We know that the formative years of brain development and learning occurs from 0-5 years. Our curriculum takes advantage of this opportunity to give children the best start towards a lifetime of learning.

HOW DO WE ACHIEVE the key learning outcomes AT KIDS & CO PRESCHOOL?

University qualified and accredited Early Childhood Teachers with educators support children's learning outcomes daily with children in play based and collaborative experiences where everyone co learns. Learning grows from children's knowledge and interests through spontaneous and intentional teaching. We use assessment in various forms to gather information about what children know, are interested in, understand and can do. In a fun filled and engaging learning environment educators build on these ideas through trusting relationships with children and partnerships with families. The curriculum is guided by the five key principles, which we implement in our educational program. 

Our educational program contributes to the following learning outcomes according to The Early Years Learning Framework:

  1. Children have a strong sense of identity
  2. Children are connected with and contrite to their world
  3. Children have a strong sense of wellbeing
  4. Children are confident and involved learners
  5. Children are effective communicators


In relation to children we will:

  • See children as unique in their own way and support their individuality through inclusion and respect of all cultures, disability and community.
  • Recognise, support and advocate the rights of all children, frequently listening to their voices. 
  • Become co learners with children, asking open-ended questions, scaffolding and following children’s ideas by valuing their knowledge as primary learners.
  • Promote children’s health, nutrition, fundamental movement and keeping safe practices through key messages, provocations and modelling.
  • See children as capable individuals and encourage them to make choices, problem solve and develop skills to help self regulate, and supporting them to become socially successful with their peers.
  • Promote learning through play, active participation with peers and educators.
  • Respect and respond to children’s strengths, needs, interests and abilities, developing an adaptable curriculum which is easily modified to cater for the inclusion of all children, whilst providing experiences and tools for learning that are interesting, satisfying and fun for everyone involved.
  • Establish safe, happy, secure, caring and supportive relationships that are positive with all children.
  • Promote confidence and challenge children to reflect on their wellbeing as they develop their own identities.
  • Recognise and encourage the development of social, emotional, and self-help skills as children take pride in their achievements.
  • Acknowledge family background and promote respect for the diversity by providing meaningful experiences to support individuals and groups of children.
  • Encourage children to make use of their imagination through varying forms such as the creative arts, music, movement.
  • Provide children with opportunities and adequate resources, and space to make choices, take appropriate risks, and think critically and independently about ways of being.
  • In relation to families, care givers and the wider community we will:
  • Endeavour to develop positive partnerships, which foster open communication, respect, inclusion, participation and mutual support.
  • Work in unison with families, external agencies and professionals to achieve the best possible, start to the service, transition to school and outcomes for each child.
  • Actively communicate practices, while reaching out to collaborate with families, care givers and external agencies.
  • Acknowledge and show respect towards the cultural backgrounds of each family at the centre, including the Aboriginal culture.
  • Understand and value the importance of each family or person’s knowledge as a primary care giver.
  • Actively engage together to promote respect for diversity and varied ways of doing, being and knowing. Actively support, and engage in our philosophy, procedures, policies, and Quality Improvement Plan.
  • Promote, recognise and celebrate sustainable practices through activities and interactions with the natural environment and wider community.
  • Support and encourage the input from the wider community, valuing this input and developing ongoing partnerships.
  • In relation to educating we will:
  • Provide highly qualified and skilled staff to support education and inclusion for all children.
  • Accept and respect all team members as valued individuals, respecting their culture and the diversity they bring to the team.
  • Offer support and continual feedback to colleagues
  • Work together as a team to effectively engage in planning, programming and critical reflection.
  • Collaborate with each colleague to ensure expectations are known and daily practices are consistent.
  • Strive to continually develop pedagogical principles and practices through professional development, critical reflection, collaboration, and sharing of ideas about the curriculum delivery, in line with the Early Years Learning Framework, and National Quality Framework.
  • Work in partnership with leaders in early childhood to implement new research and innovative ideas. Such as Be You, KU Inclusion, Munch and Move, ELLA, Dept. of Education and ACECQA.  
  • Support children’s interest and family input to guide development and preparation for transition to Pre School and Primary School.
  • Encourage children to feel valued through engagement in the curriculum.
  • Promote healthy eating, drinking of water, safe practices, and engagement in fundamental movement. 
  • © copyright 2018
Our Philosophy

Source: http://docs.education.gov.au/system/files/doc/other