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Our Philosophy

Mission Statement

“To provide high quality early childhood development that meets the needs of children and parents through excellence in service, innovation and leadership.”

Philosophy

Children’s learning and development is holistic and occurs in the context of their families and community. Accordingly, we support shared decision-making and provide an inclusive environment, where everyone is encouraged to participate and contribute. Therefore educators and staff will:

  • Encourage reciprocal communication with families about their child’s learning and development, participating in shared decision making and contributing ideas about how we can collaboratively advance children’s learning at the centre, at home and in the community;
  • Provide a warm and inclusive environment that promotes diversity and complements the child’s home life, and where all families have the opportunity to contribute to their child’s learning and development;
  • Work in partnership with families and the community to provide professional, high quality early learning and care for young children;
  • Engage in open and warm interactions with children and families to build trusting and effective relationships, respecting confidentiality at all times to ensure the interests, abilities and culture of every child and their family are understood, valued and respected.

Quality early childhood education is best achieved through a team approach, whereby all educators and staff work together to achieve common goals and successful outcomes for children. Therefore educators and staff will:

  • Work collaboratively to develop meaningful interactions with children to encourage learning and development through an emergent play based program;
  • Maintain a commitment to our core values and the role the team plays in creating and nurturing a caring and loving environment;
  • Provide an environment of trust and openness, where management, educators and staff are motivated to continuously improve the outcomes of the Centre to ensure the ongoing provision of quality learning and care;
  • Continuously develop our professional knowledge and skills to meet current philosophies, theories and standards on early childhood learning and development;
  • Provide a team environment where educators and staff are made to feel valued and respected and are supported to share ideas and learn from each other, to be successful in supporting children’s learning and development.

An environment that is responsive to the interests and abilities of each child, and caters for different learning capacities most effectively supports the way children learn and develop. Therefore, we believe that the Family Grouping and Kinder structures provide the most appropriate setting to foster all areas of a child’s early learning and development. Therefore educators and staff will:

  • Provide a home-like, Family Grouping environment, where the grouping of children more closely resembles that of a family structure, which has meaning for each child and ensures the child feels welcomed and nurtured;
  • Provide a curriculum tailored to each child’s strengths, needs and interests to enrich their learning journey;
  • Provide safe, secure and stimulating environments that supports children to become independent, confident and inquisitive learners which will encourage children to extend their capacity for learning and development;
  • Provide open-ended play spaces and learning environments where children can connect with, explore, create and embrace their natural and physical environments.
  • Recognise that learning extends not only from adults but from opportunities presented to children by their peers from different ages and abilities

We commit to high expectations for every child. We acknowledge the uniqueness and potential of all children, believing that they are competent learners. We will encourage the development of the whole child by supporting them to develop a sense of identity and “belonging”, a trust and confidence in “being” and engaging them in experiences and routines that contribute to their “becoming”. Therefore educators and staff will:

  • Recognise that every child should have opportunity to experience success in their learning and development through acknowledgement of their uniqueness as individuals and acceptance of their capacity to learn in their own time;
  • Support an environment where children feel respected and are encouraged to respect others to help form positive interactions and relationships with peers and educators;
  • Encourage children to become socially responsible, supporting them to find positive ways to express their needs and feelings, and to learn socially acceptable behaviours, problem solving and interactions with others;
  • Ensure that all children have equitable access to resources and equal opportunity for participation, learning and development;
  • Provide every child with their fundamental right to be protected and kept safe at all times and ensure the dignity and rights of every child are maintained at all times.

The promotion of a child’s identity, community, wellbeing, learning and communication is best supported through a play based and interest driven program where they are encouraged to explore their environment and experiment and interact with others. Therefore we will:

  • Provide opportunities for learning through self-selected activities, and encouraging the development of children’s abilities to explore, investigate, observe and problem-solve;
  • Build on children’s interests, abilities, culture and previous learning experiences to extend their thinking, learning and development;
  • Extend and support children’s learning through active engagement in their play and involving ourselves in meaningful and shared interactions with all children that support the acquisition of skills for life and learning;
  • Provide curriculums that embrace the integration of child initiated, child directed and adult supported play.

We acknowledge and are inspired by the work of Lilian Katz in the case for mixed-age grouping in early education, and are guided by the Early Years Learning Framework, the UN Convention on the Rights of the Child, the Code of Ethics and the National Quality Framework .

Family Grouping