CRANBOURNE DAY CARE AND KINDERGARTEN CENTRE
EDUCATIONAL CURRICULUM
Policy Statement
Our curriculum means “all the interactions, experiences, activities, routines & events, planned and
unplanned, that occur in an active environment designed to foster childrens’ learning &
development.”
Our curriculum is the beginning of life-long learning. Our belief is that all learning is enhanced
through play, self-worth is crucial for optimum learning and that children learn best when they
actively explore the world and are supported by educators to take risks, chances & challenges with
their learning.
Our educational curriculum is based on a pedagogical theory because it is based on knowledge and
understanding of child learning, development & current research, including a collaborative and
sociocultural perspective to learning
Our curriculum evolves from the interest of each child and includes partnerships with families,
community happenings, excursions, incursions & special events.
Our curriculum includes learning through play & intentional teaching.
Our role as educators
Intentional teaching involves us as educators being deliberate, purposeful and thoughtful in our
decisions and actions. We will actively promote childrens’ learning through worthwhile and
challenging experiences and interactions that foster & challenge thinking skills
Play based learning is a context for learning through which children organise and make sense of
their worlds as they actively engage with people, objects & representations. Play provides
opportunities for children to learn as they discover, create, improvise & imagine. Play enhances
their thinking & enhances desire & how to learn.
There are five principles to our educational curriculum. They are:

Secure, respectful and reciprocal relationships – highlighting the importance of
relationships with children & families.

Partnerships – Emphasising the importance of working in partnership with families in
order to identify and achieve optimum learning for the children.

High expectations and equity – Reflecting the regard & respect we as educators have for
children & their capacity as learners.

Respect for diversity – Embracing differences and how families with different
understandings about themselves, the community they live in and what they value for
their children.

Ongoing learning & reflective practice – recognising us as educator’s responsibility to
continually engage in professional learning.
Our priorities during routines & transitions are the children & their needs. Transitions must be
smooth, calm and where possible, provide opportunities for learning.
Sources and further reading

Belonging, Being & Becoming. The early years learning Framework for Aust. - 2009
Department of Education and Early Childhood Development (Vic). Victorian Early Years
Learning & Development Framework - 2009
The Early Years Learning Framework: Getting Started. Joy Goodfellow – 2009
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
Children’s Services Regulations – November 2011
Children’s National Law – Nov 2011
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Policy draft date: 19/07/10
Policy created date: 27/07/11 Policy review date: 13/02/15