Melbourne Graduate School of Education Early Learning Centre (ELC) and Boorai - The Children's Art Gallery

• Philosophy

• Vision

• Curriculum

• 2011 Outcomes Report Our achievements for 2011

Philosophy

"A distinct precept of education must be to combine greater knowledge, know-how and skills with social awareness, ethical orientation and aesthetic sensibility." (Oslo, 1997).

The philosophy of the ELC is based on an image of the child as creative, capable and inquisitive. To realise the potential of all children, the ELC provides a nurturing, secure and stimulating learning environment, one that promotes happiness and a desire to learn. The primary aim is for children to increase their understandings of the world in which they live through development of broadly based knowledge, skills and attitudes that enable them to take the prerequisite steps in preparation for life long learning.

Within the philosophy the arts play a central role in helping children to be involved in independent decision-making, problem solving, expressive and aesthetic communication and collaborative learning. Also the principles of Education for Sustainable Development (ESD) are clearly represented with teachers prioritizing learning ‘in, about and for the environment’ the aim being to connect children to their responsibility to maintaining the health and beauty of the natural world.

The ELC’s philosophy recognises that children mature at different rates and have preferred styles of learning. It also emphasises the importance of an emotionally secure foundation to help children to develop confidence to explore and discover the delights of both learning and human relationships. Learning experiences, routines, materials and daily interactions with children are presented in such a way so as to stimulate sensory perception, encourage creative thinking and collaborative learning.

The ELC provides a dynamic teaching and learning environment, one that gives each child a chance to play, discover and to grow in an atmosphere of care and mutual respect; children, regardless of race, gender, age, ability, social status or family structure are able to participate in all aspects of a challenging and stimulating educational program.

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Our Vision

Imagine...

• an early learning setting that integrates the best of the past with visions of the future; one that expands the individuals capacity to perceive and explore, reflect and express and to excel;
• a psychological environment that instils in children personal qualities that will prepare them for the challenges of the 21st century; qualities such as empathy, integrity, respect and tolerance;
• learning spaces that inspire children aesthetically and intellectually; spaces that reinforce connections with nature, cultural heritage and the best of contemporary technology and design;
• an educational framework that maintains the best of linear, print orientated modes of learning, and extends to a multi-faceted and multi-sensory digital world, where information is available instantaneously to everyone;
• a responsive and integrated curriculum that explores ideas through words, sounds, gestures, images and models. A curriculum centred on creative experiential processing that is realised and transformed through technology and a skill-based arts program;
• a learning environment that supports diverse learning styles and engages children fully through their minds and their senses. An environment that stimulates children to play with ideas, generate hypotheses, understand relationships and solve problems creatively;
• a community made up of children, parents, teachers, researchers and other members of the community who embrace a model of teaching and learning which is flexible and interchangeable;
• an exhibition and performance precinct that presents the world through children’s perceptions. An innovative space which exhibits, through multi-media, the outcomes of research projects which explore the ideas, life experiences and abilities of young children; and,
• an early learning setting that is managed by a multi-functional team who collaborate to provide innovation and exemplary service delivery. A team that is committed to an ongoing re-conceptualisation of practise informed by current research and the changing needs of society.

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Curriculum

The ELC's curriculum has been developed to recognise the individual and social needs and interests of its children, parents, teachers and the wider Australian educational and cultural community. Children are placed at the centre of curriculum negotiations, the belief being that they learn best when their interests are acknowledged as worthy of investigation. Adopting a child-centred approach that employs materials from the child's culture and family history to illustrate concepts and principles, results in an authentically responsive curriculum model that ensures a dynamic and vibrant teaching and learning environment.

The curriculum is designed to help children to:

• Develop positive attitudes to the self and to others through the achievement of individualized personal and social goals.
• Develop positive attitudes to learning, including the development of problem solving and critical thinking skills.
• Develop concentration and observation skills.
• Develop independence and an understanding of the need for self-discipline.
• Develop concept knowledge through experience in language, mathematics, science, music, art, dance, drama, literature, social and cultural studies and technology.
• Develop core age-appropriate literacy and numeracy skills.
• Develop effective language, collaboration and communication skills.
• Develop fine and gross motor skills.
• Develop learning through the use of technology-based tools and information systems.
• Develop respectful and caring attitudes to the environment.
• Learn about sustainable living practices such as composting, energy saving, water usage, recycling and to 'take action' in support of these practices.

The ELC's Curriculum is informed by both National and State Government Curriculum Frameworks.

• The Early Years Learning Framework for Australia (EYLF): Belonging, Being and Becoming - Birth to 5 Years (2009).
  
• The Victorian Early Years Learning and Development Framework (VEYLDF) - Birth to Eight Years (2009).
  
  

The aim of the EYLF and the VEYLDF is to provide a guide for teachers in their work with young children. The aim is for all young Australians to become successful learners, confident and creative individuals and active and informed citizens (Belonging, Being and Becoming, 2009).

Both frameworks are divided into five outcomes for learning:

• Outcome 1: Children Have a Strong Sense of Identity.
• Outcome 2: Children are Connected with and Contribute to their World.
• Outcome 3: Children Have a Strong Sense of Wellbeing.
• Outcome 4: Children are Confident and Involved Learners.
• Outcome 5: Children are Effective Communicators.
  

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