Welcome to Benwerrin Kindergarten!
Benwerrin is a standalone community based kindergarten managed by a parent committee and the Director/ Nominated Supervisor, Toni Lepore overseeing the running of the service. We have over 30 years experience in providing high quality early childhood education for kindergarten children. It is community run and operates on Burwood Hwy, East Burwood.
Benwerrin is great value for money as it offers a full 6hr program for 3yo's, and 4yo's have a choice of sessional (3 days x 5hrs) or a long day (2 days x 7.5hrs) program. Learn More
Vacancies for 2018
We currently have the following vacancies for 2018:
4 Year Old Wombat Long Day Program
Wednesday & Friday: 8.15 – 3.45pm
2 sessions @ 7.5 hours = 15 hours per week
4 Year Old Kangaroo Sessional Program
Monday, Wednesday & Friday: 8.30am – 1.30pm
3 sessions @ 5 hours = 15 hours per week
3 Year Old Koala Program
Tuesday: 1.30 - 4.30 & Thursday: 9.15 - 12.15
2 sessions @ 3 hours = 6 hours per week
3 Year Old Possum Program
Tuesday: 9.15 - 12.15 & Thursday: 1.30 - 4.30
2 sessions @ 3 hours = 6 hours per week
Please refer to our Parent Resources page for the 2018 timetable and fees. Please contact the kinder for further information about enrolment.
Our Bali Hut
With fundraising efforts and successful grant applications such as the Minor Infastructure Grant and the Bendigo Bank Grant, Benwerrin Kindergarten Community was able to complete ‘The Bali Hut Project .’ This multi use, outdoor play space with a Balinese open play hut with a real Balinese thatched roof will provide opportunities for the children to experience a culturally diverse outdoor play area that is inviting and inclusive.
It has a range of textures, surfaces and colours derived from natural sources will respond to children’s connection and appreciation to the natural world. As educators, supporting children’s ability to play outdoors in the natural environment is pivotal to childhood experiences.
Benwerrin Kindergarten Philosophy
Our kindergarten strives to reflect Australia's commitment to the U.N. Convention on the Rights of the Child and accept that we have an obligation to protect children from harm, respect their dignity and privacy and safeguard and promote every child's wellbeing.
We believe that every child has the right to experience a quality early childhood education in an environment that allows them to feel safe and healthy, to learn to have fun and to grow up strong within their culture. These rights help children to learn to be kind to each other, and how to treat other people fairly. We aim to embed in everyday thinking and practice an organisational culture of child safe which includes a commitment to Aboriginal children, children from culturally and /or linguistically diverse backgrounds, and children with disabilities.
We believe children are successful, capable and competent learners who must be respected, valued and cared for through nurturing, trusting and respectful relationships which promote each child’s confidence, friendship, security and happiness. We respect children as individuals by allowing them to express their thoughts and feelings so they see themselves, and each other, as valuable members of our kinder community. This helps to develop the children’s sense of identity, and belonging, to our kindergarten.
Family Centred Practice
We engage in family-centred practice by respecting the pivotal role of families and use their understanding of their child to support shared decision-making. We believe children learn in the context of their families and that families are the primary influence on their learning and development. We create a welcoming and culturally-inclusive environment one where all families from diverse cultures with different traditions, values, and belief systems are encouraged to participate, and their ideas are included in our environment. Research has found that strong partnerships between educators, children and families build positive relationships and enhanced understanding in early childhood setting (Arthur, Beecher, Death, Dockett & Farmer, 2008).
Equity and Diversity
We work in partnership with families and other professionals to ensure that all children, including those with a disability, have equal opportunities to achieve their maximum potential. Planning for equity results in children experiencing a sense of belonging, being and becoming differently.
We work towards the ability to understand, communicate with, and effectively interact with people across all cultures. We see multi-lingualism as an asset and support all children to maintain their first language and learn English as a second language. We also promote a greater understanding of Aboriginal and Torres Strait Islander to knowing and being.
Behaviour and Respect
We believe in a positive approach to guiding children’s behaviour and support children to view how their actions affect themselves and others. We aim to build children’s confidence and self esteem, and to empower them to regulate their own behavior and make thoughtful choices. We encourage children to behave responsibly in a range of situations, including when using kindergarten equipment, accessing indoor and outdoor environments, and with personal belongings. We believe that the use of affirmative language, intentional teaching and scaffolding techniques enrich children’s learning, supporting them to make thoughtful choices, build respectful, caring relationships with their peers and environment, and grow as competent individuals.
Our philosophy and programming is guided by the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Early Years framework (EYLF). Practice Principles and Learning Outcomes underpin these frameworks and inform the development of curriculum decision making that assists in planning and implementing quality programs. According to Vygotsky’s Theory he describes that children learn best when the curriculum is connected to their family, interests and everyday lives. We support this through play based pedagogy, child-centered, emergent based learning and intentional teaching practices in providing the best possible learning outcomes for children.
The curriculum also focuses on areas of pre maths, pre reading, science concepts, gross and fine motor skills, language, music and cognitive development as well as fostering and developing independence, social skills and self-esteem. We acknowledge children’s right to play, explore and make choices in a supportive environment rich with a variety of natural materials and resources. This promotes appreciation and enjoyment of the natural environment, and understanding about being responsible to care for the environment day to day and for long term sustainability. The learning environment is designed to support emerging interests to develop creativity and curiosity, reflect different cultures, abilities and learning styles that allow them to express their knowledge and understanding of the world, by providing a range of activities within different spaces.
Staff members work collaboratively to provide high quality programs and take a holistic approach to children's education, paying attention to children's physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning. They are valued for the individual strengths, talents and interests they bring to team and are supported and shared by all. We understand the importance of engaging in professional development for staffs’ continual learning which drives them to be the best educators they can be.
On-going reflection is integral to creating a responsive early childhood program. We value the importance of critically evaluating our children’s programs and allowing the children to contribute their thoughts and ideas to the program and its changes.