The Village Approach
Our Village Approach recognises that children thrive when families, educators and the wider community work together in respectful and meaningful partnership guided by the Early Years Learning Framework Version 2.0, we view every child as capable, competent and rich in potential. We create secure, respectful and reciprocal relationships that support children’s sense of belonging, identity and wellbeing. Educators take time to understand each child’s family, culture, strengths, interests and ways of learning, ensuring that our curriculum is responsive to the whole child.
Our learning environments are designed to feel welcoming, inclusive and connected. Children are encouraged to contribute ideas, make choices, take appropriate risks and participate actively in decisions that affect them. Their voices, rights and perspectives are valued throughout the educational program.
The Village Approach also reflects the National Quality Standard, particularly collaborative partnerships with families and communities, respectful relationships with children, educational leadership and continuous improvement. In alignment with the ECA Code of Ethics, our educators act with integrity, fairness and professional responsibility. We believe strong relationships form the foundation for meaningful learning and that every child deserves to feel known, valued, safe and supported.
Bilingual Education
Village Children provides a purposeful bilingual learning environment in which English and Mandarin are naturally embedded throughout children’s everyday routine. Our bilingual program is not based on memorisation or formal language instruction. Children develop communication skills through play, relationships, songs, stories, music, movement, group experiences, cultural celebrations and daily routines. This allows language learning to occur in meaningful contexts that are relevant to children’s lives.
Consistent with the EYLF V2.0, we recognise that language, culture and identity are closely connected. Children’s home languages are respected as valuable strengths and important foundations for future learning. By hearing and using more than one language, children are supported to develop confidence, flexible thinking, cultural awareness and an appreciation of diversity.
Educators use intentional teaching strategies to introduce vocabulary, model communication, extend conversations and respond to children’s verbal and non-verbal cues. Visual resources, gestures, repetition, music and real-life experiences are used to make language accessible and engaging for all learners. Our bilingual curriculum supports the National Quality Standard by promoting inclusive practice, meaningful relationships and culturally responsive teaching. It also reflects the Australian Professional Standards for Teachers through educators’ knowledge of how children learn, their ability to differentiate learning and their commitment to respectful engagement with families from diverse linguistic and cultural backgrounds. Our goal is not simply to teach children another language, but to help them become confident communicators and respectful global citizens .
School Readiness
At Village Children, school readiness is understood as the development of the whole child. Our school readiness program supports children’s social, emotional, physical, cognitive and communication development. We focus on the skills and dispositions children need to participate confidently in school and in life, including independence, resilience, curiosity, self-regulation, cooperation, problem-solving and a positive attitude towards learning .
Through play-based learning and intentional teaching, children develop early literacy and numeracy skills in meaningful contexts. They engage in storytelling, shared reading, mathematical conversations, patterning, measurement, classification, scientific investigation and collaborative projects.
Children are also supported to: express their ideas, needs and emotions; listen to others and participate in group discussions; build friendships and resolve conflict respectfully; manage belongings and personal care routines; follow increasingly complex instructions; persist when learning is challenging; develop fine-motor strength and coordination; make decisions and take responsibility for their learning. Our approach reflects the EYLF V2.0 learning outcomes and recognises that children learn best when they feel secure, capable and actively involved. Educators use ongoing observation, assessment and critical reflection to plan experiences that respond to each child’s strengths, interests and developmental priorities. In accordance with the National Quality Standard and the Australian Professional Standards for Teachers, educators work collaboratively with families, schools and relevant professionals to support continuity of learning and a positive transition to school. We aim to prepare children not only for their first day of school, but for a lifelong journey of learning .
