Centre For Early Education (CEEd)
6 MONTHS TO 5 YEARS
Our Centre for Early Education (CEEd) is a bright, beautiful, purpose-built daycare and kindergarten for children aged six months to five years.
Designed with natural and interactive learning spaces, our CEEd environment has been created to nourish each child’s joy in learning and build valuable life skills.
Director of CEEd
Our Philosophy and Curriculum
The Centre for Early Education is a learning environment that caters for the whole child, nurturing their joy in learning and developing skills for now and the future. We recognise the vital importance of high-quality early education experiences for young children and believe that early childhood is a unique and critical time. We maintain an open and informed view of what constitutes learning, advocating for a child’s right to play and that the excitement and wonder of the world of young children be central to their education. We draw on research demonstrating a vital connection between play and optimal outcomes for children's learning, development and wellbeing.
The CEEd educational philosophy is based on experience, theory and research, incorporating the work of traditional and contemporary leaders in early childhood education as well as the experiential research of our staff. Three core research pillars underpin our philosophy and practice: the Reggio Emilia educational approach, nature pedagogy and positive psychology.
We believe that young children are strong, capable, inventive, and filled with ideas, and that education focused on character development and wellbeing is essential for academic success. We also see the environment as an educator and believe that experiences in nature promote positive psychological, physical and cognitive wellbeing.
Guiding Principles
We are guided by the VEYLDF’s Early Years Learning and Development Outcomes for all children:
- Children have a strong sense of identity.
- Children are connected with and contribute to their world.
- Children have a strong sense of wellbeing.
- Children are confident and involved learners.
- Children are effective communicators.
Excursions
Our CEEd children have opportunities to learn in various indoor and outdoor environments. From stadiums, playgrounds, libraries and performing arts areas to expansive ovals and gardens, our youngest learners experience all of Ballarat Grammar’s beautifully maintained facilities. Kindergarten children also enjoy excursions to our Mount Rowan Farm campus.
Bush Kinder
BORON BEEK MURRUN - Child in Nature Bush Kindergarten is an integral and important part of life at the CEEd. Held exclusively outside, Bush Kinder encourages children to use the natural environment to source their own learning - without tools, toys or art supplies. Bush Kindergartens, or Forest Schools, have been operating successfully in Northern Europe for over 50 years and are being increasingly adopted by Australian Kindergartens. The natural and generous bush spaces on the grounds of Ballarat Grammar, along with the well-researched advantages of outdoor learning, make Bush Kinder a beneficial extension to our CEEd curriculum.
Specialist Teacher
The Kindergarten curriculum includes regular music and art sessions conducted by specialist teachers from the Junior School. These sessions are tailored to meet the interests and developmental needs of the children in each program.
Cross-age Learning
Cross-age activities with the Ballarat Grammar Junior and Senior Schools greatly benefit our children and older students. Examples include VCE students observing young children's developmental milestones firsthand and Year 5 students interacting with their Kindergarten Buddies.
Technology
Children in all programs are encouraged to engage with technology as a digital tool. Technology is used to enhance and complement the learning environment and the intentional teaching strategies developed by educators as part of their curriculum planning. Digital resources include iPads, listening stations, digital microscopes, recording devices, projectors and various screens. Different light sources are also offered to explore reflection, light and shade, and shadows. Children are encouraged to enjoy these opportunities as part of a balanced curriculum, with the amount of time spent on devices closely monitored by staff.
Our Team
Our CEEd Team comprises highly qualified, professional and experienced Early Childhood educators. We value providing high-quality experiences and programs for your child and fostering their development, growth and wellbeing.
Our commitment to staff professional development, communication and building positive relationships with each family, comes together to effectively support and maximise each child’s potential.
Transition to School
As part of our focus on a positive transition to Prep, our Kindergarten children begin our Transition to School Program in Term 3. This includes a Buddy Program with Ballarat Grammar Year 5 students and visits to the Junior School.
Acknowledgement of Country
Ballarat and Queen’s Anglican Grammar School acknowledges the Traditional Custodians of the land on which we learn, live and work, the Wadawurrung People, and recognises their continuing connection to the land and waterways. We pay our respects to their Elders past and present and extend this to all Aboriginal and Torres Strait Islander People.
Commitment to Child Safety
Ballarat Grammar maintains a zero-tolerance approach to all forms of child abuse and actively implements measures to identify and manage any risks of harm to students within our school environment. The care, safety and wellbeing of children and young people are central and fundamental responsibilities of the School. We are firmly committed to fostering a child-safe culture that provides an environment where students are safe and feel safe, where their participation is valued, their views respected, and their voices heard in decisions that affect their lives. Ballarat Grammar values diversity and strictly prohibits any racist or discriminatory practices. All members of our school community share the responsibility to care for children and young people by promptly raising any concerns regarding their safety, promoting their wellbeing, and protecting them from all forms of harm or abuse.
