Planning, Program & Evaluation
We believe that children play and learn when they discover ideas, experiences and concepts and think about them and their consequences. We recognise that the individual abilities and strengths of children and families are important factors when staff and families plan and evaluate children’s experiences. Planning is where we envision the experiences for children in the future and develop strategies, goals, objectives and action plans to achieve that future. Evaluation is the process of determining if goals and aims were achieved or require continued focus or further planning. Our experiences are based on children’s interests, information from home or school, day to day events, previously planned and unplanned experiences, routines and transitions. Our staff and families have varying knowledge and skills regarding children’s play experiences and all stakeholder’s opinion, ideas and comments are respected and valued. Our staff have a range of qualifications, skills and knowledge which contribute to how we plan and evaluate children’s experiences. Our children and their families are the most important sources of information about their interests and abilities.
Strategies and practices
We have developed planning and evaluation practices that are a combination of various theories, which reflect values about how children play, learn and develop. Many of our adopted philosophies and strategies are from established programs. We have a focus on individual developmental needs of the children. We also recognise the group needs as the peer group will affect how children interact, play, learn and develop, including music, fashion and technology.
Gathering information
We gather information about family backgrounds, children’s interests, language, special requirements, culture and children’s skills, including language and literacy development.
Observing children
Our focus for observation is to develop an understanding of how children use strategies to strengthen their learning, interact with others and form relationships, it also provides useful information which supports their small and large muscle development once new achievements have been realised and perfected.
We gather observations in the form of photographs, paintings, drawings, audio and video recordings. Staff also record anecdotal notes attached to photographs and at times write narratives detailing observations of children.
Documenting information
To ensure that observations are objective and meaningful, we collect photographs and records together in a digital folder. This is reviewed at regular intervals for the purpose of evaluation and informing the program of experiences.
Evaluating experiences
Evaluating children’s observations allows us to identify children’s strengths, interests and opportunities for further development.
Each classroom has a computer that is used for sharing observations and recordings of children with families, children and staff. Each day photographs collected are displayed as a slideshow for children and parents to see as they collect their child in the afternoons. Each week staff copy photographs into individual folders for each child, and copy photographs of groups experiences to a central folder. Children are timetabled over a four week period to ensure observations and records are maintained with notes recorded. In 2009 a template for the final product will be developed to ensure the aim and objectives are achieved. Written reports will be provided on request. At the end of each year, children’s folders will be transferred to a disk for taking home and sharing with other family members at home. Parents are required to sign permission notes allowing photographs of their child to be used for this purpose.
Lavender Land
Albion Park
| Address: | 22 Gloucester Circuit | |
| Phone: | (02) 4257 1505 | |
| Email: | lavenderlandpreschool @hotmail.com |
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| Ages: | 2-6 | |
| Hours: | 7.30am - 5.30pm |
