Mary MacKillop Catholic School Early Years Philosophy Statement (June 2006)

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1 Statement The Early Years at Mary MacKillop Catholic School are defined as those years of learning from Prep to Year Two. We believe at Mary MacKillop that the Preschool is very much part of the whole school environment. Therefore, the Preschool (and Prep from 2007 onwards) is/will be integrated into many whole school events. Presently, our Early Years Implementation Program involves our current Preschoolers participating in school activities such as Eating with the whole school for first lunch at the lunch shed. Sharing second lunch with the Year Ones at Preschool. Participating in Buzz About (our Perceptual Motor Program) twice a week with Year One. Attending weekly assembly with Year One and Year Two. Participating in whole school events such as cross country, ball games and athletics carnivals and accessing Drama, Art, PE and Music specialist as part of the school. Taking part in Early Childhood events which the P - 2 children attend together. Visiting the Year One classrooms in Term Four as part of our Transition program. Wearing a modified version of the school uniform The staff and community of Mary MacKillop believe that we are a Learning Community. The foundation of this is the message of Jesus Christ To love one another as I have loved you. We honour the uniqueness of each individual who feels called to be part of our community. Our school vision is To be a place where Life, Love and Learning are embraced and celebrated. Being a new school established in 2003 and rapidly growing from 60 students to 300 in three years, the grass roots of our philosophy is adapting to our ever changing environment while keeping a constant hold on what is central to our being. Half of our school population is in the P-2 area so from the early days much of our school focus has been on the Early Years. The staff of Mary MacKillop Catholic School endorse the following Principles of Early Years Education: 1. Children s perception of God is based on - awe and wonder, their experience in the world, the way they are treated and the values they see enacted around them. 2. Children are capable and competent and have been learning since birth. 3. Children build deep understandings when they learn through all senses and are offered choice in their learning experiences. 4. Children learn best through interactions, active exploration, experimentation and by representing their learning through a variety of modes. 5. Children's positive dispositions to learning, and to themselves as learners, are essential for success in school and beyond. 6. Children learn best in environments where there are supportive relationships among all partners in the learning community. 7. Early childhood programs are most effective when they recognise, value and build upon the cultural and social experiences of children. 8. Building continuity of learning as children move to and through school provides foundations for their future success. 9. Assessment of young children is an integral part of the learning-teaching process and is not a separate activity. 1

2 Implications for Learning Environments and Resources At Mary MacKillop we believe that the planning and development of the Early Years physical environment should be given much consideration, with meaningful conversations between all stakeholders. We also believe that the physical, social and temporal environments should include: Both indoor and outdoor learning spaces for children in the Early Years. This could include for example, an external door in each classroom which opens out onto a shared outdoor learning space. A realistic balance in the flow of movement between indoors and outdoors taking into account issues such as the supervision of all children and timetabling considerations. Wide open spaces which extends and develops children s fundamental gross motor skills in the Early Years. This would include open grassed playing areas where young children have the freedom to run and explore. Both busy and quiet work areas for children in each classroom. This would include a large carpeted area on the floor, where children can sit and manipulate construction objects, games, or whole-group learning activities. Messy or wet areas available to young children where they have the freedom to explore open-ended materials and art work. This would be available for activities such as painting, printing, clay, plasticine, playdough etc. Some open shelves in the classrooms to allow young children some choice and also the encouragement of independence in the selection of their hands-on learning resources. An open-door policy with an inviting and welcoming social environment for children, parents and other community members. The children should be viewed as capable and competent individuals and should therefore, be engaged socially in the learning process and be co-constructors of their own learning. A whole-school message of mutual respect in social relationships with the valuing of each individual s opinions and needs. Predictable weekly and daily routines and events for young children, yet a classroom curriculum which is flexible enough to respond to unplanned learning opportunities that may arise. The opportunity for children in the Early Years to engage in meaningful and sustained investigations for extended time periods with an emphasis on discovery and risk taking. Hexagonal tables in classrooms (as opposed to school desks) and the pooling of resources similar to the current Preschool environment. It is recommended that a collage trolley be included in each Early Years classroom which provides the children with access to a wide variety of consumables, objects, materials and tools to encourage them to extend their creativity and make independent choices about their own learning. 2

