Gaythorne Community Kindergarten
ParentHandbook
2012
34 Taurama Street, Gaythorne
Ph: (Pre prep) 33556181
Ph: (LHC) 33554193
Fax: 33551999
Email –
Center Details
Centre Details / 43 Taurama St,. Gaythorne. Ph: 3355 6181
Co-Director- Monday/Tuesday / Emma Dyson
Co-Director- Thursday/Friday / Shirley Slater
Qualifications / Bachelor of Education Early Childhood
Assistant-Monday/Tuesday / Lyndal Shankar
Assistant-Thursday/Friday / Kimberley Rosso
Assistant’s qualifications / Certificate 3
Administration Officer / Rebecca Lee
C&K Early Childhood Advisor / Robyn Mercer
ECA Contact Number / 07 3552 5333
Policies Location / Pre-Prep Office
Child’sName:______
Group/Days:______
Locker Number:______
Starting Date:______
Teachers:______
Term Dates for 2012
- Term 1: 23rd January to 30th March
- Term 2: 10th April to 22ndJune
- Term 3: 9th July to 21st September
- Term 4: 8th October to 14th December
Contents
Section 1: Welcome
Where Children Come First
Philosophy and Curriculum…………………………………………………………………………………….....5
Program and Operational times
Not for Profit Association
Affiliation with C&K
Building Waterfalls 2
C&K support
C&K history
Section 2: Living and learning- children’s programs
Making learning fun and meaningful
Documenting your child’s learning
Learning through play
The role of art
Behaviour guidance
Environment and Sustainability
Rest, relaxation and sleep
Section 3: Family involvement
We value your input
Ways to get involved
Parent responsibilities
Management Committee
What is the Management Committee and what is its role in the centre?
Roles and responsibilities
Executive positions
President
Vice president
Secretary
Treasurer
Non-executive positions
Fundraising coordinator
Maintenance/ Working Bee Coordinator
Social Coordinator
Marketing/promotions Coordinator
Newsletter Coordinator
Section 4: Inclusive services
Inclusive philosophy
Children with additional needs
Cultural diversity
Equity
Gaythorne Community Kindergarten teaching team
Director
Early Childhood Teacher
Assistant
Additional Needs Assistant
Teacher/child ratio
Staff professional development
Student placements
Section 6: Ensuring quality care and education
Licensing
Section 7: Enrolment, fees and administration
Staggered intakes
Enrolment bond and member’s fee
Giving notice
Payment of Pre-Prep fees and levies
Payment options
Fundraising
Holidays, sick days and public holidays
Notification of sick days
Sign-in/out sheets
Section 8: Keeping our children happy, healthy and safe
Protecting our greatest asset
What to bring to Pre-Prep
Clothing and shoes
Birthdays
Parent roster
Library
Interviews
Authority for treatment
Injuries
Sun protection
Centre maintenance
Working Bee
Emergency and fire procedures
Dealing with sick children
Common concerns
Vomiting
Diarrhoea
Conjunctivitis
Colds
Ear infections
The C&K policy on giving of medication
Prescribed medication
Non-prescribed medication (including alternative therapies)
Paracetamol
Clearance letters
Administering puffers, spacers and nebulisers
C&K policy in relation to puffers, spacers and nebulisers
Immunisation
Immunised children
Non-immunised children
Exclusion times for communicable diseases
Infectious diseases exclusions table
Hygiene practices
Hand washing
Food and nutrition
Safety at the centre - Workplace Health and Safety
Persons authorised to collect children
Custodial and resident conflict
Keeping animals
Section 9: Communication
Communication with parents
Newsletters/Emails
Noticeboards
Daily feedback
Concerns and complaints (grievance procedure)
Workplace bullying
Notes...... 35
Section 1: Welcome
Where Children Come First
Welcome to Gaythorne Community Kindergarten and congratulations on choosing an affiliated C&K community centre. Your family is now part of a long tradition in quality early childhood education and care. With 100 years of practical experience, curriculum development and proven positive outcomes for children this enables C&K to substantiate its claim to leadership in the early childhood sector.
To build genuine partnerships we believe it is important that staff value children and their families. Staff listens to parents at Gaythorne Community Kindergarten and appreciate the ongoing support of families who give their time and skills generously. Gaythorne Community Kindergarten aims to engage children and families in a sense of community, cooperation and collaboration. We encourage you to become actively involved in this centre. Your involvement will enrich your child’s learning experiences and promote positive self-esteem. Current research confirms what C&K has always advocated, that the experiences of young children have a profound effect on their future.
History of the centre
Gaythorne community Kindergarten and Limited Hours Care (GCKLHC) was established by the Enoggera Army Progress Association and officially opened in 1988. Back then our centre was called Rainbow corner and operated partly through funding from the department of family Services. Initially, the centre was established to provide care and education for children of Army families and strong ties still remain with Gallipoli barracks, which own and maintain our building and land. However, on 15 March 1989, our Pre-Prep unit became affiliated with C & K. We receive ourfunding from Kindergarten Funding Scheme for our running costs and staff wages. This affiliation status remains current. Today we are a proud, community based centre, operated not for profit by an annually elected parent management committee. Our strengths lie inour high quality program, our lovely quiet location, our trained early childhood staff, our committed parents and the variety of programs we offer local families.
