Armidale Child Care, Long Day Care, Preschool.
Phone: (02) 6772 8600
Galloway Child Care Heading
Helping Children Grow. 8 weeks to 5 years.

Learning Programmes

Learning Programmes

Galloway Educators plan learning programmes incorporating children's identified interests based on individual children's learning outcomes and family and educators input.

Our preschool programmes incorporate school readiness knowledge, particularly valuing skills for life eg. problem solving, developing a sense of identity, connection and contribution to their world, self help skills, effective communication and developing as confident and involved learners.

Initially, programmes are planned weekly with any spontaneous learning experiences, recorded daily. Our programmes challenge, while fostering personal and social development.

Programmes encourage parents and family members to be involved. Educators use a positive and pleasant responsive atmosphere where interactions and relationships with children are warm and friendly.

"All children experience learning that is engaging and builds success for Life

- From The Early Years Learning Framework for Australia.

Philosophy

Child Care Gardening

Our Future Drivers

Mission Statement: Encouraging Children to Achieve

Galloway is committed to providing quality care and early childhood education to children allowing them to develop wholistically as individual and independent people.

Philosophy

Galloway Children's Centre is proudly owned and operated as a non-profit service to the local community. At Galloway Children's Centre we aim to foster a sense of belonging within a caring, inclusive, safe, hygienic and welcoming environment for all children, families, staff and the wider community.

We believe all children are capable and competent learners. A play based open learning environment supports children becoming confident learners. In their learning, children need to feel that they belong, and each child, through collaboration, co-operation, respectful, responsive and reciprocal relationships with educators and other children at Galloway, will establish strong attachment relationships with educators and warm and caring relationships with a small number of peers.

We believe families are children's first and most influential teachers. Partnerships with parents and families will be reflected in open and regular communication through a variety of means aiming to build relationships and establish trust.

Children are born belonging to a culture. Positive attitudes towards diversity and the values and beliefs of families will be valued and reflected in the programmes. To this we would like to recognise the traditional owners of this land, the Anaiwan people, on whose land we build our community on today.

We encourage families to be active participants in Galloway, either in a management position on the Board of Directors, or in more informal ways such as sharing skills, knowledge, cultures and ideas.

Galloway Children's Centre Christmas

Galloway Children's Centre Christmas

We recognise the significance of the here and now in children's lives and acknowledge that when children are encouraged to pursue their own interests, children have greater motivations to learn. Therefore, we will provide play based learning programmes based on observations, communication between educators and families, careful planning of the environment, individual children's interests and learning outcomes. The learning outcomes relate to:

  • children's strong sense of identity;
  • children's connection and contribution to their world;
  • children's strong sense of wellbeing;
  • children's confidence and involvement as learners; and
  • children's effective communication skills.

Sources:

  • Galloway Children's Centre Philosophy - 2010
  • The Early Years Learning Framework for Australia - 2009
Armidale Child Care Outside

Outside learning

Programme Goals

Through the provision of a caring, inclusive, safe, hygienic and welcoming environment for all children, families, staff and the wider community we aim to:

  • promote each child's learning in individual ways and through learning relationships
  • set up learning environments and provisions allowing children to make choices, promote relationships and to enhance thinking, imagination, creativity and problem solving
  • ensure all educators build on their knowledge of the service and current early childhood practices and issues through courses/inservice training
  • document individual children's learning and interests using a variety of methods including photos, creative work, written observations, learning stories, child profiles, family interviews and surveys.
  • offer care and education for children with additional needs through collaboration with families and other professionals
  • encourage children to accept responsibility, to gain independence, confidence and empathy and to interact with other individuals in a socially acceptable manner, while recognising that all others have rights
  • provide a holistic approach to children's learning, helping them to transition to school with confidence.