Philosophy
Statement
Our Philosophy Statement includes the Service’s values, beliefs and understandings about children and the ways they learn, families and the role of Educators. It guides all aspects of the Kindergarten practices and programs. Staff members, parents, children and community members contribute to the writing and regular review of our Philosophy Statement.
- We believe that each child has the right to be an active member of the community in which they live, to express their opinions and have their views considered in any decision that may affect them.
- We believe that the best interests of the children and their right to play, as well as learn and develop in a safe and nurturing environment, is the primary consideration in all decision making at the Kindergarten and is visible in the actions, interactions and daily work with the children.
- We believe that children are unique individuals and active learners from birth and through rich, engaging environments and meaningful interactions, we can build a foundation for successful lifelong learning.
- We believe that, as children are supported to become environmentally responsible and show respect for their environment, they will value and implement sustainable practices.
- We acknowledge that parents and families are the child’s primary nurturers and that respectful, collaborative relationships strengthen the capacity and efforts of families and the staff to support their children and promote each child’s health and wellbeing.
- We believe that the intrinsic worth of all children and their families, their strengths and their right to equitable access and participation in the community is clearly visible in all aspects of the Kindergarten.
- We believe that the staff’s primary role is to guide, facilitate and encourage children’s learning. Educators document and record the child’s developmental journey throughout the year through written observations, photographs and work samples.
- We acknowledge, as Educators participating in intentional teaching, researching and learning together with the children and their families, that those very high quality outcomes for the children and Kindergarten can be achieved.
- We support that the staff utilise positive behaviour guidance strategies to assist the children in developing the skills to regulate their own emotions.
