-



















The Early Years Learning Framework (EYLF)
The EYLF is a national early learning framework for children from birth to five years. The Framework describes childhood as a time of belonging, being and becoming.

  • Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.
  • Being is about living here and now. Childhood is a special time in life and children need time to just ‘be’—time to play, try new things and have fun.
  • Becoming is about the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the type of adult they will become.

Through the Framework’s five learning goals our educators will assist your child to develop:

  • A strong sense of their identity
  • Connections with their world
  • A strong sense of wellbeing
  • Confidence and involvement in their learning
  • Effective communication skills

Please click here for further information about the EYLF.

Our Learning Programs
We believe that children learn about their world through play and exploration of the environment, with influences from their culture, family background, family and educators. It is our aim that the centre Philosophy and goals are reflected in our educational program at all times. We seek to provide educational programs that actively encourage and promote self-learning and development in a safe and secure environment.

Indoor and outdoor play spaces are created by educators and children throughout the centre. These spaces help to develop children’s knowledge, creativity, social and emotional intelligence, cognitive and physical ability, language acquisition and independence skills. The emergent curriculum provides opportunities for children to initiate and follow their own interests.

Each term our children enjoy a variety of incursions. Some of our favourites include weekly music sessions, SportzBuz, yoga and mindfullness sessions.

"We create programs in collaboration with families that focus on children’s strengths, not deficits, and which build on children’s skills and knowledge to instil motivation and engagement in learning. Opportunities are always provided for individual expression."

As part of creating ties with our local community, children attend regular outings and excursions to locations within walking distance of our centre. Our favourite excursions include visits to the local bakery and supermarket to purchase ingredients for a cooking activity, ball games and physical activity on the Monash University Campus Green and visits to the Monash University Museum of Art. 

MCCC recognises the importance and benefits of family-centred practice and actively seeks family input, involvement and feedback regarding the educational program. Management, our Educational Leader, the educators and children continuously reflect and evaluate our educational program. Through this process, the strengths of the program are identified, the children are recognised as capable learners, educators can reflect on their intentional teaching, and with a view of continuous improvement, learning and development is visible for all.

                                          
Planning for your Child's Learning
Our educators use the principles of the EYLF to plan for children’s learning. The Framework supports a model of curriculum decision-making as an ongoing cycle. This involves educators drawing on their professional knowledge, including their in-depth knowledge of each child. 

Working in partnership with families, educators use the Learning Outcomes to guide their planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment. Educators carefully assess learning to inform further planning.

Click here for the Early Years Planning Cycle

Music Program
Our weekly All the Doo Dah Day music sessions with Lynda are a highlight of the learning program. Lynda holds a post Graduate Diploma in Early Childhood Education and Masters of Teaching in Early Childhood Education.

Lynda's music sessions are planned specifically for each age group of children and are designed to promote inclusion, cognitive development, physical, social and emotional wellbeing. This term we are learning dance and songs from a variety of cultures and languages.

Click here for further information about the All the Doo Dah Day music program.


Health and Wellbeing Achievement Program
MCCC strives to create an environment that assists all members of our community to experience physical, mental, emotional and social wellbeing. We recognise the importance of a whole-service approach to health and wellbeing. 

You need Flash Player in order to view this.















Our Health and Wellbeing Team focuses on a number of initiatives including providing learning opportunities and experiences within the educational program to enable children to gain knowledge and skills in order to take action to enhance health and wellbeing. 

We believe that creating a healthy centre will improve health and wellbeing outcomes for all members of our community and will impact positively on the learning and development of our children. 

MCCC is a Sun Smart Centre and seeks to ensure that children and staff are protected from skin damage caused by harmful UV rays. Sun protection procedures are implemented from the beginning of September until the end of April the following year. 

Click here for further information about the Health and Wellbeing Achievement Program.

Children's Digital Portfolios 
Observations and documentation play an important role in providing quality programs for children. During the course of each day we use the digital platform KeptMe to document children's learning and plan curriculum. Stories, photos, observations and updates are accessed by educators and parents via the KeptMe App.

"Reflective practice is included as a strategy for educators to look back on learning experiences in a way that informs practices, learning in the midst of practice, and/or making informed decisions about what to do, when to do it, and why it should be done."
Website Builder provided by  Vistaprint