Learning Programs

The Centre is committed to ensuring that all children are provided with a stimulating program that is based on the developmental needs, interests, experiences and individuality of each child while in care. The educational programs reflect the Centre’s own philosophy, Belonging, Being and Becoming [Early Years Learning Framework for Australia] and the Victorian Early Years Learning and Developmental Framework.

The educational program will reflect and work towards the following learning and developmental outcomes:

  • 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 communicators.

(Victorian Early Years Learning and Developmental Framework 2016)

Educators will use a variety of practices and principles throughout the program to support children’s learning such as:

  • Secure, Respectful and Reciprocal Relationships
  • Partnerships
  • High expectations and Equity
  • Respect for Diversity
  • Ongoing learning and reflective practice
  • Holistic approaches
  • Responsiveness to Children
  • Learning through Play
  • Intentional Teaching
  • Leaning Environments
  • Cultural Competence
  • Continuity of Learning and Transitions
  • Assessment for Learning

(Belonging, Being and Becoming 2009)

Early Years Learning Framework

The teaching and care of children enrolled at Derby Street Children’s Centre is based on The Early Years Learning Framework established by the government to guide early childhood programs. This framework enables all early childhood educators and childcare centres to comply with the same regulations ensuring all children are exposed to the same levels of education and care. It identifies learning outcomes that early childhood educators and the children they work with can work together to achieve.

The Early Years Learning Framework describes the principles, practices and outcomes essential to support and enhance young children’s learning from birth to 5 years of age, as well as their transition to school. The framework recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.

The framework has a strong emphasis on play-based learning, which fits in with our philosophy, as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development.

The educators at Derby Street develop a program of activities and experiences for the children which is designed to stimulate children’s interests and foster their development.

children doing experiment

National Quality Standard

The National Quality Framework is underpinned by the Education and Care Services National Law (‘National Law’) and Education and Care Services National Regulations (‘National Regulations’). Together they set the National Quality Standard and the regulatory framework for most long day care, preschool/kindergarten, family day care and outside school hours care services in all states and territories.

The National Law provides objectives and guiding principles for the National Quality Framework.

In making decisions about operating education and care services and working to achieve the National Quality Standard to improve quality at services, the guiding principles of the National Quality Framework apply. These principles are:

  • The rights and best interests of the child are paramount
  • Children are successful, competent and capable learners