Challenging programs, carefully planned environments and stunning natural surroundings.
The Program and Environment
It is our aim to provide a safe, secure and stimulating physical environment where children can play freely and confidently develop skills and competencies. By complying with regulations and WH&S ensuring safety, providing equipment that is age and developmentally appropriate that challenge their skills and thinking.
We believe the program should be responsive to children and families with additional needs, by providing a program to meet the individual needs of the child, setting up the environment for inclusion, using specialist services and resources to support the child.
In order for a child to have independence, self confidence and responsibilities we need to provide a challenging program that is based on the child’s needs and interests. How? By setting up the environment that offers choices and challenges thinking, allow children to run with their ideas in the program, to further their ideas, to set up activities that allow for independence and responsibility for their actions.
The program needs to be developmentally appropriate for each individual child depending on their age and ability, and be in line with to the Early Years Learning Frameworks incorporating the five learning outcomes and the Principle and Practices, through educators having an understanding of child development and the Early Year Learning Framework.
To foster a strong sense of identity, allow children to feel connected and contribute to their world, promote a strong sense of wellbeing, and create confident and involved learners and effective communicators, by educators observing and recording observations through documentation of artwork, construction, learning stories, development, photos and video, then incorporating this into the program creating and ongoing cycle of learning.
To provide an environment that is stimulating to encourage creativity, exploration, investigation, independence, decision making and cooperation, that the environment is aesthetically pleasing to the eye, that stimulates an appreciation of all things beautiful, by careful planning of the environment. By carefully organize space for small and large group projects, with great attention given to the look and feel of the classroom.
We believe that we work as co-educators with children and parents in the development of a portfolio show casing the child’s many interests, development, creativities and learning. By putting together a collection of observations, documentation of artwork, construction, learning stories, development, photos and video to show case their learning and sharing these with the child and parents so they can contribute to the collation of the portfolio.
We are open to discussion from parents about the curriculum and will take on board any ideas or suggestions, by sending home information on children’s interests and asking for comments, recording discussions to include in planning. By sending home a day sheet with each child so child and parent can discuss the child’s day at preschool and then is able to provide ideas and suggestions on the curriculum, in collaboration with the Early Years Learning Framework.
It is our role as educators to explore and learn alongside the child to provoke ideas and problem solving, to listen and record the child’s voice, to take ideas from the child and return them for further exploration, to provoke ideas, problem solving, and conflict resolution.
To respect and rethink the way we learn, live and work within the earth’s natural system, by investigating the interactions between the environment and people and allowing children to actively participate in lifestyle and learning choices, we will create a sustainable future.
We believe that to act ethically, educators need to think about their own values, beliefs and attitudes related to diversity and difference and acknowledge and address any bias they hold. Addressing bias is part of becoming a culturally competent educator. An educator developing their own personal philosophy helps to reflect on their own practices and to see how they fit and can be align and contribute to the service’s philosophy.
We believe that the promotion of child wellbeing is a characteristic of an environment where children have the opportunity to form trusting relationships with adults, and to engage in a rich and varied array of experiences. When educators recognise and encourage children’s potential and provides a rich environment, and build strong relationships, children’s daily experiences can be deeply enjoyable and sustaining.
We believe that it is important to keep up to date with current knowledge and practices in order to maintain a high level of service to the children, their families, to the educator and community. We can achieve this by reading the latest reference material, speaking with other professionals, attending workshops, and conferences. Continually reflect on practices.
While working with children, families and educator we need to maintain a high level of confidentiality, a respectful attitude and disposition to show a high level of professionalism. We can achieve this by treating everyone without judgment, allow them to express concerns then deal with these appropriately according to the regulations or educator handbook. Refer clients to appropriate agencies. This information is to remain confidential.
We believe that in order for educators to maintain a good relationship we need to be recognised for our contribution to the service no matter what role we play, we need to be valued and supported, through Educator appraisals, face to face, recommendations at committee meetings. Listening to ideas and contributions and weaving these into the service.
