Our approach
Our unique bilingual program involves immersing children in Mandarin and English throughout their day via play and planned experiences.
Our program focuses on the developmental needs and interests of the children, developing motor skills, language, social, cognitive and self help skills. This information is gathered via the engagement between educators and the children through both small and large group experiences.
Intentional educator led learning is also included in the curriculum ensuring relevant preschool skills are being gained by children in preparation for school.
Our goal
To offer a distinctive bilingual educational and care program in Mandarin and English, in an inclusive environment that respects the rights of each
We believe
Children should have exposure to many languages. At CAECC children are able to learn and embrace the Mandarin language and Chinese culture this will connect them to the rest of the world and provide them with opportunities for the learning, building relationships and being an active member of society.
In nurturing our children’s holistic development by supporting and extending their learning. advocating their values, interests, culture, their voices, their choices, their creativity, and relationships through play based and intentional education in a stimulating learning environment. where they feel, safe, secure. Where they can develop their emerging autonomy, inter-dependence, resilience, and sense of agency.
In the importance in providing and creating inspiring learning opportunities both indoors and outdoors for children to engage, explore, investigate, discover, problem solve and have fun in. They should have a sense of ownership of their learning and should be given periods of uninterrupted play that allows them to be themselves. This enhances their disposition for learning, motivates their sense of wellbeing, and supports them to develop a strong sense of identity.
That because children are unique individuals our pedagogical practices and environments should be underpinned by many educational theories and theorists such as Charles Gardener’s theory of multiple intelligence, Loris Malaguzzi the founder of the educational philosophy Reggio Emilia, Maria Montessori, Uri Bronfenbrenner’s, Mildred Parten and Jerome Brunner.
Families are a fundamental part of their children’s learning; therefore, we work in partnerships with our families and actively involve our families and work with them to make decisions surrounding the education and care of their children.
In a team approach where all of our educators are equally respected and valued for their contribution. Our educators aim to facilitate children’s learning by participating in planning and implementing a diverse range of experiences, actively engaging in these experiences with children to support, guide and scaffold children’s learning.
In building positive relationships within our local and wider communities.
In valuing and acknowledging the Ngunnawal people the traditional custodians of this land and extend this to all aboriginal and Torres Islander people. We Promote sustainable practices and facilitate children to be connected with and respect the natural environment and develop their environmental awareness.
Source: Early Years Learning Framework for Australia (EYLF) - Belonging Being & Becoming Australian Government Department of Employment and Workplace Relations for Council of Australian Governments. 200