Our philosophy aspires to the values and principles of Reggio Emilia where we believe in the ‘The image of the child’.
We value children’s ideas, thinking and interests. This means that we view children as active participants and decision makers where our educators respect and work with each child’s unique qualities and abilities. Our curriculum has evolved from the Early Years Learning Framework where our pedagogical beliefs are to build a community of learners giving children agency to make choices and decisions to influence their environment. Curriculum drives our educational programs and practices to respond to children’s interests by co constructing and scaffolding learning, extending critical thinking skills through intent.
Our holistic approach recognises the connectedness of mind, body and spirit. We acknowledge that physical wellbeing and a healthy environment contributes to children’s ability to socialise, concentrate, co-operate and learn.
We create environments that are inviting and inclusive that foster children’s exploration, creativity and learning to support the holistic way children learn through play, to investigate, imagine and explore ideas. Educators create environments with vibrant flexible learning spaces that are responsive to the interests and abilities of each child, catering for different learning capacities, styles and cultures.
Sustained conversations between educators and children are valued for responsive engagement where children learn through talking, listening, observing, and making connections with previous experiences. Our educators are intentional, purposeful and thoughtful in their decisions and actions and engage in reflective practice as a form of ongoing learning for themselves, the children and families who attend our centre. Respect, dignity and rights are promoted at all times with the view that each child, family and educator is worthy of being listened to.
We also believe in an open positive relationship between management, educators and families as reflected in our daily practices where we see relationships as journeys not destinations. Families are supported to be involved, to help with projects and discussions, to gather information to create a community of caring adults who value children.
We believe culture is learnt and embrace teaching each other about the culture of our families and our immediate community. We respect and listen to how the local Aboriginal community teach their culture and learn from this. Our statement of philosophy guides our interactions and relationships with children and families where experiences and knowledge are organised to maximise opportunities for children to become successful, competent and capable learners enhancing the acquisition of these skills for life.