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Ballan Community Childcare program is based on an emergent curriculum.

An Emergent Curriculum develops when we explore what is “socially relevant, intellectually engaging, and personally meaningful to children.” Learning evolves from the interaction of the children and Early Childhood Educators.  It is an exciting, vibrant and active environment to be a part of.

“As caring adults, we make choices for children that reflect our values; at the same time we need to keep our plans open-ended and responsive to children”

(Jones and Nimmo, 1994, p. 3).

Ballan Community Childcare educators work within the Victorian Early Years Learning and Development Framework (VEYLDF) guidelines.  We believe that all children are capable and we have high expectations for children in that they learn to:

  • Have a strong sense of identity

  • Be connected with and contribute to their world

  • Have a strong sense of wellbeing

  • Be confident and involved learners

  • Be effective communicators

In emergent curriculum, both adults and children have initiative and make decisions. This power to impact curriculum decisions and directions means that sometimes curriculum is also negotiated between what interests children and what adults know is necessary for children’s education and development.

In the Pre-Kinder and Kinder Rooms, staff provide materials and time for children to select their own activities during the day. Children may choose from several activities which the staff has planned or which the child has initiated. Staff respect the child’s right to choose not to participate at times.

Routine tasks are incorporated into the program as a means of furthering children’s learning, self help and social skills. Routines such as nappy changing, toileting, eating, dressing and sleeping are handled in a relaxed, reassuring and individualised manner based on developmental needs and parent requests.

Staff are flexible enough to change planned or routine activities according to the needs or interests of children or to cope with changes in weather or other situations which affect routines without unduly alarming children.

We aim to make transitions between activities smooth and unregimented. Children are not always required to move from one activity to another as a group. Transitions are planned as a vehicle for learning.

Modifications are made in the environment for children with special needs. Staff can liaise with and make appropriate referrals to other professionals where necessary.