For The Children
We believe each child is a unique individual in their own right and that their special abilities, interests and backgrounds are a very important contribution to the community. We will work with families to provide quality care and an educational program within a warm, secure environment.
Within the environment of care we will promote the development of fine and gross motor skills, exercise, and good nutrition, sleep and rest periods. We will ensure each child feels love, security and a sense of belonging. We will provide cognitive stimulation and education through a variety of experiences, stimulation of the senses and promote the importance of play.
We will endeavour to build upon the child’s self-image, independence, belief in oneself and confidence in their well-being by fostering in each child a positive approach to themselves, to learning along with a sense of responsibility, self-discipline and self-esteem.
We believe that in order for children to become resilient adults and face the challenges of life is psychological and physical being, becoming and belonging.
We will scaffold the development of each child as an individual who can grow his/her separate identity and quality, yet still work and contribute constructively within a large group.
For Our Parents and Families
We believe parents are the first educators in children’s lives and contribution to their children’s future is shared with educators, other children, families and curriculum.
Parent and family involvement is a negotiated and joint construction of pathways and outcomes.
We believe that each family’s history of culture, perspective of values and truths creates curriculum and is a medium of learning that allows for practice and collaboration.
For Education, Curriculum and Learning
We believe that a successful curriculum is founded by motivated learners, experienced and innovative educators and positive community and family partnerships.
We believe that play is the serious key in which children learn and grow to learn. Play is a context for learning that allows for the expression of personality and uniqueness, enhances dispositions such as curiosity and creativity, enables children to make connections, between prior experiences and new learning, assists children to develop relationships and concepts and stimulates a sense of wellbeing.
The curriculum cycle or reflective practices and processes are strongly influenced by policy and procedure with reference to the Early Years Learning Framework, Education and Care Services National Regulations, The national Quality framework and Standards, The Code of Ethics, the United nations Conventions on the Rights of the child, emergent pedagogical philosophy, practice and theory that develop the total child in a socio cultural context.