IN RELATION TO CHILDREN:
Children are competent and have potential. They have a natural desire to learn and make meaning of their world. Through active engagement in free and structured imaginative play, children employ a range of complex networks of abilities, interests and symbolic languages. Each child will develop in their own time and in their own way as unique individuals. All Children of all abilities will be valued, supported, protected, and have their individual needs met. They have the right to be cared for in an environment that is peaceful, safe, and healthy.
IN RELATION TO FAMILIES:
Relationships are the foundation on which the organization operates. We believe the quality of the care we provide is measured by the quality of the relationships we have with the children and families. We are committed to ensuring these relationships are respectful; warm and caring; honest and open; and fair and equitable. Our families are viewed as an asset and the child’s first teachers and therefore encourage active involvement in day to day operations, programs, and service decisions. We aim to provide ongoing support and advice where and when necessary.
IN RELATION TO COMMUNITY:
We believe in promoting respect for diversity, culture, and individual differences within the broader community. We aim to network with external organisations and professionals to support children’s individual needs and provide learning opportunities that will expand on children’s knowledge and understanding of the world around them.
IN RELATION TO PLAY:
We understand Play as being a context for learning that, allows for the expression of personality and uniqueness, enhancing dispositions such as curiosity and creativity, and enabling children to make connections between prior experiences and new learning, and assisting them to develop relationships and concepts that stimulate a sense of wellbeing. We will listen to their ideas and observe their interests to expand on their play experiences. We will include activities that further develop their knowledge and skills through their own ideas as well as their own actions
IN RELATION TO SUSTAINABILITY:
We recognise the need for practical application of sustainably principals in regard to the built environment. In particular the responsible use of energy and water, management of waste and respect for the natural environment underpin the decision making and the daily activity within the centre. Respect for the environment influences the communications we have with children and the activities and resources we use. We also consider the application of new technologies that promote sustainability.
IN RELATION TO THE PROGRAM:
The program promotes choices, to stimulate deep involvement and to support the development of respectful relationships between individuals and materials. Learning experiences, routines and resources are presented in such a way so as to allow children to be leaders of their own play, encourage creative thinking and enhance opportunities for collaborative learning. Reflections of the program allow us to highlight areas of what is working and areas we would like to learn more about and understand better to enable us to find different ways to approach practice.
A sensory rich program is established to stimulate a sense of wonder Our practices support “Belonging, Being and Becoming” and the 5 Learning Outcome Areas for Children.
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of wellbeing
- Children are confident and involved learners and
- Children are effective communicators.
IN RELATION TO THE ROLE OF THE EDUCATOR:
Educators aim to build positive relationships with children based on trust and understanding. We have a duty of care to ensure all children’s health, safety and wellbeing is met on each day of care. We will continue to model appropriate behaviour and reflect on our own personal philosophies to create an environment free from judgement and bias. We use the children’s best interests as our guiding principle.