A variety of perspectives about child learning

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 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.

The program considers the whole child and the interrelated nature of development and learning.  The program, including routines, is organised in ways that maximise opportunities for each child’s learning and is developed in response to observations and documentations of children’s strengths, abilities and interests.

We encourage their self-help skills and promote a positive attitude to encourage high self-worth, as we believe if a child is confident they will have the ability to do anything they set their minds to, now and into the future. This encourages lifelong strong emotional intelligence that gives children the ability to cope with life’s challenges.

We believe children learn best through play based experiences in which they are actively engaged with people, objects and representations. Play is the means by which 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.

Developmental play enables children to learn through concrete “hands-on” experiences such as doing, experimenting, predicting, achieving and making mistakes

The environment that stimulates growth and development through play also helps extend and promote the adaptability and creativity of the child.

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 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 differing 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 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. In order to ensure the philosophy continually reflects current understandings about the way children develop and how child care informs their experiences, we perform periodic collaboration with parents, children, management, staff, the wider community and all other stakeholders.