DUNEDOO PRESCHOOL PHILOSOPHY
Provides quality learning and maximises each child’s potential
Our philosophy is to provide a safe and nurturing 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 become involved learners and participants.
CHILDREN
We acknowledge the importance of play based learning and aim to provide opportunities for learning environments to encourage: exploration, discovery, creativity, improvisation, imagination and problem solving, as well as fostering self esteem, emotional wellbeing, communication, socialisation, collaboration and self help skills.
We believe that childhood is a unique and valuable stage of life and that during this time the child learns knowledge, skills and attitudes that impact on the rest of their life. Through our daily interactions we strive to ensure that children are treated with respect in regards to their individuality and capability, developing through stages, each having their own growth rate, special talents and strengths.
FAMILIES
Building relationships with families is important to sustaining authenticity, transparency and trust. The inclusion of the being, belonging and becoming framework in collaboration with educators will recognise each other’s knowledge of the child, share perspectives and communicate respectfully with one another.
EDUCATORS
Educators are committed to inclusion and equity, and believe in all children’s capacity to succeed and thrive regardless of diverse circumstances and abilities. Developing ongoing professional knowledge and skills in partnerships with children, families, community and services will support positive learning outcomes.
In partnership with the Early Years Learning Framework Principles and our own understandings, we focus on creating an environment where the following are embedded in our practice:
· Secure, respectful and reciprocal relationships with children, families and colleagues
· Partnerships with families, children, early childhood educators and community
· High expectations and Equity - where every child, family and educator is valued
· Respect for adversity - where difference is acknowledged and celebrated in respectful ways that enhance our understanding
· Ongoing learning and reflective practice - where we as educators take the time to reflect on what and why we do what we do, and what may change and why.
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 learning environments that have a positive impact on children’s learning
· valuing the cultural and social contexts of children and their families
· providing continuity in experiences and enabling children to have successful transition
· assessing and monitoring children’s learning and provide support to children in achieving learning outcomes.
Our key learning outcomes are aligned to the National Early Years Learning Framework and encompass the following understandings;
· 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 of other agencies in hopes of building stronger relationships to benefit our children and families.
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.
Our philosophy is to provide a safe and nurturing 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 become involved learners and participants.
CHILDREN
We acknowledge the importance of play based learning and aim to provide opportunities for learning environments to encourage: exploration, discovery, creativity, improvisation, imagination and problem solving, as well as fostering self esteem, emotional wellbeing, communication, socialisation, collaboration and self help skills.
We believe that childhood is a unique and valuable stage of life and that during this time the child learns knowledge, skills and attitudes that impact on the rest of their life. Through our daily interactions we strive to ensure that children are treated with respect in regards to their individuality and capability, developing through stages, each having their own growth rate, special talents and strengths.
FAMILIES
Building relationships with families is important to sustaining authenticity, transparency and trust. The inclusion of the being, belonging and becoming framework in collaboration with educators will recognise each other’s knowledge of the child, share perspectives and communicate respectfully with one another.
EDUCATORS
Educators are committed to inclusion and equity, and believe in all children’s capacity to succeed and thrive regardless of diverse circumstances and abilities. Developing ongoing professional knowledge and skills in partnerships with children, families, community and services will support positive learning outcomes.
In partnership with the Early Years Learning Framework Principles and our own understandings, we focus on creating an environment where the following are embedded in our practice:
· Secure, respectful and reciprocal relationships with children, families and colleagues
· Partnerships with families, children, early childhood educators and community
· High expectations and Equity - where every child, family and educator is valued
· Respect for adversity - where difference is acknowledged and celebrated in respectful ways that enhance our understanding
· Ongoing learning and reflective practice - where we as educators take the time to reflect on what and why we do what we do, and what may change and why.
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 learning environments that have a positive impact on children’s learning
· valuing the cultural and social contexts of children and their families
· providing continuity in experiences and enabling children to have successful transition
· assessing and monitoring children’s learning and provide support to children in achieving learning outcomes.
Our key learning outcomes are aligned to the National Early Years Learning Framework and encompass the following understandings;
· 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 of other agencies in hopes of building stronger relationships to benefit our children and families.
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.
