Today's Children, Tomorrow's Leaders




Philosophy & Goals


Our Centre Philosophy

Child Smiling - education in Dubbo, NSW
Prelude: Play is now well recognised for its potential power and influence it has on a child's development. "It is the highest expression of human development in childhood, for it alone is free expression of what is in a child's soul" (Fredrick Froebel). Through play children not only learn about themselves, but the world around them.>

However, like a flower relies on sunshine and water to grow, we believe children not only require the freedom and time to play, but a secure network of relationships to bloom and grow. For this reason creating and maintaining unique bonds with children, families, educators and the community holds a special place within our heart and profound influence over everything we do. We continue to fill each unique bond daily, both individually and collaboratively, with lots of love, care, respect, warmth, trust, appreciation and encouragement. By doing so confidence, connectedness, acceptance, self-awareness and relationships can flourish.

We believe that by understanding each person's individual uniqueness, not just as a separate identity, but as part of different groups and communities, allows each of us to grow in confidence to explore and learn. Furthermore, when learning is integrated and interrelated to one another it allows us to have a holistic understanding of the world and provides meaning and motivation behind each new discovery.

We consider all types of environments, including the living and non-living elements of our world to hold a huge influence in shaping who we are, what we do in the here and now, and who we will become. For this reason we place great pride in providing a home like environment that welcomes, reflects and enriches the lives and identities of the families and children of our centre, encourages acceptance of our culturally-diverse community and promotes an appreciation and care for natural and constructed environments.

For Children

  • We believe every child is a unique individual with their own distinct ideas, interests, abilities, learning style, growth progression and culture.
  • They do not exist in isolation, but first and foremost as a member of their family and then also as a member of a variety of communities. For this reason we regularly provide collaborative learning opportunities for children.
  • Their diverse knowledge and skills, expectations, perspectives and experiences gives them a confidence in who they are and allows them to continue constructing and shaping their own self-identities and understandings of the world.
  • Children are resourceful, capable and powerful. They actively construct their own understandings and promote and influence others learning. For this reason we encourage individual interactions as well as in small or large groups.
  • When given the time, space, support and opportunity to interact in a meaningful, safe and inclusive environment (where they can be themselves), children increase their sense of wellbeing, develop and maintain relationships and construct new ideas and concepts. They also link these ideas and concepts to existing knowledge and understandings, enhance dispositions for learning, such as curiosity and creativity, develop skills and processes, such as problem solving and experimentation and become effective communicators.
  • We empower children with communication skills to ensure their dignity and rights are maintained at all times so they can learn to take responsibility for themselves and others, to understand their interdependence and connectedness with others, to appreciate collaboration and cooperation and self-regulate their own behaviour.
  • We ensure children's motivation and engagement in learning by respecting and building on their unique skills and strengths, ways of knowing, cultural traditions, multiple languages and individual needs and interests.
  • We allow children the opportunity to build confidence and expertise by giving them the time to revisit a range of open-ended materials and equipment that are familiar and natural to them, and introduce novelty to promote interest and more intricate and increasingly abstract thinking.
  • We develop trust, confidence and optimism in children for a strong sense of wellbeing by providing warm, trusting relationships, supporting their health needs, providing predictable and safe environments and valuing all aspects of their physical, emotional, social, cognitive, linguistic, creative and spiritual being.
  • We focus on the process of children's work, not on the finished product, and on their early childhood years being about both the present moment and the future.

For Families

  • We positively connect with families and consciously work together to develop collaborative partnerships with them.
  • We do so by helping them feel part of what we do and being attuned to their thoughts and feelings through open and ongoing two-way communication, support, respect, understanding and joint-decision making.
  • We embrace diversity and respond to changing individual and family needs.
  • We believe families are children's most valued teachers and involvement is encouraged as an important part of the program.
  • We continually encourage families to become partners in building our curriculum, by consistently requesting input and feedback from them about their child's experiences (both inside and outside of our service).
  • We collaborate with the community to provide families with support agencies and resources that can enhance their parenting, family wellbeing, child development and health, to ensure continuity of learning and transitions.
  • Continuity between a child's home environment and our service environment is also established with families through ongoing verbal and non-verbal communication as well as feedback.
  • Our displays of children's experiences, their responses and work samples are meaningfully displayed for families to ensure that children's learning is made visible.

