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kindergarten lower plenty

Welcome to Lower Plenty Kindergarten

Our Philosophy

Our teaching Philosophy is the heart of our teaching. We celebrate diversity and embrace the uniqueness of each child and this precious stage in their early education.

Belonging:

  • We are committed to providing a respectful, nurturing, positive and safe environment for children, families and staff. We cultivate open and respectful relationships with children, families and the community. We are committed to ensuring a family-centred practice.
  • We encourage children and families to connect with and contribute to our kindergarten community and our local community. We encourage respectful relationships and responsive engagement.
  • We proudly create a learning environment that is welcoming, safe, fun and is in harmony with the natural environment, with flexibility to ensure that each child develops skills and dispositions to enable them high achievements in their learning.
  • We ensure each child is welcomed, celebrated and nurtured. We support and sustain an inclusive, equitable and diverse environment in both our program and practices.
  • We ensure optimal learning for all children by working closely with parents and other professionals or agencies to ensure an inclusive, supportive and optimal learning environment.

Being:

  • We hold high expectations for each child and believe in all children’s capacity to succeed.
  • We provide a natural environment that is calm, ensures time for uninterrupted play and nurtures their inquisitiveness and sense of wonder.
  • Mutual respect, trust, compassion and acceptance of oneself and others are fostered and encouraged.
  • We see each child as unique and celebrate this within the group dynamics.
  • We celebrate diversity of culture, background, knowledge, abilities, ideas and interests.
  • We consider and care for each child’s abilities while sensitive to their culture, background and personal needs.
  • We see each child as a whole, and all areas of development and learning are supported we embrace an understanding of each child’s interests, strengths and dispositions.
  • Our learning programs are developed to cater for the different developmental stages and individuality of the child based on their age, background, strengths and interests.

Becoming:

  • Our program is play-based where children can learn through play, we want them to: have a strong sense of identity, feel connected with and contribute to their world, have a strong sense of wellbeing, and are confident and involved learners. The Early Years Learning and Development Framework (E.Y.L.D.F) and the National Quality Framework (N.Q.F.) underpin our program and practice. We engage in assessment for learning and reflective practice.
  • Play is drawn from their own experiences, interests, imitation and modelling of others.
  • We work as a team and draw on our own combined strengths and skills.
  • We are active in building strong partnerships with parents regarding the ongoing care, nurturing and learning requirements of their children.
  • Staff and parents regularly keep each other informed of the progress and development of each child.
  • Positive and open communication is essential to ensure that the individual needs of each family are met.
  • Parental involvement is integral and strongly encouraged which aligns with our N.Q.F.

Stephanie Alexander Kitchen Garden Program

We are very excited this year to be joining the Stephanie Alexander Kitchen Garden Program and to be welcoming some pet chickens to our kinder. We understand the importance of connecting with nature, knowing where our food comes from and making healthy food choice.

Pleasurable Food Education Philosophy

The purpose of the Stephanie Alexander Kitchen Garden Foundation is to introduce pleasurable food education to children during their learning years, in order to form positive food habits for life.

Pleasurable food education emphasises the flavours as well as the health benefits of fresh, seasonal, delicious food.

Dishes cooked reflect the vegetables, herbs and fruits grown, season-by-season, by the children in their organic gardens, and also reflect the Australian Dietary Guidelines.

Kitchen educators emphasise balance and moderation, and endorse the concept of preparing fruit-based desserts ‘sometimes-only’.

Pleasurable food education is designed to be fully integrated into the curriculum or learning framework as it offers infinite possibilities to reinforce literacy, numeracy, science, cultural studies and all aspects of environmental sustainability.

In addition, pleasurable food education delivers observable social benefits to all children, including those with special needs.

Pleasurable food education encourages critical thinking, teamwork, an understanding of cause and effect, and increased levels of observation.

On Wednesday, we worked with the children in small groups to create Dukkah as part of our Stephanie Alexander Kitchen Garden Program. The children measured and mixed, observed the shapes of different seeds, the smell of seeds before and after we toasted them. They used their strength and coordination to grind the seeds in a mortar and pestle. Finally, the children enjoyed the fruits of their labour with olive oil and Turkish bread. The verdict: “Yum.”  “It tasted good, but I think I didn’t like the little seeds.” “The seeds smelt like dumplings.” “I liked cooking. They smelt delicious…” “I liked mixing it.”


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kindergarten lower plenty

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