With 3 qualified Early Childhood Teachers on staff, Torrens ELC conducts an exceptional early childhood program in all of our spaces, and we also provide a full pre-school program for our 3 and 4 years olds.
Our program curriculum is developed using BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia. This Framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school. It communicates these expectations through the following five 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, and
• Children are effective communicators.
The Framework provides broad direction for our educators to facilitate children’s learning. It guides us in our curriculum decision making and assists in our planning: it also underpins the implementation of more specific curriculum relevant to our local community, our children and your expectations. The Framework is designed to inspire conversations, improve communication and provide a common language about young children’s learning among children themselves, their families, the broader community, early childhood educators and other professionals.
We are heavily inspired by the philosophy of Reggio Emilia and the philosopher Loris Malaguzzi:
A curriculum inspired by Reggio Emilia means that our educators: understand that children form their own personality during early years of development and that children are endowed with "a hundred languages" through which they can express their ideas.
The aim of this approach is teaching our children how to use these symbolic languages (eg., painting, sculpting, drama) in everyday life. Our programs are therefore based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children.
In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor. Teachers are encouraged to facilitate the child's learning by planning activities and lessons based on the child's interests, asking questions to further understanding, and actively engaging in the activities alongside the child.