To continually reflect on our own teaching and learning, through regular Educator appraisals of all educator members. Attending educator meetings to reflect on future outcomes and ideas, that have been implemented and that the ideas are in keeping with the philosophy of the Preschool. Developing and implementing a Quality Improvement Plan for the year with continual reflection.
We have a duty of care to ensure the safety, well being and welfare of every child and educator in our care. This involves having a clear understanding of our role and responsibilities in regard to the care and protection and Work Health and Safety of all children and Educators.
To create interest and a proactive approach in our environment and sustainable practice, by being a proactive role model with holistic ideas for sustainable practices through awareness, knowledge, practical skills and thought provoking questions.
Families and Communities
We believe that families are an important part of the service, that their contribution and participation are valued and respected. We can continue to achieve this by Inviting parents to be part of a committee to help run the preschool, ask for parent participation in the program through the use of their knowledge and experiences.
We believe it is important to share our knowledge with parents and to provide support resources to the benefit of all. By talking with parents, role modelling, linking families to support agencies, supplying brochures, books, videos, DVDs and information sessions.
To strengthen the Pre-school’s involvement in the broader community, by taking an interest in other related groups and sharing our interests, knowledge and experiences.
Encourage the community to be involved in the Preschool, by encouraging members of the community to come and share their knowledge and time and for community members to be a part of the committee.
We believe in order to grow in a small community we need to build partnerships to be sustainable for the future, by networking with other services, supporting agencies, government organisations.
Encourage family and community participation and knowledge in sustainable practices, by raising awareness through the promotion of projects and practices at our preschool and engaging community participation through the preschools and local newsletter. By helping preschool to reduce recycle and reuse unwanted items.
We believe that children should have a strong sense of identity, to see themselves as people who are recognised and respected as unique individuals. When children feel safe, secure and supported they grow in confidence to explore and learn. Through secure attachments children develop self-confidence, autonomy, persistence and resilience. When relationships are nurturing, responsive and predictable, children learn to manage their emotions and understand the perspectives and needs of others.
We believe in order for children to learn they need to have a strong sense of well being, to feel empowered, to take risks, to explore their world and they need to trust the people providing them with care. This can be achieved by having a supportive relationship with educators, to work through differences, learn new things, take calculated risks and learning about healthy lifestyles that contribute to children’s feelings of wellbeing and confidence in their own abilities.
We believe all children have the right to have their cultures, identities, abilities and strengths acknowledged and valued. To foster respect, empathy and appreciation for the diverse ways in which other people live. This can be achieved when children learn to live interdependently and participate with others and by contributing to their world and to decisions in everyday routines, events and experiences.
We believe when children are confident and involved learners they are more likely to experiment and explore and to try out new ideas. When children are confident learners they are able to master new tasks and build their understanding of the world around them.
Children are more likely to be confident and involved learners when their family and community experiences and understandings are recognised and included in the early childhood setting. This assists them to make connections and to make sense of new experiences.
We believe that communication is an essential component of learning to belong, be and become. Understanding language is an important part of communication. Children are social beings who are intrinsically motivated to exchange ideas, thoughts, questions and feelings. By providing opportunities for children to be listened to, heard and acknowledged respectfully and seen as valuable contributors to the preschool environment, providing a range of tools and media to represent and extend their communication.
We believe that children have the right to become competent and continuing users of their home language or dialect as well as to develop competency in Standard Australian English. By maintaining children’s home languages, it is crucial both for their sense of identity and belonging and for their learning.
We believe that literacy and numeracy capabilities are vital for successful learning. By providing experiences in early childhood settings build on the range of experiences with language, literacy and numeracy that children have within their families and communities.
We believe through curiosity and investigation, children make meaning about the world they are living in and how they can contribute to the maintenance of their environment, by giving children a voice and capacity to contribute their ideas for a sustainable future.