Koala Room & Approved Kindergarten Program
(3.6 - 5 years)
3 educators / 26 children
The centre operates a Queensland Government Approved Kindergarten Program.
This exciting learning program is implemented by an experienced Early Childhood Teacher.
Further to this and inline with legislative requirements:
Our teacher and assistant educator draw on their professional knowledge (along with family input) to reflect, question, plan, act and reflect as they support each child - emotionally, socially, creatively and physically. They aim to create an environment where each child feels safe and secure. Further, they seek to encourage children to be involved learners, keen to offer input about their interests to create a child initiated program.
When developing the program for the Kindergarten room, many factors are considered. These include:
3 educators / 26 children
The centre operates a Queensland Government Approved Kindergarten Program.
This exciting learning program is implemented by an experienced Early Childhood Teacher.
Further to this and inline with legislative requirements:
- A minimum of 2 days attendance ensures children access the Kindergarten program for 15 hours each week; this operates in conjunction with wrap around child care from 7am to 6pm.
- The Kindergarten Program is accessed in line with the teacher's weekly roster (displayed at the centre).
- The Kindergarten Program is available 48 weeks of the year.
- Two sit down parent / teacher catch-ups are scheduled across the year, while a 'Transition Statement' will be provided for children moving onto Prep.
- Please refer to the attachment below,"Funded Kindergarten Program Statement of Fees", for further information.
- The program and practices of the Approved Kindergarten Program are guided by the Queensland Kindergarten Learning Guidelines.
Our teacher and assistant educator draw on their professional knowledge (along with family input) to reflect, question, plan, act and reflect as they support each child - emotionally, socially, creatively and physically. They aim to create an environment where each child feels safe and secure. Further, they seek to encourage children to be involved learners, keen to offer input about their interests to create a child initiated program.
When developing the program for the Kindergarten room, many factors are considered. These include:
- The individual needs of each child
- The observed interests of the group
- The needs of children as they move into formal schooling
- The guidelines of the National Framework – The Early Years Learning Framework.
- The Queensland Kindergarten Learning Guidelines
- The Continua of Learning and Development (QLD Kindergarten learning guideline companion)
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Megan, Belinda, Alana & Keiko & Wendy
Megan holds a Bachelor of Early Childhood Education, a Diploma of Children's Services and a Certificate 3 in Children's services. Along with being the Kindergarten Teacher, Megan is the Educational Leader of Tarragindi Child Care & Development. She has 20 plus years teaching experience - during this time having worked with children from 6 weeks to 5 years. Megan prides herself on being a dedicated educator and professional care giver; further she displays a real enthusiasm for teaching young children - appreciative of each child's individuality. She has a real passion for the creative arts which is reflected in the room environment. Megan sees herself as part of a team - built up of parents, children, extended family members, the community, co-workers and professionals that all work together to see the children happily developing while reaching their full potential. She is dedicated to providing quality care for all children.
Belinda joined the team at Tarragindi Child Care and Development in January 2016. Prior to commencing with us, she had four years’ experience in the industry in Newcastle. She holds a Certificate 3 in Children’s Services and a Diploma in Early Education and Care.
Belinda prides herself on creating safe and happy environments for children, where they feel supported to be who they are. She believes in working in collaboration with the families of the children in her care to compliment the personal values and beliefs which they live by during their home life.
Belinda prides herself on creating safe and happy environments for children, where they feel supported to be who they are. She believes in working in collaboration with the families of the children in her care to compliment the personal values and beliefs which they live by during their home life.
Alana who holds a Certificate 3 in Children’s Services, and a Food Safety Supervisor Certificate joined Tarragindi Child Care & Development in 2010. She holds two roles within the centre, working both as an educator in the Koalas room (Monday – Wednesday) and then Thursday and Friday works in our kitchen as the Food Safety Supervisor. Alana enjoys the individual personalities along with the friendships she makes with each child. She feel humbled that she has had the opportunity to be a part of a child’s development and personally strives to always be the best role model and teacher she can be – to help each child grow to their full potential.
Keiko initially joined our Prior Street centre in 2015 after completing a Diploma of Children’s Services. She then came to Tarragindi Child Care and Development in 2016 upon her return from maternity leave.
Keiko enjoys sharing her Japanese culture – this is where she was born and raised.
When working with children in the early childhood years, she feels glad to be involved in supporting children’s learning and development. She aims to create a warm welcoming place where children find comfort and security
Wendy joined Tarragindi Child Care and Development in 2016. She works both at our centre and at our Prior Street centre, using her extensive early childhood knowledge and teaching experience to support and implement the Kindergarten program. Wendy holds a Bachelor of Arts (Communication Studies) and a Graduate Diploma of Education (Early Childhood); she is passionate about contributing to the intellectual, social, emotional and physical development of young children.
