviour; make good decisions regarding social problems; express healthy emotions; and engage in a range of prosocial behaviours – their social emotional learning (SEL) skills – all work together to grease the cogs of a successful school experience and facilitate satisfying relationships with others (Denham, Brown, and Domitrovich, 2010). Social competence, the result of organised behaviours that meet short- and long-term developmental needs, can be summarised as effectiveness through interaction (Rose-Krasnor, 1997). At the centre of our theoretical framework are the core SEL skills that contribute to children’s school success and other important outcomes. These primarily individual skills are vital contributors to ultimately successful, effective interactions with other people and other associated age-appropriate tasks. SEL skills can be located in five domains (Payton et al., 2000;)
Children learn social and emotional skills just as they learn to read and write, through modelling, practice, making mistakes and through supportive relationships with teachers. The importance of Social and Emotional learning is recognised throughout the day to teach the skills needed to establish and maintain friendships, resolve conflict, recognise our emotions and develop self management and self-control skills. This development is further supported by educators throughout the day by scaffolding children’s social and emotional development, being readily available to support children in solving problems and resolving conflicts and through our commitment to guiding children’s behaviour.
In conclusion, Woodlands acknowledge the importance of families wanting the kinder rooms to prioritise Literacy and Numeracy learning through ‘literally’ writing and reading, however, based on the evidence it is crucial we as professionals prioritise social and emotional intelligence and regulation, to then be able to empower children’s learning of literacy and numeracy skills.
The programming at Woodlands is based on the Departent Of Education's approved learning framework:
- Early Years Learning Framework (EYLF) for children from birth to 3 years.
- The Victorian Early Years Learning Framework (VEYLF).
Learning and Programming is delivered in a manner that links with the approved learning framework as well as being based on the developmental needs, interests, and experiences of each child individually and as a group. It is essential that each child has an individual learning goal that is in collaboration with the family, there there needs to be data and justification to reflect the evidence.
Additional resources:
https://thespoke.earlychildhoodaustralia.org.au/social-emotional-development/
Attachment-