Early Years Program
The Early Years program at Park Street is a collaborative process of Intentional Teaching, Enquiry Based Learning and Reflective Practice between children and carers. The program is developed with the ideas, interests and skills of the staff and children guiding the teaching.
These programs help to create a play-based learning environment. Our collaborative program helps to create opportunity for children to use play to explore and curate the room and its learning activities. Play is an acknowledged and vital part of young people’s education:
“Play-based learning is defined as young learners constructing knowledge as they explore, experiment, discover and solve problems in playful and unique ways. Development is linked to play and viewed as a pattern of continuous, interrelated changes that begins at birth and continue through life span whilst learning is a change in behaviour. In the early years it is through experience in play that learning occurs.” (Ebbeck, Yim & Lee, Teaching early years : curriculum, pedagogy and assessment, Allen & Unwin, 2013)
“Play provides active exploration that assists in building and strengthening brain pathways. Play creates a brain that has increased ‘flexibility and improved potential for learning later in life.” (Lester & Russell, Play for a change. Play policy and practice: A review of contemporary perspectives, 2008).
The Early years program follows the Victorian Early Years and Development Framework which identifies five Early Years and Development Outcomes for all children:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicator.
The Victorian Framework sets the highest expectations for every child.