Our Programs.

At Dashing Ducks Pre-School we believe play to be the best vehicle for children’s learning as it engages the child holistically. Our curriculum acknowledges that children learn individually, in groups, and with guidance from educators, families and communities. Our program is supported by the National Quality Framework and the Early Years Learning Framework.

To keep our families connected to our program we use an online platform called Early Works. They can view the program and see their child work toward the learning outcomes through observations and journals. Families are encouraged to add any comments or share information from home, highlight any interests their child may have so we can include these in our emerging daily program. Families are able to view daily communications here about their child’s sleep, food/bottle intake and nappy changes.

Starting Blocks

provides parents with information about early childhood education and care.

Get tips on starting child care or preschool, and what can be done at home to encourage your child’s learning and development. www.startingblocks.gov.au

The National Quality Framework

The National Quality Framework is the result of the Council of Australian Government’s Reform agenda for Early Childhood Education and Care. The reform agenda supports universal access to Early Childhood Education and ensures delivery of nationally consistent and quality Early Childhood Education across sectors and jurisdictions. www.acecqa.gov.au

The Early Years Learning Framework

Describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school. The Framework has a strong emphasis on play-based learning. The Framework also “recognises the importance of communication and language (including early literacy and numeracy), social and emotional development.”

EXPERIENCES & ACTIVITIES

Each day educators plan a variety of experiences for children based on their interests, skills, knowledge and development. Experiences are planned for individuals, small and large groups of children. Educators are present in the experience to scaffold children’s learning and respond ‘in the moment’. We also see spontaneous events, such as the discovery of a beetle, as wonderful opportunities for children’s learning.

Our programming is guided by The Early Years Learning Framework – a curriculum framework which assists educators in providing quality experiences, interactions and programs for young children. Play is seen as the most effective means of learning as it engages the whole child. Our program is also informed by children’s experiences with their families, and connections with the local community.

During the course of the day children may engage in many experiences which may include: arts and crafts, construction, puzzles and manipulatives, stories, discussion, music and movement, sand and water play, play dough and messy play, dramatic play, gardening, cooking and gross-motor play.

NUTRITION

Munch & Move is a fun, play-based program that aims to support young children’s healthy eating and physical activity habits. The program is based on six health promoting key messages:

  • Encourage and support breastfeeding
  • Choose water as a drink
  • Choose healthier snacks
  • Eat more fruit and vegetables
  • Get active each day
  • Turn off the screen and get active

The Munch & Move program has strong alignment to the National Quality Framework (NQF) with links to all 7 Quality Areas of the National Quality Standard (NQS), the 5 Outcomes of the Early Years Learning Framework (EYLF) and the Get Up & Grow healthy eating guidelines and physical activity recommendations.

Through fun games we teach the children the fundamental movement skills.

Fundamental Movement Skills (FMS) are a specific set of gross motor skills that involve different body parts. These skills are the building blocks for more complex skills that children will learn throughout their lives to competently participate in games, sports and recreational activities.

Children do not naturally learn how to correctly perform FMS as part of their normal growth and development. It is essential that as educators we provide children with intentional opportunities to explore and practice these skills to encourage development and confidence in the FMS. The earlier that FMS are introduced through play and exploration, the more likely children will be to engage in physical activity throughout their lives, developing competence and confidence.

We teach the children about healthy eating through stories, songs, cooking experiences, growing our own fruits and vegetables, role modelling and providing a healthy menu.

For further information healthykids.nsw.gov.au