DUNEDOO PRESCHOOL PHILOSOPHY
Dunedoo Preschool provides quality practices and maximises each child’s potential by learning to play, and playing to learn.
Dunedoo Preschool strives to provide an environment where children and families develop a sense of belonging, feel valued and form relationships. Communication and interactions between children, families, educators and community is supported by an “open door” policy whereby all individuals respectfully become involved learners and participants.
CHILDREN
We acknowledge the importance of play based learning and provide opportunities for learning environments to encourage; exploration, discovery, creativity, improvisation, imagination, individuality and problem solving. We foster self-esteem, emotional wellbeing, communication, socialisation, culture, collaboration and self-help skills.
We believe childhood is a unique and valuable stage of life, and throughout this time the child learns knowledge, skills and attitudes that impacts life long values. Through daily interactions we ensure they are treated with respect in their individuality and capability, developing through stages, growth rates, special talents and strengths.
FAMILIES
Building relationships and rapport with families sustains authenticity, transparency and trust. The Being, Belonging and Becoming framework in collaboration with educators, recognises each other's knowledge of the child, to share perspectives and communicate respectfully with one another. We value families' beliefs, customs and culture, and support family contributions and confidentiality at all times.
EDUCATORS
Educators will promote children's learning through practice by:
Adopting holistic approaches; being responsive to children; planning and implementing learning through play; intentional teaching; creating physical and social contexts of children and their families; provide continuity in experiences and enable children to have successful transition; assess and monitor learning and provide support in achieving learning outcomes. Staff will attend training and in-services using the information to inform practice along with research.
Our key learning outcomes are aligned to the National Early Years Learning Framework
· Children have a strong sense of identity
· Children are connected with and contribute to their world
· Children have a strong sense of wellbeing
· Children are confident and involved learners
· Children are effective communicators
COMMUNITY
We welcome and encourage regular visits from our families, community members and members from other agencies (when not impacted by health restrictions and outbreaks) to build stronger relationships to benefit children and families.
We endeavour to explore the wider community and celebrate cultures, collaborate with early childhood services, schools and related agencies.
DUNEDOO PRESCHOOL IS A NUT FREE AND CHOCOLATE FREE ENVIRONMENT
AIMS AND OBJECTIVES
Our Preschool programme aims to provide a range of stimulating and fun activities within the security of a daily routine. The Early Years Learning Framework (EYLF) and National Quality Standards combine to guide and reflect the learning environment and assist with providing a quality accessible service.
Play is an important part of the programme. Preschool learning is promoted largely through play as children experience a wide variety of activities and materials under the guidance of trained staff who value play as an avenue for learning.
Our main objectives for the children are:
SERVICES
We have available to us the services of:
Speech Therapist, Occupational Therapist and Psychologist from relevant organisations including private services. They will assess and provide assistance to children and families who require their expertise. Early Childhood is an important time in your child’s development. Any problems are best treated as early as possible and certainly before your child starts Kindergarten.
Please speak to the Director if you have any concerns about your child.
Dunedoo Preschool strives to provide an environment where children and families develop a sense of belonging, feel valued and form relationships. Communication and interactions between children, families, educators and community is supported by an “open door” policy whereby all individuals respectfully become involved learners and participants.
CHILDREN
We acknowledge the importance of play based learning and provide opportunities for learning environments to encourage; exploration, discovery, creativity, improvisation, imagination, individuality and problem solving. We foster self-esteem, emotional wellbeing, communication, socialisation, culture, collaboration and self-help skills.
We believe childhood is a unique and valuable stage of life, and throughout this time the child learns knowledge, skills and attitudes that impacts life long values. Through daily interactions we ensure they are treated with respect in their individuality and capability, developing through stages, growth rates, special talents and strengths.
FAMILIES
Building relationships and rapport with families sustains authenticity, transparency and trust. The Being, Belonging and Becoming framework in collaboration with educators, recognises each other's knowledge of the child, to share perspectives and communicate respectfully with one another. We value families' beliefs, customs and culture, and support family contributions and confidentiality at all times.
EDUCATORS
Educators will promote children's learning through practice by:
Adopting holistic approaches; being responsive to children; planning and implementing learning through play; intentional teaching; creating physical and social contexts of children and their families; provide continuity in experiences and enable children to have successful transition; assess and monitor learning and provide support in achieving learning outcomes. Staff will attend training and in-services using the information to inform practice along with research.
Our key learning outcomes are aligned to the National Early Years Learning Framework
· Children have a strong sense of identity
· Children are connected with and contribute to their world
· Children have a strong sense of wellbeing
· Children are confident and involved learners
· Children are effective communicators
COMMUNITY
We welcome and encourage regular visits from our families, community members and members from other agencies (when not impacted by health restrictions and outbreaks) to build stronger relationships to benefit children and families.
We endeavour to explore the wider community and celebrate cultures, collaborate with early childhood services, schools and related agencies.
DUNEDOO PRESCHOOL IS A NUT FREE AND CHOCOLATE FREE ENVIRONMENT
AIMS AND OBJECTIVES
Our Preschool programme aims to provide a range of stimulating and fun activities within the security of a daily routine. The Early Years Learning Framework (EYLF) and National Quality Standards combine to guide and reflect the learning environment and assist with providing a quality accessible service.
Play is an important part of the programme. Preschool learning is promoted largely through play as children experience a wide variety of activities and materials under the guidance of trained staff who value play as an avenue for learning.
Our main objectives for the children are:
- To develop as an individual, to develop confidence, a feeling of self worth and well being.
- To practice and experiment with materials and activities in order to gain increased skills in awareness of their environment.
- To develop self expression through language, dramatic play and creative activities.
- To develop thinking skills and an inquiring mind, and the ability to solve problems.
- To develop a wide range of physical skills.
- To feel happy and secure within the Preschool environment.
- To be socially and emotionally competent, and with others.
SERVICES
We have available to us the services of:
Speech Therapist, Occupational Therapist and Psychologist from relevant organisations including private services. They will assess and provide assistance to children and families who require their expertise. Early Childhood is an important time in your child’s development. Any problems are best treated as early as possible and certainly before your child starts Kindergarten.
Please speak to the Director if you have any concerns about your child.
