Through current theories, professional knowledge and understanding of child learning and developmental practices, we aim to enrich each child’s experiences so that they develop a sense of self-achievement. Through the implementation of the Early Years Learning Framework and the National Quality Standard, we build on children’s interests and knowledge as individuals within the group and wider community. We recognise that all children are competent individuals who have many strengths and abilities and learning is lifelong. The program is inspired by The Rose Way Framework. It is a strength-based approach to education leveraging from learning environments that inspire children to explore and learn through their play. It is a child-centred approach that values, appreciates and celebrates each child’s uniqueness.  

We believe children learn best through play-based experiences. Educators set up stimulating learning environments that encourage the children to investigate and explore, to seek and solve, to wonder, and be challenged all in which as essential components in building a strong identity. Play is also how young children develop their physical, intellectual and emotional skills. As they play, they learn to socialise to consider others and the give and take of human relationships.  

We believe the learning environment plays a key role at Kiddie Academy Kellyville. We believe children thrive in environments that are suited to their interests and developmental stages.  Our rooms are welcoming, authentic aesthetically pleasing, culturally representative of the community, embraces nature and filled with purposeful materials.  The layout of the environment promotes relationships, communication, collaboration, and exploration through play.  Materials are thoughtfully added to the environment to promote creativity, thinking and problem-solving skills, questions, experimentation and open-ended play.   

We believe that families are children’s first and most influential educators. Learning outcomes are more likely to be achieved when early childhood educators work in partnership with families. Families come from a diverse range of cultures with differing practices, values, and beliefs and these are to be respected and honoured by the centre, educators, and program. 

We acknowledge the valuable contribution that the community, in general, can make towards the holistic development of each child. We do this by fostering the links between the children, their families, and the broader community. 

We support the principles of social justice. All children and families of all abilities, from religious, cultural, or linguistically diverse backgrounds are treated equitably and are valued and included in all aspects of the centre and the community. We believe all children, families and educators have a right to be treated with fairness and equity, have the same opportunities for participation and are accepted as valued members of the community. We acknowledge and respect the many different social and cultural backgrounds of children in our care and the experiences these bring from the home environment. Respecting the needs, feelings and property of others is a mutual practice which assists in the development of compassion in others regardless of age. We provide an anti-bias program as this encourages children’s awareness of similarities between people and it teaches them respect for individuals regardless of gender, religion, culture, race, physical or intellectual abilities. 

Our Program is inspired by The Rose Way Framework. It is an inquiry-based planning framework underpinned by theories of Loris Malaguzzi, Lev Vygotsky and Howard Gardner. It is a strength-based approach to education leveraging from learning environments that inspire children to explore and learn through their play. It is a child-centred approach that values, appreciates and celebrates each child’s uniqueness. Children engage in stimulating environments which encourages them to investigate and explore, to seek and solve, to wonder, and be challenged all in which are essential components in building a strong identity. The educational program embeds the child’s voices, child’s perspective and interests, family’s aspirations, educators knowledge, community data and understanding of early childhood theory and practice, Early Years Learning Framework and the National Quality Standards together in deep and meaningful learning journeys over long periods and maximizes learning opportunities to children’s development as competent and engaged learners.  

Our philosophy is a living document and it is made available to everyone involved in the centre. All staff are supported to know, understand, and contribute to our philosophy. To ensure the philosophy continually reflects current understandings about the way children develop and how childcare informs their experiences, we perform periodic collaboration with parents, children, management, staff, the wider community and all other stakeholders.