Emergent Curriculum

The Emergent Curriculum encompasses all the learning experiences and routines that occur at the centre throughout the day. The emergent curriculum is based on the children's interests. Each day, the programme evolves through discussion between the staff and the children. This is then extended upon, for as long as the children are interested in that particular area. In the 0-2 room we still observe the children and note down their areas of strength and areas that need strengthening - and create a programme to suit their needs. The programme is based on observations of each child to foster intellectual, social, emotional, language, creative and motor development and independence. The programme is displayed in each room.

The centre aims to provide a variety of activities, active and quiet, group and individual, structured and unstructured. We encourage children to take on new challenges with more emphasis on the process than the product. The centre takes an anti-bias approach giving all children access to activities including children with additional needs. We respect each family's culture and language, looking at similarities as well as differences and valuing diversity.

Throughout the year we will plan to have visitors attend our Centre. These visits allow children to discover the world first hand and are an important part of our programme.

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Our Values

We believe that children have a natural curiosity and love for learning. We extend this and help them to prepare for lifelong learning by making learning an enjoyable experience. They learn through exploration and experimentation with many formal and informal activities being provided for this purpose. Our program is based on the children's own interests and ideas. The children are encouraged to learn at their own pace, with each child's needs and developmental level taken into account.

All children are encouraged to express openly their feelings and creative impulses without fear of rejection.

Children need to learn to be social beings before they can begin formal learning. They need such skills as: listening, turn taking, concentration, sharing and functioning as a member of a group, obeying the appropriate rules and courtesies before they can learn to read or write.

Skills such as problem-solving, negotiation, co-operation, conflict resolution, and independence are valued and so small group activities help to develop these as well as other skills.

It is important that the children learn to care for and respect other people and property. They must also feel loved and respected in return.

Children's individuality should be cherished and maintained. They should have many opportunities for individual expression without the constraints of stereotyping. Children who have additional needs such as learning difficulties, physical constraints or English as a second language will have the same opportunities as other children with their skills and interests being enhanced by positive interactions with other children and adults.

As each area of growth and development interrelates, the child cannot reach their potential unless we perceive the child as a whole. When meeting each area of need in a child it is important not to overlook the child's role in their own learning. Their innate willingness to grow and learn through exploration of the world around them, although not always seen as appropriate from an adult's point of view, should be open-mindedly and patiently encouraged and guided.

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Juliette (Adrian's Mum)
Talks about spending time @ Farran Street
"The Farran Street team would have to be the fittest, calmest, most patient, tolerant and understanding people I have ever met."

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