- Children are competent, capable, resourceful, curious, imaginative, unique and inquisitive people.
- All children are individuals and learn differently.
We aim to:
- Provide stimulating environments; time and space for the children to explore and learn through self-directed, self-selected and play based experiences.
- Provide small and large group experiences, where children can discuss, express, debate and reflect upon their thoughts and ideas.
- Provide a safe and trusting environment where children’s voices are respected through interactions with peers.
- Deliver a variety of learning spaces and experiences where the children can play for long periods of uninterrupted time and provide materials and resources both natural and manmade.
- Encourage children to explore, experiment and investigate all possibilities in their environment.
- Provide a developmentally appropriate program where the children can move between indoor and outdoor programs, in recognition of various learning styles within children at our centre.
- Parents/families are children’s first educators.
- That communication, trust and respect form the basis of strong partnerships between families, children and educators.
- Family participation is integral in providing a high quality program that promotes the best outcomes for the children of the centre.
We aim to:
- Develop relationships with the families that are respectful of the culture, collaborative and reflective.
- Promote two way communication through informal conversations, formal discussions with parents via parent/teacher meetings and portfolios so that parents can stay informed and involved in their child’s learning and development.
- Share and display documentation that makes children’s learning visible and promotes sharing of each child’s individual learning journey to families.
- Ensure families have access to a number of opportunities to become involved in our Preschool community. This includes volunteering to be on the fundraising committee, participation as a helper, attendance at special occasions, community working bees or sharing specialist skill/interest or culture with children and educators.
We use the Victorian Early Learning and Development framework and the Early Years Frameworks guiding principles, practises and outcomes as the foundations of our program.
- Children learn best with “hands on” active learning. Children also learn through collaboration and communication with peers, adults and their environment.
- A motivating and nurturing environment has the potential to stimulate imagination, promote creativity and enhance each child’s individual wellbeing.
- Children need opportunities to practice and consolidate their skills in key learning areas including:
- Language and literacy
- Creative and expressive arts
- Social and emotional development
- Education programs are designed and developed as a result of input from families, children’s interests and educator’s professional knowledge.
We aim to:
- Provide an environment that supports a sense of wonder, experimentation, thinking and socialisation, has connection with nature and culture as well as being aesthetically pleasing.
- Implement a flexible program that is responsive to the evolving nature of the early childhood environment and provides for different learning styles.
- Make observations of children and document their work with analysis of learning and make each child’s learning visible.
- Use both indoor and outdoor environments to encourage the children’s ability to observe, explore, imagine, make choices, take calculated risks and problem solve.
- Support children in expressing their feelings, desires and frustrations. We will demonstrate pro-social behaviours to children using strategies that build self-esteem and confidence.
Educators are the facilitator or learning, partners, nurturers, guides and observers.
- Educators need to provoke ideas, problem solving and conflict resolution.
- Educators need to document children’s progress via notes, jottings, video, audio, photos and learning stories.
- Educators need to foster the connection between home, preschool and community.
- Communication is open and confidentiality is maintained.
We aim to:
- Be reflective educators that work collaboratively with each other, children and families.
- Not always provide the solution but encourage curiosity and wonder in their own learning.
- Find a balance between being in the moment, yet also be able to follow national and state guidelines to observe, analyse, extend, document and share children’s learning through individual records and documentation in kindergarten.
- Embrace the importance of continual learning as educators through professional reading PD’s and dialogue with other professionals.
- Model and teach children to respect and care for the environment, property and living things.
- We must strive to be a centre of excellence for early childhood education within the community.
- In introducing and connecting families to each other.
We aim to:
- Ensure that we operate within the guidelines set down by governing and professional bodies and evaluate our centre goals and programs regularly.
- To have strong connections to our local community through visits to local primary schools, shops, local parklands and inviting local specialists into our program.