Ambrose Early Learning
Ambrose Early Learning provides educational services for children aged 3 to 5 with opportunities to maximise their potential and develop a foundation for future learning success through the implementation of an engaging learning program.
Our learning program is guided by the Being Belonging Becoming: The Early Years Learning Framework for Australia, and the practices of Reggio Emilia; incorporating each child’s strengths, needs and interests and provides children with the opportunity to play, explore and develop within our stimulating learning environments.
Ambrose Early Learning Centres are co-located with Catholic Primary Schools and have strong connections with the school community.
Ambrose children enjoy regular school experiences such as visits to the library, meeting Kindergarten teachers and joining school events and activities. This connection helps children develop confidence and provides a foundation for a smooth transition to Primary School.
Our services are faith based and built on Catholic values. All our services are inclusive, caring and open to all families regardless religion or the Primary School that your child will attend.
Ambrose Early Learning Centres offer:
- Traditional Preschool – providing a comprehensive preschool program within school hours and within school terms; and
- Extended Hours Preschool – providing a comprehensive preschool program with the convenience of longer hours to support working families.
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Ambrose Early Learning provides young children with opportunities to maximise their potential and develop a foundation for future success in learning through the implementation of a balanced program.
The educational program and practice is influenced by a combination of traditional and contemporary early childhood theory, including the influences of Reggio Emilia and the importance of interacting with, and learning from nature.
Educational theory is embedded in our programs and learning environment, and made visible through Ambrose’s specific learning profile. This learning profile, specifies the skills that educators see as foundational elements for children in negotiating successful lifelong learning in the twenty-first century.
Our curriculum incorporates and reflects the principles and practices of the national curriculum document for early years services.
Belonging, Being and Becoming: The Early Years Learing Framework (EYLF) acknowledges that each child will:
- develop a strong sense of their identity
- be connected and contribute to their world
- have a strong sense of wellbeing
- be a confident learner and effective communicator.
This nationalised learning curriculum forms part of the Australian Government’s National Quality Framework for early education and care services.
Our daily program is guided by children’s interests, abilities, knowledge and culture. Play in our learning space is seen in children’s active engagement with, and manipulation of learning materials, as well as in children’s involvement in investigations and projects. We believe that children organise and make sense of their social worlds through play. By using innovative and play based learning opportunities, children are able to learn through manipulating “hands on” experiences that involve doing, creating, experimenting, predicting, imagining, achieving, and investigating.
Our experienced and qualified educators engage in teaching practices that promote and support young children in their learning and development through intentional and spontaneous learning opportunities. Techniques educators may use to support children in their learning include interacting with children, listening and questioning to prompt and extend their thinking and learning abilities.
Ambrose Early Learning works in partnerships with the school community, intervention services and families to provide high quality early learning environment for children in their years prior to formal schooling.
Our Early Years Learning Framework is part of the Council of Australian Government’s (COAG) reform agenda for early childhood education and care and is a key component of the Australian Government’s National Quality Framework for early childhood education and care.
The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school. The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development.
Following the Early Years Learning Framework for Australia, your child will experience a sense of belonging, being and becoming by developing:
- a strong sense of their identity and wellbeing
- connections with their world
- confidence and involvement in their learning; and
- effective communication skills
Ambrose Early Learning values the importance parents and caregivers play in their child’s learning journey. As educators we work collaboratively with parents and encourage them to be active participants in the start of their child’s education. From our experience, we know that when parents and educators work in partnership children develop a stronger sense of care, belonging, support and confidence in their learning.
Staff and parents communicate and work together by:
- attending social events
- sharing their culture, talents, skills and experiences within the centre
- parents becoming members of our committees
- inviting families to spend time at the centre
- assisting with and attending working bees
- providing feedback on policies and procedures
- discussing issues with staff regarding the centre and their child
- daily interactions with staff, communication books, photographic documentation and noticeboard information
Our staffing model provides high quality early childhood education and care services within a Catholic context and also promotes day-to-day practices that help form meaningful and trusting relationships with children.
We provide staff that are qualified, caring, loyal and capable educators that bring different qualities and experiences to improve the learning outcomes of each individual child.