Learning is a unique and individual experience for each child.
To support each child's uniqueness educators promote relationships that support children to:
Educators at LGCK interact with children positively and warmly, providing clear guidelines to support their learning. Responding to children’s ideas and play, we use ‘intentional teaching’ to scaffold and extend each child’s learning. We also seek to promote each child’s agency, facilitating a positive belief in their abilities and achievements. This enables them to make choices and decisions relevant to their needs and circumstances.
Teachers reflect daily on children’s learning and development, both as individuals and in groups, and use these observations and insights to implement the program within an ethos of continuous improvement.
We are committed to preparing children for a smooth transition to school. Educators support children to graduate from LGCK feeling happy and confident, with good social and self-help skills, expressive and descriptive language, pre-reading, pre-writing and early numeracy skills. Children gain self-esteem and resilience in an environment that recognises efforts as well as achievements and maintains high but age-appropriate expectations.
While the developmental and learning needs of children are of paramount importance, staff at LGCK are also committed to supporting parents and encouraging them to feel welcome and involved in our ‘Kindy community’. Parents are given opportunities not only to provide relevant information pertinent to the care and education of their child but also to actively participate in the life and work of the preschool at all levels.