Philosophy

Preamble

Our philosophy underpins our vision for all children at Halifax St Children’s Centre & Preschool. It guides our policies, practices and programs.  The development of the vision statement and the philosophy resulted from a collaborative approach between children, families, educators and community members.

 

Centre Vision

 

Preamble

Our philosophy underpins our vision for all children at Halifax St Children’s Centre & Preschool. It guides our policies, practices and programs.  The development of the vision statement and the philosophy resulted from a collaborative approach between children, families, educators and community members.

 

Centre Vision

 

“working towards positive futures for our children”

Our educators are dedicated to creating best practice learning programs in a nurturing environment which will contribute to strong foundations and positive futures for our children.

 

Children

We believe children are competent and capable citizens of the world from birth.

 

Therefore we will:

 

  • Recognise that all children have rights and gradually increasing responsibility for their world.
  • Enable children to make choices and foster their involvement in centre routines, programs and decision-making about the centre.
  • Nurture children to develop a sense of belonging in the centre community
  • Promote a positive sense of identity for all children and foster their sense of agency.
  • Create secure relationships and environments for children to support their engagement in the centre.

 

Learning and Development

 

We believe that learning is a socially constructed concept and that all children are able to learn.   Rich, authentic play experiences foster enduring dispositions that support learning. The first five years of life is the optimal time for supporting children to become confident and capable life-long learners.

 

Therefore we will:

  • Consider children to be ‘explorers of the world’ who make choices, innovate, observe, think, reflect, participate, co-construct knowledge and collaborate with others in learning.
  • Respect and value children’s ‘theories’ about the world and create opportunities for children to explore these theories through play.
  • Foster the development of critical dispositions for learning, such as persistence, taking an interest, curiosity, risk-taking, and optimism.
  • Provide opportunities for children to collaborate with others so that children learn from others and teach others, building on the knowledge of their own past experiences and the experiences of others.
  • Create, implement and evaluate an early childhood curriculum that offers children the opportunity to learn concepts and acquire knowledge through play.
  • Develop a curriculum that acknowledges the strengths and interests of children and their families and community, state, national and global issues.
  • Offer a broad range of learning areas including the following: social skills, emotional wellbeing and emotional intelligence, physical skills and physical wellbeing, literacy, language and numeracy, cognitive development, creativity, history and culture.
  • Assess children’s learning with children and families to inform further learning opportunities,
  • Use approved curriculum frameworks, current research and data informed pedagogical practice to guide our educational programs.


Families

We believe that families are the first educators for their child. They provide the continuous link in their child’s education from birth through to adulthood. All families seek the best possible learning opportunities for their child.

 

Therefore we will:

 

  • Create partnerships between families and the centre that are respectful, reciprocal, professional and authentic.
  • Celebrate the diversity of families in our centre and recognise this as strength for the service enabling multiple perspectives to be considered and influential in centre operations.
  • Implement a range of communication strategies between the centre and families.
  • Support all families to participate actively in the centre through involvement in centre events, programs, planning, decision-making and management.
  • Foster relationships between families to promote a sense of belonging to our centre community and for parenting support.

 

Environment

We believe the physical environment is a critical aspect of a quality early childhood educational setting.

 

Therefore we will:

 

  • Create environments that are aesthetically pleasing, predictable and foster positive interaction between children and between children and educators and the community.
  • Ensure the physical environment reflects the diversity within the centre, the local community, the nation and the world.
  • Create interesting play spaces that promote an appreciation of beauty.
  • Plan for the maintenance and improvement of the built and natural environment.
  • Promote environmental sustainability through our practices and learning programs.
  • Value the outdoors as a unique and rich learning environment.

 

Community

We believe that a respectful and reciprocal relationship of support and involvement between the community and the centre is beneficial for young children and their families. Strong communities recognise and value the participation of all members.

 

Therefore we will:

 

  • Recognise Aboriginal and Torres Strait Islander people as the first inhabitants of Australia.  We will seek connection with local Aboriginal people to build our knowledge of Aboriginal history and culture and to promote reconciliation with and for Aboriginal and Torres Strait Islanders.
  • Promote social justice for all and challenge bias.
  • Be familiar with the context of our local community and identify services within our community that support children and families.
  • Access the local community as a learning resource that offers a diverse and rich array of learning opportunities for young children.
  • Identify ways children and the centre can actively participate and contribute to the local community.
  • Identify opportunities to make early childhood learning visible to members of our community.
  • Collaborate with other community members to improve outcomes for the community as a whole.
  • Foster relationships with educational and other services within our community to support positive transitions for children between educational sites.
  • Advocate for and take action when community issues affect children and families.

 

Educators

We believe educators make a significant difference in the lives of young children, their families and communities. Confident, knowledgeable and appropriately qualified staff are critical to the quality of our centre.

 

Therefore we will:

 

  • Implement employment practices that build a high staff morale.
  • Expect educators to work collaboratively and professionally with each other, families and the Management Committee.
  • Foster educators’ sense of pride and passion for their work with children and families and support educators to strive for excellence in their role as early childhood educators
  • Support educators to engage in formal education studies and professional learning opportunities.
  • Ensure educators have a strong knowledge of a range of learning and developmental theories, including attachment theory and neuroscience.
  • Ensure educators have access to current research and are confident and familiar with approved curriculum frameworks and use these to guide the development of curriculum in the centre.
  • Provide authentic feedback and meaningful data about educators work to identify strengths and strategies to improve practice.
  • Develop shared leadership models and strive to build the leadership capacity of all educators.
  • Build professional networks within and outside of the centre to extend professional knowledge and capabilities.
  • Require educators to adhere to professional standards.

 

 

Reviewed: June 2016

Next Review Due: June 2017