Our service believes that children are enthusiastic, independent and creative learners who actively seek and take responsibility for their own learning and development. We value the importance of childhood and as educators we seek to contribute to all children realising their promise and potential, both now and in the future. High expectations and opportunities for success are recognised and promoted with the belief that all children should have equal access, inclusive participation and the right to play.

 

We believe in creating a welcoming environment where children and families are treated with respect and where partnerships are based on trusting, positive, open communication. We value the strong links between children, families, educators, the school and community in promoting a collaborative approach to our service provision. Mutually supportive relationships are recognised as important and provide the foundation on which our service is based.

 

Our program promotes a sense of agency and self-regulation in children, recognising different levels of potential learning and interaction in varying environments. We see the outdoors as being a place of authentic, meaningful learning where social interactions are continuously developed and extended by both the child and Educator. When Educators listen to the voices of children we are provoked to think differently about current practices and explore further, children’s ideas, curiosities and understanding. Outdoor play provides varied opportunities that are unpredictable and, at times, risky. It is this risk that allows children to explore and test the limits of their physical, intellectual and emotional capacity whilst at play.

 

Our Program is reflective of an emerging curriculum that is child-initiated and Educator framed to build children’s capacity and enhance their learning in ways that can be documented and made visible. We hold the belief that children are intellectual theory builders who strive to discover their unknowns in the world, whilst Educators facilitate these experiences with intentional interactions as the researcher and co-learner. Educators acknowledge curiosity is the springboard of children’s knowledge as it creates a positive energy and desire to encounter otherness.

 

We promote the value of children’s contributions as citizens to the development of strong communities. Partnerships in our wider community support a shared responsibility for children’s learning, development of social skills and working towards becoming global citizen’s in learning about how to engage within our society. As Educators, we endeavor to learn with families and engage in shared decision making in relation to children’s learning, development and wellbeing. We respect and respond to the uniqueness of each family, their circumstances, family structure, customs and beliefs. We acknowledge the importance of continued connection to culture, country and community of the traditional owners of this land. This is embedded and reflected in the culture of the Centre as Educators promote an understanding of Aboriginal and Torres Strait Islander culture which contributes to the richness of our program and creates educational spaces and pedagogies that are meaningful, respectful and empowering.

 

When Educators are actively engaged with children and experiences, learning of both the Educator and child is deepened and extended. As professionals, we examine our pedagogy in a professional setting and reflect on this understanding, continually seeking to increase our professional knowledge and experience with contemporary theory and practice. Our understanding is deepened through ongoing research and theoretical perspectives used to continuously improve our practice and advocate for the provision of quality education and care.

 

“Childhood is a time to be, to seek and make meaning of the world”.

My Time, Our Place, Framework for School Age Care in Australia. DEEWR, 2011.