Our Philosophy 2
We believe that each child is a unique individual who needs safe, secure, caring, and stimulating atmospheres in which to grow and mature emotionally, intellectually, physically, and socially. As educators, our desire is to help each child reach their fullest potential in these areas by providing an environment that supports risk-taking, experimentation, investigation and role play.
We believe the implementation of the Early Years Learning framework (EYLF) is crucial in bringing out the best in each individual child. We promote children’s learning by implementing many pedagogical practices. We believe in adopting holistic approaches,being responsive to children, incorporating intentional teaching into our curriculum,planning and implementing learning through play, creating positive physical and social environments, valuing the cultural and social contexts of children, providing for continuity in experiences and enabling children to have successful transition, and assessing and monitoring children’s learning to support children in achieving the learning outcomes.
As educators, our role is to guide the development of our children across the following EYLF outcomes; children have a strong sense of identity; are connected with and contribute to their world; have a strong sense of wellbeing; are confident and involved learners; and are effective communicators. We believe that children’s learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways. Learning in not always predictable and linear, therefore we plan with each child with the outcomes in mind.
As educators, we believe that children learn best through play and staff will support each child’s development by providing experiences that are meaningful. Each experience will be based either on an individual or group interest, initiated by families or intentional from the educators. We acknowledge that children develop at different rates and each child has diverse interests, strengths, needs, cultural and linguistic backgrounds. Educators will support the inclusion of children with additional needs, working in conjunction with the family and other support services. They will also use positive forms of behaviour guidance to manage challenging behaviours and will work with families through this.
Experiences the children have outside the centre are incorporated into the planning of learning experiences and projects, which are explored by the children. We believe in developing culturally inclusive practices in order for the children’s home environment to be reflected.
Our educators will build strong relationships with each child and their families. In conjunction with families, they will gain knowledge of each individual child and use their professional judgement to guarantee that all children are engaging in a range of experiences across all learning outcomes to ensure their learning is optimised.