Philosophy and Curriculum
At Gaythorne Community Kindergarten we believe
- When children feel that they are listened to, that their ideas are respected and valued, and that they have ownership of their activities, they will engage more enthusiastically and completely in experiences and their learning will be enhanced.
- Children learn most effectively when they are engaged in personally relevant experiences which have meaning for them as individual and as a member of a specific group.
- Children learn most effectively through play that is encouraged, supported and extended by adults who recognize and value the abilities and interests and ideas of young children.
- Much of the most valuable learning that a young child does at kindy does not result in a tangible something to take home. It is the processes involved in children’s activities that are important more so than the end-products.
- The primary role of the teacher is to establish an environment that encourages and supports children’s learning and development. The environment that includes the physical, social, emotional, psychological and intellectual atmosphere, as all of these domains impact on learning.
- Children feel most comfortable and learn more effectively when parents and teachers communicate with and support one another.
Our early childhood curriculum has been developed over many years’ experience working with young children and families and draws on current research into early childhood development and learning. The curriculum is informed by the Australian National Curriculum- The Early Years Learning Framework and C & K’s Curriculum Building Waterfalls 2, and is underpinned by The National Quality Standards.
Through our early childhood curriculum we aim to:
- Develop each child’s self-esteem so that they feel comfortable with themselves as an individual, free to engage in a variety of experiences, free to initiate ideas and free to “have a go”
- Develop each child’s curiosity and interest in learning.
- Negotiate a curriculum which supports the child as they play, wonder, observe, question, experience, explore, express ideas, make choices and decisions and pose and solve problems.
- Encourage children to use materials in a way which allows for the development of their skills in purposeful and creative processes.
- Encourage each child’s independence and interdependence – helping children to express their own ideas and needs as well as acknowledging and responding to, the ideas and needs of others.
- Protect and promote children’s health and safety.
- Acknowledge and respect the differences between families and welcome their involvement in the centre.
- Respect the confidentiality of all members of the centre: children, parents and staff.
- Foster a team approach where all staff are respected as individuals and as valuable team members.
- Parents and guardians are invited to discuss the activities and experiences provided at the centre and can ask for information regarding the service philosophy about learning and child development outcomes and how it is intended to outcomes will be achieved. Please ask your child’s teacher about the goals and skills to be developed through the activities and experiences.
Program and Operational times
Gaythorne Community Kindergarten is operational from 8:45am until 2.45pm, Monday to Friday, during school terms.
The Daily Programme
The Pre-Prep programmes are planned to enhance the social, emotional, physical, creative and intellectual development of the individual child. The centre is committed to helping children realise their full potential regardless of gender, race, culture or ability.
The daily programme generally consists of indoor/outdoor play, a music/movement session, a language session and meal times. Children also participate in a rest time during the afternoon
- Indoor Play: Children play in a variety of setting and are actively involved in easel painting, collage, play dough, puzzles, dramatic play, reading, construction, craft, drawing, games, cooking and much more.
- Recyclable “junk” items from home for collage are greatly appreciated. Please do not sendtoilet rolls, medication bottles, glass or any kind of hygiene product boxes.
- Music/movement/singing: This is a time where children develop a basic knowledge of many musical concepts like melody, tempo, pitch, dynamics and rhythm. Through movement, motor skills and creativity are developed. These times are also relaxing and enjoying.
- Shared reading and language: Usually consists of stories, picture discussions, language games, puppetry, poetry, finger plays and rhymes.
- Meal times in warmer weather we eat our meal “picnic style” on tablecloths on the veranda or downstairs. Whereas during the cooler months, meals are eaten inside the room at the tables. A transition through the bathroom precedes, meal times and children are encouraged to sample all the food they have been given. Self-help and independence is fostered by encouraging children to unwrap their food, place rubbish in the bins, and put lunch boxes away after the meal. Any uneaten food in sent home in the child’s lunch box.
Our routine is the framework around which the programme is run. Although it contains flexibility depending on the interests of the children each day, a consistent routine provides security and dependability for the children, especially at the beginning of the year. Our daily routine is as follows.
8:45amStart of session
Free play either inside or outside session
Movement and music session
Morning Tea
Free play inside or outside session
Shared reading/language session
Lunch time
Rest time
Pack up and quiet activities
2:45pmEnd of session
Not for Profit Association
Gaythorne Community Kindergartenis a community based association, with all profits reinvested to benefit children and the community. Unlike private centres, or other corporate childcare services who must make profits for shareholders, our centre is not for the profit or gain of individual members and the Association’s constitution prohibits it from making financial distributions to its members. This association and its assets are owned by the parent body which elects a management committee each year to operate the centre effectively.
