We recognise the value and richness of play as a catalyst for children’s learning and their ongoing engagement in meaningful experiences.
Play is a vital part of every child’s life and is the way they make sense of their world. It is the basic ingredient for learning, develops new skills and stimulates intellectual growth.
When children play they approach experiences with interest, ownership, empowerment and possibility.
Play allows children to make sense of real-life situations, to develop awareness of themselves and others, to explore, investigate and experiment and to be actively involve in learning.
Play allows children to develop self-confidence, express their ideas and feelings in many different ways, inhabit imagined situations, collaborate with others, develop relationships, consolidate previous learning and be challenged in new learning.
Groundbreaking research, the Early Years Study commissioned by the Government of Ontario, Canada concluded:
‘Play-based problem-solving with other children and an adult is an early learning strategy that has a crucial effect on early brain development and should be the format for children entering the school system.”
The Early Years Learning Framework: Belonging, Being & Becoming
The Stones Corner Community Kindergarten programme follows the Australian Government’s The Early Years Learning Framework for Australia – Belonging, Being & Becoming.
It is Australia’s first National Early Years Learning Framework for early childhood educators.The aim of the document is to extend and enrich children’s learning from birth to five years and through the transition to school.
Queensland Kindergarten Learning Guidelines (QKLG)
The QKLG provides a framework aligned to the EYLF and is designed to support teachers plan and implement quality teaching and learning specifically for the year before children start formal schooling. All documents support the goal that all young Australians become successful learners, confident and creative individuals, active and informed citizens and contribute to Australia’s commitment for improved outcomes for Aboriginal and Torres Strait Islander children.
Listening and Learning together: C&K Curriculum Approach
Aligning closely within the Australian and Queensland frameworks is Listening and Learning together: C&K’s Curriculum Approach
The purpose of this document is to set out values, commitments and visions for children’s learning that underpin curriculum in C&K services and to support educators to bring these to life in ways that realise the expectations described in the EYLF and QKLG documents. The C&K Approach is a professional resource for all educators that work with and alongside children from birth through to school transition.
Stones Corner Community Kindergarten (SCCK) Values
We value:
Relationships: We aim to build positive, respectful and responsive connections with the children in our care. As educators we value authentic connections with the families and the community around us.
Children: We recognise children as capable co-contributors in their learning and aim to nurturing their agency, voice and choices within our environment.
Learning: We honour the importance of play in our curriculum. As educators we champion child-led exploration, inquiry, we encourage curiosity, creativity, risk taking and celebrate each discovery.
Nature: We aim to support the children’s sense of wonder and connection to the natural environment on land that was cared for by generations of First Nations peoples. We champion the wellbeing and freedom that learning outdoors brings. We reinforce our place as caretakers with the ecosystem.
Inclusivity: We strive to fostering a genuine sense of belonging. Where every child and their family are welcomed as members of our Kindy community, and their voice and story respected and valued.
Stones Corner Community Kindergarten (SCCK) Philosophy
At SCCK, we strive to be a second home for children and families: a warm, safe and welcoming place where all are valued, included and supported to belong. We aim foster a shared learning environment where children, families and educators build respectful relationships, contribute their voices and work together to create a strong sense of community.
We believe children are capable, curious and competent learners. Through our play-based learning, intentional teaching and reflective practice, our experienced educators nurture children’s agency and voice, confidence, creativity and independence. We support children to take appropriate risks, problem solve, care for themselves and others, and learn through exploration, discovery and meaningful challenge.
Our generous backyard and natural spaces are central to children’s learning and wellbeing. We value time outdoors, open-ended play and opportunities for children to connect with nature. This is where they test ideas, build resilience and develop responsibility for themselves, others and the environment. We encourage children to care for the environment by noticing, respecting and protecting the plants, animals, land and resources we share.
We acknowledge the Turrbal and Yuggera Peoples as Traditional Custodians of the land on which we learn and play, and respectfully embed First Nations perspectives, connection to Country and caring for Country in our program.
Our Educators & Staff
All staff participate in ongoing professional development and are committed to providing a high quality, inclusive, and welcoming educational environment with strong links to the local community and schools.
The teaching staff is responsible for the education, welfare and development of children, while administration rests with the elected management committee.
In addition, our Kindergarten employs a bookkeeper and a contract cleaner.
There is a staff/children ratio of 3 staff members to 24 children for both kindergarten groups at all times. This is exceeded regularly.
Meet our teachers & assistants
