Early Childhood Education

Topics: Education, Childhood, Knowledge, Early childhood education, Educational psychology, Developmental psychology / Pages: 3 (651 words) / Published: Nov 8th, 2014
INFANT JESUS SCHOOL
4.9 Early Childhood Education – Celebrating Childhood
Originally Released: 2005
Revised: 2012
Revised: 2013
Renewed: Annually
A Catholic Early Childhood Program endeavours to provide an environment and educational experience that is concerned with the development of each child as a whole person, and which acknowledges his/her innate spirituality. It seeks also to foster a religious awareness through meaningful everyday life experiences. This religious education experience endeavours to complement and support that which is offered through the home environment.
Early Childhood Education lays the foundation for further schooling and provides the initial interface between home and school in a child’s life. Recognising parents as the first educators of their children, early childhood education seeks to build upon home learning.
In establishing programs for young children it is important to remember that Catholic schooling is intentionally directed to the holistic development of students from within, assisting them to become fully integrated human persons.
Our Early Childhood Program will provide an environment and educational experience which acknowledges the innate spirituality of every child, fosters the child’s ability to wonder, experience awe, overcome difficulties, love others and reflect God, their Creator.
The Program will:
 Recognise that learning is a gift from God and the role of parents, as the first Educators of their children, is seen as vital.
 Recognise, value and build upon the child’s prior knowledge.
 Understand the: o Importance of developing problem solving and thinking strategies through play. o Structure through which young children experience their world. o Experiences necessary to give form to the child’s world which are expressed symbolically through language, numbers, representations, movement, models and metaphor.
 Listen to children and their families, respecting their values, cultures, experiences and provide

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