children enrolled in funded kindergarten programs that receive School Readiness Funding and their parents, carers and families.
Program/practice descriptions and details
Educators can use School Readiness Funding to develop and support home learning for children and families who are not currently attending their usual kindergarten program in person.
Educators can also access professional learning to support their skills and capability to develop and implement remote learning practices.
Learning from home will look different across families and services. Whatever approach is taken, services should aim to develop open communication channels, and leverage the existing established with families to support children's learning continuity.
Services should consider how home-learning support can enhance:
- connections with families
- children's continuity of learning
- positive parenting and the home learning environment
- keeping children socially connected
Services should consider how technology can support the above, which may include supporting families to share photos and video messages and connect from their home with educators and other children and families.
Note that School Readiness Funding should not be used to purchase information technology equipment, for example laptops or tablets, for the kindergarten service or for families. It should also not be used to pay for internet access and the purchase of wireless "dongles" for the service or for families.
Services may wish to use School Readiness Funding to provide a pack of learning resources for families that contains items such as pencils/crayons, coloured paper, craft supplies, playdough or playdough recipes etc. The funding under this item may also be used to print hardcopy resources for families who may not otherwise be able to access learning resources.
Services should consider the needs of the children and families at their services and how each individual family may benefit from Learning from Home, noting that some parents and carers may need more support to implement home-learning than others. For example, parents/carers with English as a second language, low levels of literacy or a learning disability.
Services should consider that some families may have limited access to online-based resources and/or information/technology equipment.
It is also important to consider the role of screen-based activities for children, and the expert advice of limiting this to one hour a day. Wherever possible, services should support active rather than passive screen-based activities.
This item could be used to fund additional hours for educators, or a family support worker, to make contact and provide tailored support to families to assist in implementing Learning from Home programs. Services should therefore consider the cost of backfill/additional educator hours when determining the cost of developing, distributing and implementing this resource. Backfill or additional educator hours directly related to the development and implementation of remote learning programs should be acquitted under this item.