GEKA Caulfield South

Providing Flexible and Adaptable Programs

Claire McIver, Early Childhood Teacher 

After reading the article ‘WHAT WE KNOW ABOUT OUR CHILDREN AFTER 2021’

the teaching team at GEKA Caulfield South Kindergarten discussed what they will need to do differently to teach children fundamental life skills. 

Our educational program allows for flexibility and adaptability for us to meet the needs of the individual child.  This recognises that not all children will feel the same impact of the last two years, and that we as educators need to remain alert, observant, adaptable and responsive to ensure our young people can thrive’.  Our focus and priority, particularly in the first term of the year is on children’s sense of wellbeing and social connections.

In our program children are invited to contribute to creating daily rituals.  We have found that when we involve children in these experiences, children have a deeper connection to each other and to their environment, and to their experience within the environment.  

One example is when children are encouraged to contribute to taking time and care to set aesthetically appealing tables for mealtimes.  This may include cleaning tables, using table cloths, and gathering flowers from the garden and putting these in glass cases for centrepieces for the tables.  Rather than rushing through these experiences, educators allow time for this and recognise these moments as valuable learning opportunities. 

With a focus on children being supported to develop friendships with their peers, intentional learning experiences have been carefully designed to support children. Through careful observation and listening to children, teachers have gained information about the types of resources that can be offered for children that encourage social engagement. For example, home life props have been set up over the past few weeks, and children have regularly engaged in play in this area with their peers.  

Through play, children are sharing aspects of themselves and their lives with others, often finding similarities with others.   

The past two years have provided an opportunity for children to build resilience skills as they have had to manage and adapt to change. While we acknowledge that the experience has not been the same for every child and family, we hope that we can take away the positive influence that increased family time has had.  

The teaching team have commented on the strong and positive relationships between family members and children, observed in the mornings and afternoons at drop off and pick up times.  We have observed children so excited to play with their peers at kindergarten.  We have observed friendships forming more readily and greater inclusiveness of all children.  We have observed children demonstrating regular acts of kindness and care for others. And we have observed children demonstrating greater persistence when faced with a challenge and a willingness to help a friend in need.