Our Philosophy

Core Values

Belonging, Relationships, Community, Teaching and Learning, Exceeding Quality

Mission Statement

We aim to create a Learning Community of the highest quality where children are inspired, nurtured, supported and challenged by passionate educators so that each child can make progress and can develop to their full potential. In partnership with families we aim to create a social environment which fosters a sense of Belonging to our preschool Community and supports the overall wellbeing of each child.

Statement of Principles

1. Belonging

Preschool values highly the development of a strong sense of Belonging for every child, family and educator.
*Preschool believes that all children have the right to access a high quality early childhood experience.
*Respect for diversity is embedded through management, policies, curriculum and relationships.
* Preschool honours the rich histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families.

2. Relationships

Preschool believes that the practice of relationships is key to developing the best outcomes for children.
*Educators, families and children engage in secure, respectful and reciprocal relationships. These relationships value collaboration and teamwork between all parties to ensure the voice of the child, family and educator are heard.
* Respect is a core element at our preschool. Educators show respect for each other, families and the children. Children are supported to show respect for each other, adults, educators, their environments, nature and themselves.

3. Community

Preschool is proactive in building a sense of Community within our service and forming genuine partnerships with local services and schools for the benefit of children and families.
*Preschool works with the wider community to advocate for children as current citizens of our community.
*We value making links with the wider community through incursions and excursions.
*Educators, families and support professionals engage in shared decision making.
*Preschool works with the children and community to be increasingly environmentally sustainable and sensitive to the needs of our planet and to appreciate and value the natural world.

4. Teaching and Learning

Preschool is a place where early childhood education and best learning outcomes for children is at the forefront of our decision making.
*Transition to school is embedded into the everyday routine of preschool where children come together as a community of learners to build resilience, confidence and love of learning in a group context.
*Learning environments will be carefully considered, planned and maintained to ensure they are welcoming, inclusive, aesthetically pleasing and interesting play spaces for children. Indoor and outdoor environments will provide opportunities to provoke interest, invite open ended interactions, connect with nature and challenge children.
*Educational programs are designed and evaluated to develop the needs, interests and strengths of individuals in a social context. Children are offered choice within a framework of possibilities so that they gain satisfaction from their learning.

5. Exceeding Quality

Preschool is passionate about providing a very high quality early childhood education service which exceeds National Quality Standards.
*Educators engage in ongoing learning and reflective practices in a continuous cycle of professional improvement.
*Preschool acknowledges that qualified and committed educators are a core factor in the quality of a service.

Appendix to Philosophy

Our Program and Practice is guided by:

• Early Years Learning Framework, Being, Belonging and Becoming (DEEWR 2009)
• National Quality standards
• Early childhood Australia code of Ethics
• Schools of Reggio Emilia
• Howard Gardner’s theory of multiple intelligences
• UNICEF convention: The rights of a child
• NSW Curriculum Framework
• Piaget’s cognitive development theory (refers to structured developmental milestones)
• Vygotsky’s dialectical theory (refers to the important role of adult and peer mentoring in the social learning context for children to internalise new information, especially language)
• Bronfenbrenner’s ecological perspective (Refers to relationship between the child and all of the social settings that influence the child)