Approved kindergarten programs are designed to meet government guidelines that make sure children take part in quality early childhood education in Queensland.

AS AN APPROVED KINDERGARTEN PROGRAM PROVIDER,WE OFFER A LEARNING PROGRAM THAT IS:

• Provided for children in the year before Prep(i.e. children who are at least 4 by 30 June in the year they start)
• Provided for at least 15 hours a week for 40 weeks
• Delivered by a qualified early childhood teacher

THE QUEENSLAND KINDERGARTEN LEARNING GUIDELINES PURPOSE:

The QKLG supports kindergarten teachers’ professional practice in a range of contexts across Queensland. It adopts the vision of the Early Years Learning Framework(EYLF) that ‘all children experience learning that is engaging and builds success for life’.The QKLG provides specificity for children’s learning across the year before starting school, recognising that children bring with them diverse identities and backgrounds. It acknowledges that parents/carers are children’s first teachers and values the vital role families play in children’s lives and their ongoing learning. The term ‘families’ is used throughout the guideline to recognise the range of people who take on parenting roles.

The QKLG provides a framework aligned to the EYLF and is designed to support teachers to plan and implement quality teaching and learning. Resources that support quality teaching and learning in a kindergarten program can be accessed on the QCAA website.

THE QUEENSLAND KINDERGARTEN LEARNING GUIDELINES PERSPECTIVES:

The QKLG reflects the view that learning occurs as part of, and is shaped by, the social and cultural interactions between children, teachers, colleagues, families, community members and professional partners. It adopts a holistic perspective on teaching and learning that:

• Promotes social, emotional, physical and cognitive development and wellbeing
• Views children as diverse learners, who are competent and creative meaning-makers
• Encourages children to investigate and explore materials and ideas through play and purposeful interactions