Our Family and Centre Philosophy & Goals
Our philosophical concepts are common, central and contestable.
Common, in the sense that they apply to familiar and ordinary life situations that are shared by all.
Central, in the sense that they play a role in how we understand and make sense
of our world and humanity.
Contestable, in the sense that their meanings are open to question, inquiry and creative tension.
We believe that children are individual people who contribute to and shape the learning environment as they search for meaning and discover meaning through practice in forming, comparing and evaluating judgments.
Children’s voices are privileged so they can become activists on their own and other’s behalf.
We believe central for children to become resilient adults and face the challenges of life is psychological and physical being, becoming and belonging.
We believe in relationships that are authentic and vulnerable and are underpinned by trust, rapport, continuity and time.
Parents and Families:
We see parents and families as first educators in children’s lives and their contribution to their child’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 families history of culture, perspectives of values and truths creates curriculum, and is a medium of learning. It allows for conflict, opinion and difference to become discourse, practice and collaboration.
We believe experienced curriculum is founded on partnerships with children, families, educators, management and community and allows all to live together as learners that share power, investigation and enquiry.
We believe play is a serious endeavour and the engine to all learning. Educators ensure each child’s entitlement to play is protected.
The curriculum cycle of reflective practice 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 Convention on the Rights of the Child, emergent pedagogical philosophy, practice and theory that develop the total child in a sociocultural context.
We believe personalised learning and quality provision is linked to democratic relationships. Small groupings allow children to feel at home and their learning is nurtured by educators who have developed a secure, safe, inclusive and challenging environment.
We believe when educators are learners alongside children and families they search for meaning, become curious and doubtful, suspend prejudice and are open to change.
We believe that educators are worthy to be valued, respected and treated equitably by colleagues, families, children and management.
Students and volunteers:
We believe in providing a learning environment where students and volunteers can see pedagogy in practice, participate and experience all aspects of curriculum, administration and management. Their involvement opens the door to the wider community for families, children and Centre.