KinderMarlee
LANDSBOROUGH
"What the best and wisest parent wants for his child, so the community should want for all children." - John Dewey, father of progressive education.
National Quality
Outcomes for Children
Children develop a strong sense of identity.
KinderMarlee encourages children to learn about themselves and their identity through their relationships with family and community. When children have positive experiences they develop an understanding of themselves as worthwhile and respected. The ability to play and learn alongside children of other ages is a significant advantage.
Children connect with and contribute to their world.
KinderMarlee supports the healthy development of critical executive functioning skills through our belief in children as capable and contributing citizens. The window of birth to five is a very important time - life long dispositions are being forged.
Giving children real opportunities to make mistakes, to develop flexible thinking,
to have their ideas and preferences heard - and to experience their impact on others, are key considerations of our programs.
Children experience a strong sense of wellbeing.
Wellbeing incorporates physical, mental and emotional aspects and is central to children's development. Without a strong sense of wellbeing it is difficult for children to have a sense of belonging. Wellbeing includes health, satisfaction and social functioning. A strong sense of wellbeing provides children with confidence and optimism - which maximises their learning potential. Wellbeing is related to resilience, providing children with the capacity to cope with day to day stressors. KinderMarlee partners with Kids Matter, a government mental health initiative.
Children become confident and involved learners.
KinderMarlee understands that early learning is all about learning "thinking strategies" - not memorizing answers. In these early years, life long learning approaches can be enhanced through the support of building resilience, having a try, making a prediction and exploring possibilities. Developing dispositions such as curiosity, creative thinking and persistence enables children to make gains from experiences. Young children learn best through play and social interactions.
Children become effective communicators.
From birth children communicate with others using gestures, sounds, language and assisted communication. Literacy and numeracy, in an age appropriate context, are vital for successful learning. Literacy is the capacity to use language in all it's forms (music, movement, dance, art, stories, drama, conversation, listening, reading and writing) - numeracy is the capacity to use mathematical concepts in daily life; and it is important that mathematical ideas are relevent and meaningful and build on prior understandings. Positive attitudes to literacy and numeracy are essential for successful learning. KinderMarlee embeds these concepts through children's playful explorations; and planned experiences.
A note about 'schoolification ...'
Society (including parent groups and social circles) can put great pressure on what children 'do' and 'learn' at any particular age. Horror stories abound about what our youngest people need to do in order to start school. KinderMarlee is absolutely committed to valuing children in the here and now. Education is not preparation for life, it is life, John Dewey.
When children are supported to think for themselves, to communicate freely and to be self confident and capable; they have the best platform possible to achieve their fullest potential throughout life, not just today. Our littlest people only get to be one, or two, or three for a single year. That year should be treasured and celebrated for what it is and for where they are at. KinderMarlee's key people work closely with children to ensure that opportunities for learning through play (across all domains) are always available, extended and explored. This approach is more meaningful and relevent for young children; and is supported by widely accepted and embraced international research.