3 Implications for Pedagogy and Learning Experiences As noted on the initial page of our Statement, we at Mary MacKillop Catholic School endorse the Principles of Early Years Education and we also believe that: The foundation of our school is based on the message of Jesus Christ To love one another as I have loved you. We honour the uniqueness of each individual who feels called to be part of our community. Children are capable and competent individuals who have been learning since birth and who are on a life-long educational journey (of which we play a very important part). The staff and teachers at Mary MacKillop Catholic School are committed to giving students a holistic education so that they will enhance society through their contribution. We see our roles as educators in a Catholic School, to be the face of God to all we meet. We are positive role models who support and encourage the students we teach, taking into consideration and planning for the individual differences within our classrooms. We are trying to equip our students with the life-long skills they need for future participation and success in society. Children in the Early Years learn best by doing. Young children need to be given ample opportunity to experiment and test-out their ideas in a safe, supportive and caring environment. They need to be encouraged to take risks and Give it a go and have FUN. Children need to be given freedom in terms of time and space to explore and develop their understandings about shared symbol systems. They need to be encouraged to engage in experimental drawing and writing experiences. They should be given ample opportunity to investigate their mathematical understandings by engaging in hands-on learning experiences where they manipulate, count, measure, compare and contrast real-life concrete materials. Young children learn best through multi-sensory learning experiences where they can - see, hear, smell, taste, touch, move and manipulate - materials, objects and equipment in order to develop an accurate understanding of the world around them. Children should be viewed as curriculum co-constructors and thus should be given some say or choice in curriculum activities in order to make learning as personal and meaningful as possible. Curriculum planning should therefore be based on a plan, do, review model of learning with the children having some input at each stage in the process. It is essential for young children in the Early Years to acquire fundamental or basic academic competences which they will need to ensure success with higher order thinking and problem solving skills which are required in the older grades of schooling and beyond. 3

4 Implications for Assessment At Mary MacKillop Catholic School, we view assessment an integral part of the teaching-learning process and not as a separate activity. We believe that assessment should be an on-going process throughout the year, based on what the children already know and can do. The purpose of assessment in the Early Years at Mary MacKillop then is to: 1. Capture a point-in-time snapshot of where each individual child is at in terms of their learning and development in each of the curriculum areas. 2. Plan for future learning experiences taking into account specific learning needs. 3. Build an overall academic profile of each child within the school starting in Prep or from when the child first attends Mary MacKillop. 4. Use as concrete evidence and data when engaging in professional conversations with parents, specialist teachers and other work colleagues. 5. Record point-in-time judgments using a folio and reporting system. 6. Allow students the opportunity to participate in self-assessment by reflecting and commenting on aspects of their units of work. At Mary MacKillop Catholic School, evidence of children s learning in the Early Years will be in the form of: Individual student portfolios which include digital photographs, work samples and descriptions of what a child has been learning. An end of Semester report card or Early Learning Record indicating the distance travelled for each child throughout the year. Notes of conversations with children, parents, Principal and other work colleagues. Anecdotal records. Personalised checklists with comments. 4

5 Implications for Continuity As mentioned on the initial page of our Statement, we have already at Mary MacKillop Catholic School, systems in place to ensure continuity between the Early Years and the rest of the school. As outlined previously, some of these include our current Preschoolers participating in school activities such as Eating with the whole school for first lunch at the lunch shed. Sharing second lunch with the Year Ones at Preschool. Participating in Buzz About (our Perceptual Motor Program) twice a week with Year One. Attending weekly assembly with Year One and Year Two. Participating in whole school events such as cross country, ball games, athletics carnivals and attending whole school liturgies. Taking part in Early Childhood events such as Under 8 s day which the Preschool to Year Two children attend together. Visiting the Year One classrooms in Term Four as part of our Preschool to Year One Transition program. At Mary MacKillop, we also view continuity as: Discussing and documenting a shared and Pedagogy about how young children learn and how to best educate children in the Early Years. Establishing positive relationships between all staff and families within the school where all stakeholders have an opportunity to discuss and voice their opinion in an open and supportive environment, which is based on mutual respect. The opportunity for Early Years teachers to meet regularly to discuss curriculum ideas and classroom events, with the sharing of time and resources. Making in-service days or professional development workshops available to all teachers in the Early Years to ensure the sharing of up-to-date Early Childhood information and ideas. Having open days or school visits from other Early Years centres or classes such as the local Kindergarten, child care centres or other State and Catholic schools from around the local area. Offering parent information nights once a term, where parents can come and share input and ideas about the curriculum or classroom program. Sharing ideas with the teachers and children in the Middle Years of the school, to try and bridge the gap between the two sectors and make the transition from one to the other a positive experience for all involved. Implementing whole school networking activities which encourage a close link between the older and younger children at Mary MacKillop such as - a school buddy system, multi-age projects and class visits and presentations. Building positive partnerships with parents, teachers, children, administration, specialist teachers, professional networks, parish and the local community of Highfields. 5