Philosophy
About Us
Our philosophy
Our service philosophy is built around community considerations and the unique contributions of children, families, and staff. Based on these contributions, we have developed our own specific philosophy, which is underpinned by four core values: High quality service, Participation, Development, and Integrity. Each of our core values is considered from the unique perspectives of each co-contributor and what these values represent to them.
About Us
Our philosophy
Our service philosophy is built around community considerations and the unique contributions of children, families, and staff. Based on these contributions, we have developed our own specific philosophy, which is underpinned by four core values: High quality service, Participation, Development, and Integrity. Each of our core values is considered from the unique perspectives of each co-contributor and what these values represent to them.
Core value one – High quality service
Children
- Children are supported in all areas of their wellbeing through collaborative and positive relationships with Educators.
- Children are cared for in a safe, home-like environment that respects and honours their individual needs and family considerations.
- Children’s unique interests underpin the development of a comprehensive and engaging educational program.
Families
- Families feel that the service is meeting their expectations in all areas and implementing their personal visions and goals of a high quality service.
- Families feel a sense of belonging to the service and are an integral part of their child’s time spend at the Centre.
- Families feel secure in the service’s compliance with the Children’s Service Law and Regulations, as well as the upholding of the Centre policies and procedures at all times.
Educators
- Educators participate in regular professional development and training in areas including health and safety, hygiene, and industry standards.
- Educators work as a team and support each other to be innovative and implement new ideas.
- Educators are happy, enthusiastic, and proactive in their roles.
- Educators offer positive safe and secure relationships with the children and their families.
Core value two – Participation
Children
- Children are encouraged to participate in a wide range of activities that stimulate curiosity, social interaction, investigation, and learning.
- Each child’s family is acknowledged as their primary Educator. Their contribution is recognised as the leading source of information to produce the best outcomes for their child.
- Each child’s agency is acknowledged and supported.
- Children have the opportunity to participate in small and group activities to support their social development.
Families
- All families are encouraged to participate in our program and share regular information about their child’s evolving needs and interests.
- All families are invited to contribute to and participate in a number of events and celebrations at the Centre throughout the year, based around the children’s interests.
- Regular feedback is encouraged as families work in conjunction with Educators and Management to develop service policies and practices and our service philosophy.
Educators
- Educators regularly liaise with families to provide feedback about their child’s participation in the service and program.
- Educators seek information about every child to ensure an inclusive program that is individualised to cater for all children’s interests and needs.
- Educators practice open communication and feedback with families children and staff.
- Educators embrace diversity and provide opportunity for children to celebrate the cultures represented in the service including Aboriginal and Torres Strait Islander cultures.
- Educators are purposeful in the resources they add to the learning environment. All resources provide opportunities for learning.
- Educators weave Aboriginal and Torres Strait Islander perspectives in the educational program and environment.
Core value three – Development
Children
- All children are supported in their learning under the Early Years Learning Framework based on their individual needs.
- Children are well-prepared for school via a comprehensive ‘preparation for school’ program. This program begins well before the year prior to school and includes an emphasis on each child’s sense of belonging, emerging confidence within the learning environment, and support for any obstructions to learning (e.g., speech delays).
- Children’s inquiry, curiosity and critical thinking are fostered through learning experiences, play and an environment that is based around critical reflection.
- Educators engage in learning experiences to scaffold each child’s learning.
- Resilience is built through secure relationships with Educators and through our social skills program, modelled to children daily through their interactions with Educators.
- Children are encouraged to be their true selves and develop confident self-identities.
Families
- Families are encouraged to be part of their children’s learning by being involved, informed, and engaged.
- Families’ feedback in relation to their child’s interests and development is always encouraged and taken on board.
- Formal meetings between Educators and families are held throughout the year to create opportunities for feedback and collaboration. This supports our Educators to build a rich knowledge and understanding of each child.
Educators
- Educators are supported to engage in high quality practices through ongoing professional development.
- Educators are required to use critical reflection to guide changes to their own practices and the overall operation of the Centre.
- Educators are encouraged to consider their own personal philosophy and how this contributes to the overall philosophy of the Centre.
- Educators support each child’s individual needs, strengths and development and maintain records of children’s learning and achievements.
- Educators are provided with a range of professional development training, based on their skills and interests
- Educators are always respectful and professional in their interactions with children, families, visitors, and other staff members.
- Educators are supported to follow the Service’s policies and procedures and National and State Laws.
Core value four – Integrity
Children
- We endeavour to deliver a constantly evolving program that responds to the children’s individual wellbeing.
- We enable children to acquire knowledge that allows them to develop positive attitudes and behaviours.
- We encourage children to build secure and respectful friendships with others through positive role modelling.
- We support children to perform to the best of their abilities and become the best version of themselves.
- We assist children to become active contributors to their world.
Families
- All families are valued and recognised as the most influential people in their children’s lives.
- The diversity of our families is respected and celebrated.
- Families are encouraged to visit and participate regularly at the Service.
- All feedback from families is acknowledged, respected, and valued.
Educators
- Educators respect and value all families, educators and early childhood education and care community.
- Educators uphold their personal philosophies regarding the care and education of children.
- Educators create an home-like environment that is happy, secure and supportive.
- Educators are encouraged and supported to adopt best practice and uphold a desire to learn and evolve.
- Educators strive to embed Aboriginal and Torres Strait Islander perspectives into their philosophy and curriculum by engaging with local communities, creating culturally safe and inclusive environments, acknowledging cultural strengths, and promoting reconciliation and equity for all children, including those with disabilities, to foster positive learning outcomes.
- Educators support children’s agency, rights, and responsibilities by fostering their interest in sustainability, promoting appreciation and care for the natural world, and integrating Aboriginal and Torres Strait Islander sustainable practices.
