Kiddie Academy Alexandria
About Kiddie Academy Alexandria
National Quality Standard Rating
this service was last assessed in May 2021 agains the National Quality Standard for Early Childhood Education and Care and School Age Care and these ratings have been awarded in accordance with the Education and Care Services National Law Act 2010 and the Education and Care Services National Regulations 2011.
Meeting the National Quality Standard
- Educational program and practice 75% 75%
- Children’s health and safety 75% 75%
- Physical environment 75% 75%
- Staffing arrangements 75% 75%
- Relationships with children 75% 75%
- Collaborative partnerships with families and communities 75% 75%
- Governance and leadership 75% 75%
- 6 weeks to 1 year
- 1 year to 2 years
- 2 years to 3 years
- 3 to 5 years
What we provide
- Nappies and consumables
- Morning tea
- Afternoon tea
- Late afternoon snack
Our philosophy is inspired and guided by our knowledge of current research, the Early Childhood Association Code of Ethics, Reggio Emilia, United Nations Rights of the Child, the National Quality Standard and the Early Years Learning Framework for Australia – Belonging, Being and Becoming. Belonging- acknowledges children’s interdependence with others (family, a cultural group, a neighbourhood, and a wider community) and the basis of relationships in defining identities. Being – recognises the importance of the here and now in children’s lives. Becoming – reflects the process of rapid and significant change that occurs in the early years. At Kiddie Academy Alexandria, we value and believe in a homelike atmosphere within a caring and stimulating environment in which all children can feel safe and secure. We believe all children, families and educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community. Relationships are important to a child’s health, well-being and development. Educators view children as capable and competent learners supporting each child to develop to their fullest potential. The children’s voices are utilised into the creation and delivery of the program. We believe our practice is informed by critical reflections and these practices are embedded through our Educator interactions with children and how the children integrate the knowledge they have learnt into their daily lives.
Through current theories, professional knowledge and understanding of child learning and developmental practices, we aim to enrich each child’s experiences so that they develop a sense of self-achievement. Through the implementation of the Early Years Learning Framework and the National Quality Standard, we build on children’s interests and knowledge as individuals within the group and wider community. We recognise that all children are competent individuals who have many strengths and abilities and learning is lifelong. We value inspiring children to explore and learn through play. Our centre is a child-centred approach that values, appreciates and celebrates each child’s uniqueness.
The importance of play
We believe children learn best through play-based experiences. In relation to this statement, we believe that all children have the right to access to high quality learning environment. Educators set up stimulating learning environments that encourage the children to investigate and explore, to seek and solve, to wonder, and be challenged all in which as essential components in building a strong identity. Play is also how young children develop their physical, intellectual and emotional skills.
The learning environment
We believe the learning environment plays a key role at Kiddie Academy Alexandria. We believe children thrive in environments that are suited to their interests and developmental stages. The layout of our environment promotes relationships, communication, collaboration, and exploration through play. Materials are thoughtfully added to the environment to promote creativity, thinking and problem-solving skills, questions, experimentation and open-ended play.
We believe that families are children’s first and most influential educators. Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families. Families come from a diverse range of cultures with differing practices, values, and beliefs and these are to be respected and honoured by the centre, educators, and program.
Children's place in the community
We acknowledge the valuable contribution that the community, in general, can make towards the holistic development of each child. We do this by fostering the links between the children, their families, and the broader community.
Diversity, families, and social justice
We support the principles of social justice and we believe the importance of acknowledging diversity and showing respect for every culture since that kind of relationship may build trust that will enhance children’s learning and development. All children and families of all abilities, from religious, cultural, or linguistically diverse backgrounds are treated equitably and are valued and included in all aspects of the centre and the community. We believe all children, families and educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community. We acknowledge and respect the many different social and cultural backgrounds of children in our care and the experiences these bring from the home environment. Respecting the needs, feelings and property of others is a mutual practice which assists in the development of compassion in others regardless of age. We provide an anti-bias program as this encourages children’s awareness of similarities between people and it teaches them respect for individuals regardless of gender, religion, culture, race, physical or intellectual abilities.
Our centre has a child-centred approach that values, appreciates and celebrates each child’s uniqueness. Children engage in stimulating environments which encourages them to investigate and explore, to seek and solve, to wonder, and be challenged all in which are essential components in building a strong identity. The educational program embeds the child’s voices, child’s perspective and interests, family’s aspirations, educators knowledge, community data and understanding of early childhood theory and practice, Early Years Learning Framework and the National Quality Standards together in deep and meaningful learning journeys over long periods and maximizes learning opportunities to children’s development as competent and engaged learners.
Our philosophy is a living document and it is made available to everyone involved in the centre. All staff are supported to know, understand, and contribute to our philosophy. To ensure the philosophy continually reflects current understandings about the way children develop and how childcare informs their experiences, we perform periodic collaboration with parents, children, management, staff, the wider community and all other stakeholders.
Developmental Milestones – 8 to 12 months
Developmental Area Observe Physical pulls self to standing position when hands held y raises self to sitting positionsits without supportstands by pulling themself up using furniturestepping movements around furnituresuccessfully reach out and grasp toytransfers objects from hand to handpicks up and pokes small objects with thumb and fingerpicks up and throws
Developmental Milestones – 4 to 8 months
Developmental Area Observe Physical plays with feet and toesmakes effort to sit alone, but needs hand supportraises head and chest when lying on stomachmakes crawling movements when lying on stomachrolls from back to stomachreaches for and grasp objects, using one hand to grasp eyes smoothly follow object or personcrawling movements
Developmental Milestones – Birth to 4 months
Developmental Area Observe Physical moves whole bodysquirms, arms wave, legs move up and downeating and sleeping patternsstartle reflex when placed unwrapped on flat surface/when hears loud noisehead turns to side when cheek touchedsucking motions with mouth (seeking nipple)responds to gentle touching, cuddling, rockingshuts eyes tight in bright sunlightable to
Kiddie Academy Alexandria
Unit 3B, Level 2
61-67 O’Riordan Street
Alexandria, NSW 2015
02 8338 8128