Our Philosophy

PHILOSOPHY  STATEMENT

We believe that the Pre-School years are an important time for children’s development.

Basic concepts are formed in the early years and provide the foundation for all later learning. Our centre philosophy is based on past and current research which indicate that

  • Children learn best when they feel safe, happy and supported
  • Young children learn best through play
  • Play is crucial to the development of children
  • Children are capable and competent learners with rights to be active participants and decision makers.
  • Children learn through meaningful interactions with adults and peers
  • Children learn best when engaged and highly motivated
  • Children have many ways of expressing themselves. These include speaking, listening, drama, drawing, painting, clay, music, etc
  • Partnerships between parents and staff need to be developed for optimal educational outcomes.
  • Each child is unique and will present with different stages of readiness according to the socio cultural environment in which they live.
  • Continued use of the first language and maintenance of culture promotes children’s self-esteem and encourages a sense of pride in their cultural heritage.
  • The use of the first language or mother tongue builds on the linguistic and intellectual skills which children bring to preschool. Use of this language helps children to develop and acquire concepts allowing for learning to continue while English as a second language develops.

The program is developed through our understandings and observations of the children, and reflect the National Early Years Framework, The Victorian Early Years Learning and Developmental Framework and the National Quality Framework.

The program is designed to listen to the children and be responsive to their interests.

We believe in providing appropriate strategies and experiences which support children and families settling into an early childhood service. We believe it is important to:

We believe in appropriate strategies and experiences which support children for whom English is a second language

We acknowledge and value diversity.

Children are encouraged to exercise their independence and choice, to try new things and to be positively guided by others. We value the outdoor environment as a place for environmental learning and the acquisition of physical skills to provide good health and wellbeing.

We believe in Sustainable living practices and healthy lifestyles are embedded into our kindergarten program. Our centre encourages children to: • Recycle • Compost • Interact with nature • Care for animals • Garden • Bring a healthy lunch box

We value good hygiene and sun smart practices.

 

We value links with our community to enrich the programme and support children and families

We recognise and respect Aboriginal cultures and their unique place in the heritage and future of Victoria.

SUMMARY

Principles and practices which best support the developmental needs of the children are based on the core principles, practices and outcomes of the EARLY YEARS LEARNING FRAMEWORK (EYLF), the national curriculum for early childhood settings.

PRINCIPLES
  1. SECURE, RESPECTFUL AND RECIPROCAL RELATIONSHIPS
  2. PARTNERSHIPS WITH FAMILIES
  3. HIGH EXPECTATIONS AND EQUITY
  4. RESPECT FOR DIVERSITY
  5. ONGOING LEARNING AND REFLECTIVE PRACTICES
PRACTICES
  1. ADOPTING HOLISTIC APPROACHES
  2. BEING RESPONSIVE TO CHILDREN
  3. PLANNING AND IMPLEMENTING LEARNING THROUGH PLAY
  4. INTENTIONAL TEACHING
  5. CREATING PHYSICAL AND SOCIAL LEARNING ENVIRONMENTS THAT HAVE APOSITIVE IMPACT ON CHILDREN’S LEARNING.
  6. PROVIDING FOR CONTINUITY IN EXPERIENCES AND ENABLING CHILDREN TO HAVE SUCCESSFUL TRANSITION
  7. ASSESSING AND MONITORING CHILDREN’S LEARNING TO SUPPORT CHILDREN IN ACHIEVING LEARNING OUTCOMES.
OUTCOMES
  1. CHILDREN HAVE A STRONG SENSE OF IDENTITY
  2. CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
  3. CHILDREN HAVE A STRONG SENSE OF WELLBEING
  4. CHILDREN ARE INVOLVED AND CONFIDENT LEARNERS
  5. CHILDREN ARE EFFECTIVE COMMUNICATORS

Staff will act in accordance with the code of ethics and will strive to support children in all areas of learning, to provide a nurturing, stimulating, environment, based on the needs and interests of the children and families. We want all children to develop a love of learning and to become active thinkers.

We believe that positive outcomes for children can best be achieved in environments and communities that are free from discrimination, where children feel they belong and where their rights and views are respected.

We acknowledge the critical role of families in raising children.

Springvalley kindergarten places the highest value on the care wellbeing and protection of children. Child safety is an important part of our philosophy and is a focus within our organisation.

We aim to meet the child safe standards and to promote the cultural safety of aboriginal children, children from culturally and or linguistically diverse backgrounds and children with a disability.

Springvalley kindergarten is committed to safeguarding children against sexual, physical, psychological and emotional abuse and or neglect and is always working to achieve this.

Child safety policies

  • Child safe environment
  • Delivery and collection of children
  • Emergency and evacuation
  • Excursion
  • Supervision of children
  • code of conduct
  • participation of volunteers
  • interactions with children
  • inclusion and equity
  • staffing policy

Note: our policies can be found in the foyer contained in the policy folder.