Curriculum Framework

Curriculum

Precious Kidz is concerned to develop an environment which will support and nurture children to grow up as competent and confident learners and communicators, healthy in mind, body and spirit secure in their sense of belonging and in the knowledge that they are of value, loved and can have an important contribution to make in society.

Professional Practice

Te Whariki guidelines total experiences, routines, events, activities and environments that the children and their family experience. The Coordinator will take time with the educator to show them how to apply the five strands of Te Whariki (as detailed in the mission statement) into their teaching, observation and interaction with the children.

Knowledge of the child’s particular interests will be gained both from the family and observation.

The coordinator will the educator come to an increasing understanding of a child’s learning and development and knowledge of relevant theories and practice in early childhood education.

Documentation will be kept in the children’s individual journal s linking learning experiences to Te Whariki

The coordinator will visit at least monthly to discuss, observe and document the children’s activities.

The coordinator will come prepared with activities, play ideas, resources and experiences to share. Training and ideas will also be given in the monthly educator’s meetings.

Culture and Identity

Precious Kidz acknowledge the unique place of Maori as tangata whenua.

Educators will use Te Reo (Maori language) to the best of their abilities and where appropriate integrate this and various aspects of Maori culture into the daily routines.

Precious Kidz will gather information from the child’s family and also observe in order to understand the culture, values and beliefs of the family.

Languages and cultural practices are to be heard and seen around the home and resources used reflecting the ethnic diversity and the cultures of the families using the service. Children will be taught to value their own culture as well as the cultures of others.

Children as learners

Notes, stories, observations and photos will be shared with the child’s family and coordinator. These notes, stories observations and photos will be integrated into the learning cycle.

The educator will identify learning aspects relevant to child development and evaluate, (where to next) extend and assess milestones.

The home is a rich source for learning, when used purposefully it is the basis of home=based education. The coordinator will assist in developing resources that promote choices for challenge, revisiting, wider community experiences, exploration, and solitary and group play.

An easy indoor=outdoor flow is promoted. It will give children access to explore and investigate their environment, while challenging and building their physical skills.

Educators are expected to join in children’s activities, and offer materials, information, or encouragement to facilitate play and learning around a particular subject.

C.f. also Positive guidance policy

Working with others

C.f. Parents information and involvement policy

Introduced October 2016 | Review October 2017