Affiliation with C&K
C&K is a voluntary, non-profit organisation responsible for monitoring standards in their community kindergartens and child care centres. As an affiliated centre we have nominated C&K as our Central Governing Body. As such C&K distributes our funding provided by the Queensland Kindergarten Funding Scheme. This funding contributes to the overall running costs of our centre. The management committee is responsible for the remaining operational costs. These costs are covered by fees and fundraising, and the committee rely upon the personal commitment of the parents to become involved in these efforts. As an affiliated centre we adhere to the Governments requirements of a recognised play-based curriculum. This allows children to problem solve, discover and learn how to be independent thinkers. C&K is committed to providing quality early childhood education. At C&K children come first, not private shareholders.
Building waterfalls
C&K has published Building Waterfalls 2, which will be implemented in 2012 in the pre-prep programs offered at all C&K Kindergartens. Building Waterfalls 2is different to other early childhood curriculums in that it was created by and for educators, parents and children. Children do not learn in isolation. It is a collaborative process. Building Waterfalls 2 acknowledges the important role adults - educators and parents -other children and the physical environment play in children’s learning. Building Waterfalls 2 acknowledges children as competent and capable learners, and the significant role adult’s play in optimising and enhancing children’s living and learning experiences. Adults and children share responsibility for the learning process through interaction, negotiation and collaboration.
At Gaythorne Community Kindergarten we have combined the philosophy of C&K, which is that children learn through exploring, investigating, problem solving and negotiating, with contemporary international early childhood research and practice.
International studies have proven that children learn and thrive in a warm, caring play based environment that includes parents in the learning process. For this reason we have intentionally used the term ‘curriculum framework’ to reflect the learning possibilities and potentials inherent in each individual environment. The metaphor: building waterfallsprovides a powerful and symbolic provocation for our thinking and a reminder of the capabilities of children – their strength, optimism, spontaneity and possibility. Water provokes thoughts of movement, change, power, flow, creativity,potential, renewal and freedom – of journeys with beginnings and yet to bediscovered possibilities.
C&K support
A C&K Early Childhood Advisor (ECA) visits C&K affiliated centres on a regular basis to support the staff, families and children. The role of the ECA is a valuable one as they act as an advisor and mentor to staff and the management committee. The ECA is available throughout the year for advice on any matter related to the functioning of the centre. The ECA will have significant contact with the centre each term, usually a visit.Few early childhood services in Queensland have such a resource readily available to them. Your child will benefit directly from the support provided by C&K.
C&K history
C&K has been the pioneer in early childhood education and care for nearly a century. We have been advocating for young children and providing community based early childhood services since 1907. C&K opened its first service in Fortitude Valley, a day nursery for 13 children of working women. By 1911, C&K was operating four such centres in Brisbane and had established the Kindergarten Teachers College to provide training for staff. The college grew and evolved to become the Queensland University of Technology’s School of Early Childhood Education (QUT).
Section 2: Living and learning- children’s programs
Making learning fun and meaningful
Our approach to curriculum (educational program) is born out of a long held tradition of early childhood philosophy and practice, and is supported by contemporary international and national research and theoretical perspectives around children’s learning, health and wellbeing. In our services children are valued and respected as competent and capable co-contributors in the learning process. Our teachers work alongside your child to actively encourage and support them in the learning process.
Staff regularly undertakes professional development to ensure the most up-to-date research is used as a basis for shaping curriculum decisions.
The curriculum offered is a collaborative venture, negotiated with children and developed by fully qualified early childhood professionals. The physical environments and mood and feel of the centre are designed to support and enhance your child's learning. Your child’s curiosity, enthusiasm and love of learning will continually be encouraged by staff. As teachers and children engage in inquiry together, children are learning to observe, ask questions, reflect on their actions, and engage in meaningful and self-directed activity.
Our well respected tradition of encouraging family and community involvement ensures that our curriculum:
- supports and affirms parents in their parenting role
- acknowledges the individuality of family aspirations and traditions
- optimises learning for children
- engages parents in cooperative decision making
- is relevant to the children, families and community
- Facilitates networking among families within the local community.
The essence of our role as educators is to add complexity to children’s thinking by posing a question: “What do you think?” In doing so adults provide the child with a possibility, acknowledge them as a thinker and constructor of knowledge and at the same time, indicate to the child that they are ready to listen.
Carla Rinaldi 2005
Documenting your child’s learning
When we stop to ask children what they think, the possibilities abound. Not only are they active seekers of knowledge but also ardent, and sometimes surprising, carriers of knowledge. At Gaythorne Community Kindergartenour university qualified teacher strives to make this knowledge visible to you by capturing your child’s learning and thinking in portfolios. Portfolios are more than a memory or keepsake of your child’s time at Gaythorne Community Kindergarten. Not only do they provide an insight into your child’s learning, they also make the quality of our teaching practice visible to you. Portfolios provide children with an opportunity to revisit and reflect on past experiences; record their learning, including their emerging literacy and numeracy skills as it occurs in our rich, socially responsive and interactive learning spaces; and provide our teachers with the knowledge they need to ensure your child’s time with us is full of wonder and possibility.