OUR PROGRAMS

Curriculum Statement

The objective of the centre is to help all children enrolled develop and extend their knowledge and experiences so they can reach their full potential. There are qualified educators throughout the Centre who work collaboratively with educators to assist with program planning. All educators regularly discuss, share, assist, evaluate and advise each other, to ensure that every child in every group receives the highest level of care and education. Learning is seen as a collaborative process which relies on communication without hierarchy between educators, individual children, parents and wider community as a group.

Curriculum is based on ‘Child-Centred Learning/ Emergent Curriculum. Early childhood educators listen to children and allow them to take the initiative by supplying ideas or stimuli for curriculum. They then guide children’s learning in productive ways based on children’s level of interest and the direction the interest takes. These ideas may then become projects. A project may last only days or as long as several months, depending on the level of interest shared by the group. Groups may be small or large and there may be several projects running at any one time. This project approach is based on the Philosophy of ‘Reggio Emilia’ in Italy where educators believe that reciprocal exchange and dialogue lie at the heart of successful education.

Children’s learning is not hurried or forced and children are not marched sequentially from one activity to another but instead encouraged to repeat key experiences, observe and re-observe, consider and reconsider, represent and represent. This learning takes place in a homely, child-oriented, healthy and happy setting. Most importantly, children’s work is genuinely enjoyed, respected, documented, displayed and treasured, not for the end result, but for the path or journey the child has taken to achieve this result.

NATIONAL QUALITY FRAMEWORK (NQF)

The National Quality Framework aims to raise quality and drive continuous improvement and consistency in education and care service and school age through:

  • The Education and Care Services National Law and Education and Care Services National Regulation (National Law and National Regulations)
  • A National Quality Standard for Early Childhood Education and care and School Age Care (National Quality Standard).
  • A National quality rating and assessment process
  • Streamline regulatory arrangement
  • A new national body jointly governed by the Australian Government and state and territory government – the Australian Education and Care Quality Authority (ACECQA) – to oversee the new system

The National Quality Framework (NQF) encourages services to provide a high quality and consistent standard of early childhood education and care across Australia.

The National Quality Framework which took effect from 1st January 2012 - replaces existing state and territory licensing and National Quality Assurance Processes. 

EARLY YEARS LEARNING FRAMEWORK (EYLF)

The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school.  The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning, providing the most appropriate stimulus for brain development.

The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.  In 2011, Thornbury Learning Centre implemented the Early Years Learning Framework to observe children’s learning and record their progress. This is to be utilised by educators at our service in partnership with families, children’s first most influential educators, to develop learning programs at TLC responsive to children’s ideas, interests, strengths and abilities and recognise that children learn through their play. The Early Years framework is implemented to identify the progress of children towards learning outcomes.


Testimonials

Both of my children have been attending TLC since babies. The educators are enthusiastic, loving and have a genuine interest in my children's wellbeing and education. Marty and the educators have always been flexible to my needs and created a warm and caring family environment. I am more than happy to highly recommend TLC when considering childcare for your child. Kimberley C. Mum to 2 girls, 7 and 3.   

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We have been with TLC for many years, with all 3 children attending from around 10 months of age until they started school. 
The educators at TLC provide a caring and nurturing environment, not only for my children but our entire family as well.
The educators are creative, enthusiastic and warm. They have a desire to get to know the children well and create so many enjoyable individual and group experiences.
My children went off to school well adjusted without any issues and are all doing fantastically, socially and educationally well. Thank you to all the wonderful educators at TLC.  Melinda

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