OUR VISION IN PRACTICE

At BBPS we acknowledge that all children are unique induvial with their own needs, strengths and interests. We recognised the value of children’s voices, which are an important part of our early learning programs.
Our programs are child focused, child initiated and inspired by children’s curiosity and imagination, designed to nurture the developments and promote healthy growth of each child. At BBPS we actively include Family input of shared information relating to your child’s interests, areas of development & learning in our programs.
School Readiness is incorporated into our daily learning routines and programs. BBPS works closely with local schools to assist with perpetration and transition to ‘BIG’ school.
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Programming is based on an ongoing cycle of: - observing children on a regular basis, reflecting on their needs, strengths and interests and planning future activities from these observations & reflections. We aim to develop programs to meet the children’s needs, strengths & interests and therefore enhance individual growth, development & learning.
The developmental skills our curriculum is based on are:

• Social – sharing, turn-taking & friendships
• Emotional – sense of self, self-esteem & independence
• Moral and spiritual – empathy and social justice
• Physical –
  - Fine motor – small muscle development e.g. cutting, drawing
  - Gross motor – large muscle development e.g. running, jumping
• Cognitive – thinking skills, problem solving, concepts i.e. colours, numbers & shapes
• Language – communicating , talking & listening skills and self-expression

BBPS follows the national Early Years Learning Framework (EYLF) and this framework forms the basis for our unique curriculum. Our curriculum, educational programs, goals and philosophy are regularly reflected & evaluated.
Daily activities are designed to stimulate, challenge & extend the children’s curiosity; with an extensive range of experiences and opportunities to develop each child holistically.
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Each child attending BBPS is given a ‘Treasured Memory Folder’ on enrolment to document their individual ongoing learning journey. Families are encouraged to add to their child’s ‘Folder’ by adding art works & printing photos, journal entries & events via our ‘Kindy Hub’ communication app. This creates opportunities to discuss your child’s preschool day. Along with daily face to face communication, Our Kindy Hub (parent App) is a main source of communication. Family input and communication is encouraged and valued when planning for each child.

EARLY YEARS LEARNING FRAMEWORK

At the heart of BBPS program is “Belonging, Being and Becoming”, the Early Years Learning Framework (EYLF) for Australia. This is the Australian government’s national framework for early childhood education, and a key component of the National Quality Framework (NQF) for early childhood education and care which is designed to encourage continuous improvement of education and care services across Australia. The EYLF defines the principles, practices and outcomes essential to every early learning program and is designed to ensure all children, from birth to five years of age, receive high quality learning experiences.

‘Belonging’ is all about children’s relationships with the people and communities around them. Children belong first to a family, a cultural group, a neighbourhood and wider community. This sense of belonging forms the basis of a child’s sense of identity. This requires our staff to recognise and integrate the uniqueness of each community into the centre’s daily practices. It also means working with families to ensure children’s needs are met.

‘Being’ simply means allowing children to be children. It is about the present and children learning about themselves, engaging in all the experiences life has to offer and meeting everyday challenges. At BBPS, this means we help your children to explore the world around them, take safe risks and make mistakes in order to learn valuable lessons.

‘Becoming’ focuses on children’s growth and development in these early years. It is these formative years in which children’s identities, knowledge, understandings, capacities, skills and relationships change and evolve depending on surrounding events and environments. In an early learning setting, this means providing a nurturing and stimulating environment that helps children learn about themselves and the world around them.

The framework has a strong emphasis on play-based learning and aims to achieve five overall Learning 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
  You can find more information about the NQF at http://acecqa.gov.au link
  
  You can download the Early Years Learning Framework Families Guide at https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf (link)