Nedlands Primary Schools National Quality Standards philosophy aims to actively meet the holistic needs of children from Kindergarten to Year 2.
This approach is committed to providing children the experience and opportunity to learn through play and intentional instruction for academic, social, emotional and physical development for their growth and wellbeing.
We foster strong collaborative partnerships with staff, students, families and the broader community, acknowledging the diversity in our own community.
At Nedlands Primary School we understand that Early Childhood Education is the foundation for lifelong learning. We believe all children should feel nurtured, respected and supported to build positive relationships within a safe and caring environment.
Our Early Childhood programs promote the principles of the Early Years Learning Framework and is underpinned by the following principles:
- Children need time to explore their environment
- We recognize and celebrate diversity
- Learning environments are carefully planned to ensure that children are provided with the opportunity to engage in stimulating, meaningful experiences.
- Programs include planned, purposeful play, balanced with explicit teaching
- Teachers plan their programs so that they are engaging, provide time for practise and allow the children to take risks in a safe environment
Research shows there are skills and concepts that form a strong foundation for sustained academic achievement later in school. These include strong oral language skills, broad vocabulary and phonemic awareness, being read to, spatial awareness, fine and gross motor skills, and the ability to subitise. Our Early Childhood program aims to develop these abilities early.
Play Based Learning
Effective Early Childhood Programs have a combination of play-based, playful and explicit teaching and learning opportunities planned carefully throughout the day
Play-based learning is described as experiences and opportunities where children select what and how they would like to do things in carefully designed learning spaces that aim to build on children’s interests and experiences, as well as concepts learnt through explicit teaching at other times throughout the day. They use the resources provided to direct their own learning whilst being given time to explore, practise and improve their skills.
During play-based learning time the teacher and education assistant skillfully guide and support the students to extend their thinking and skills, whilst acknowledging and supporting students’ learning through teachable moments related to the curriculum. Our job as early childhood educators is to provide children with rich resources, environments that foster their interests and plenty of time to explore and repeat play experiences.
At Nedlands Primary School we provide a balance of child-initiated and adult-led learning in our Kindergarten and Pre Primary classrooms.
Child-initiated learning is when children choose what activity they would like to be in and for how long they engage with the activities. The educator facilitates the experience when appropriate.
As children develop a greater sense of independence (agency) they realise that they have the ability to make their own decisions and to control their own lives. A sense of agency is an important part of developing a strong sense of identity, as defined by the Early Years Learning Framework – belonging, being and becoming.
In adult-led learning, the purpose of the learning is intentionally chosen to assist children to discuss and learn about a particular topic or a curriculum area. During this time, the teacher leads the learning to build and reinforce what students know and to further extend them.
- Uses assessment and observation to identify the needs of the children
- Plans using a curriculum framework
- Decides on outcomes and teaching strategies
- Implements strategies provides opportunities for a gradual release
- Reflects (why is this experience important? What can I do to extend them further?)
Education Assistants have a very important role in Kindergarten and Pre Primary at Nedlands Primary School. They prioritise activities that contribute to and increase student outcomes. This means that they play an active role in working shoulder to shoulder with the teacher during all teaching and learning experiences; including mat time, child-initiated and adult-led learning. Together with the teacher, they also work towards building independence, responsibility and resilience. This means that they encourage students to take responsibility for their own belongings and be actively involved in the preparation, storage and cleaning of school equipment.