For Educators

  • The Early Years Learning Framework and the National Quality Framework guide our everyday practices and development of our policies, practices and programs.
  • We endeavour to earn the respect of families, children, the community and educators through allowing them to be equal, active participants and decision makers and providing them with a high level of commitment, dedication, trust and educational expertise.
  • Our professional judgments are central to facilitating each child's individual learning. We will continue to critically reflect on our experiences, our beliefs and values and a range of perspectives and theories about early childhood on a regular basis. This will help to improve and adjust our practices to suit the time, place and context of learning and to also create a confidence in what we do and an understanding for why we do it.
  • We create a collaborative environment that values, affirms challenges and supports motivation, commitment and ongoing learning of all educators, which fosters their professional development. This is inspired by honest and open communication, leadership, confidence, enthusiasm, creativity, innovation, imagination, experimentation and investigatio .
  • We believe in providing continuity of care through an environment that represents each child's unique sense of belonging, being and becoming. We also believe in familiar educators who are regularly consistent in their approach to education and care and who continually communicate openly with families and other educators.
  • Quality experiences in built and natural environments are achieved through educators intentionally planning and preparing both indoor and outdoor play spaces. These play spaces are engaging, flexible, predictable, include a balance of active and quiet areas, have sufficient and age-appropriate spaces, equipment and facilities, encourage positive relationships, and reflect's emerging interests and needs.
  • We actively care for the environment and resources of the centre by embedding sustainability into our daily practices to help children to become socially responsible, show respect for their environment and develop an understanding of the interdependence of living things. Most valued are the relationships that children, families and educators develop with the animals at the centre and the appreciation, care and connectedness they have for one another.
  • We value a team of educators who ask questions, network with other teaching professionals and support organisations, possess openness, readiness for change and trust, share ideas and provoke discussions on current early childhood issues and contribute to others and their own ongoing learning and inquiry. This allows for a deep understanding and appreciation of children's learning and development and constant review of our changing environment, leading to continuous improvement.

For the Community

  • We liaise with services and resources in the community to enrich our program and communicate with specialists to assist in planning an effective and equitable environment. This ensures all children have the opportunity to experience a sense of personal significance and achieve the learning outcomes.
  • We develop a sense of community within the centre through group play experiences and projects, a sense of belonging and comfort, participation in reciprocal relationships between different rooms of the centre, group discussions and shared decision making. We also encourage events and experiences shared with families and the community, and help children to make connections between their experiences and knowledge developed in context of their community, as well as family experiences to that of the context of the centre.

For the Program

  • We present a wide range of experiences that form a positive curriculum, which contributes to each child's learning and development outcomes in relation to their identity, connection with their community, wellbeing, confidence as learners and effectiveness as communicators.
  • These are based on the individual identities and interests of each child and shaped by the context of our centre, relationships with children, families, educators and the community and professional decisions made by educators that are guided by the principles and practices of the Early Years Learning Framework (Belonging, Being and Becoming), The National Quality Framework and their own pedagogical beliefs.
  • We provide an anti-bias, inclusive, non-stereotypical program that caters to individual needs and supports culture and diversity.
  • Educational program and practice will be enhanced by promoting each child's agency, remaining committed and reflective in the design and delivery of individual programs, and assessing each child's learning and achievements as an ongoing cycle of planning, documenting and evaluation. Educators will also remain responsive to children's play and ideas, use intentional teaching to extend and scaffold each child's learning and promote learning at every opportunity, including through daily routines and spontaneous occurrences.

Our Centre Goals

While our philosophy is the foundation of everything we do, the following goals describe what we need to do in order to support our philosophy in everyday practice.
  • The learning environment will be unhurried, offering a wide range of meaningful learning experiences focusing on developing each child's intellect.
  • Children will feel safe, secure and accepted.
  • Children will develop and expand in the areas of self-worth and social competence.
  • Children will be given the opportunity to construct knowledge through repeated experiences involving people and materials.
  • Children will be supported in both their actual development and potential.
  • Children will develop responsibility for their immediate and personal environment.
  • The content of the curriculum will be relevant, engaging and meaningful to the children and be developed together with the educators, children, their families and the community.
  • Curriculum objectives will respect each child's individuality, and be realistic and attainable according to each child's intellectual, emotional and physical abilities.
  • Children will develop and expand their ability to express, represent, and understand thoughts, feelings and experiences of self and others.
  • Children will develop and expand their ability to make decisions and solve problems.
  • Children will be evaluated as they "authentically" engage in concrete, meaningful tasks that parallel the curriculum.
  • Children will be provided with opportunities that develop and extend an awareness of sound health, safety and nutrition practices.
  • Children will be provided with opportunities to develop appreciation and enjoyment for music, creative expressions, movement and different art forms.
  • Preschool children will be provided with a range of opportunities that prepare them for the "school" (kindergarten) environment.