Kinderlea 3 Year Old Philosophy

Our Philosophy

At Kinderlea 3 Year Old Preschool we are dedicated and passionate teachers who believe  early childhood is a unique time when children grow and develop at an amazing pace.  All children are capable and strong learners and have the potential to thrive when engaging  in a high quality play-based learning program. 

Play  provides opportunity for children to develop skills and knowledge, experience feelings and dispositions that provide a solid foundation for life long learning (DEEWR 2009). 

Children

Outcome 1: Children have a strong sense of identity (DEEWR, 2009)

At Kinderlea we believe children extend their learning and build skills and knowledge daily, through interactions, experiences and influences.  Children are hands on learners who benefit from an open ended environment with respect to each child's individual needs, ideas, experiences and diversity.  We support children’s learning by providing a safe, secure, comfortable, respectful, fun and friendly environment where educators and families work together and are consistent in the support and guidance they offer children.

“When children feel safe, secure and supported they grow in confidence to explore and learn” (DEEWR, 2009, p. 20)

Environment

A child’s environment needs to be rich in relationships, rich in conversations, supportive, and respectful to each child’s individual needs, interests and abilities (Radich, 2011).  With this in mind the teachers and educators at Kinderlea strive to promote inviting flexible play spaces and offer children opportunities to explore, discover, practise skills, take risks and engage in new challenges and ideas.  We believe children will learn most effectively in a secure, safe and supported environment that promotes open-ended interactions and experiences.  Environments need to offer adequate space, resources and materials for children to play and learn to their full potential. 

“Environments and resources can also highlight our responsibilities for a sustainable future and promote children’s understanding about their responsibility to care for the environment”(DEEWR, 2009, P.16)

Children, families, teachers and educators can all contribute and support new ideas for learning within the environment.

A child’s environment “can foster hope, wonder and knowledge about the natural world” (DEEWR, 2009, P.16).

Community

Kinderlea 3yo Preschool acknowledges that our children and families play and learn on the traditional lands of the Wurundjeri and the Bunurong people of the Kulin Nation.

Through planned and spontaneous experiences we acknowledge and support the local community within the  curriculum to encourage positive connections with children and families to ensure a sense of belonging. 

“Exploring the diversity and culture of the community, networking with services and sharing resources, supports and strengthens the partnership we share with the wider community, children and families” (Arthur, Beecher, Death, Dockett & Farmer, 2012,p. 179)

By providing opportunities and support for children to participate in their community we are promoting a child's sense of identity and wellbeing (VEYLF, 2009).

Outcome 2: Children are connected with and contribute to their world.  Educators promote a sense of community within the early childhood setting (DEEWR, 2009). 

Our Acknowledgement of Country

Here is the land where we live, learn and play (touch the ground)
Here is the sun and the sky (reach up to the sky)
Here are my friends from all around (arms sweeping in front)
And here am I (hands pointing to self)

Thank you to the Wurundjeri and Bunurong people of the Kulin nation for looking after the land and sharing it with us.
We promise to look after it (hands on heart)
The animals, waterways and people too.

Relationships

Children establish and maintain respectful, trusting relationships with other children and educators (DEEWR, 2009).

“From birth, secure attachments formed through warm and respectful relationships with familiar adults are fundamental to children’s learning and development”(VEYLF, 2009, p. 11).

At Kinderlea we are committed to building positive relationships with children, families, communities and colleagues. These relationships are formed through respect , trust, honesty and professionalism; we value individual needs, interests, cultures, ideas, views and concerns, ensuring quality practices within the learning environment are maintained(Rodd, 2006). 

 

When children are provided with emotional support in a caring and nurturing manor it assists them to develop their own skills to interact positively with others(DEEWR, 2009).  

Diversity and Inclusion

“Emotional and social wellbeing is dependent on the acceptance of each child as a unique individual with different appearance, experiences, abilities and personality”   (Kearns, 2010, p. 111). 

At Kinderlea we acknowledge and respect the beliefs and values of children, families and work colleagues in respect to gender, culture, language,  lifestyle choices, religion, and child rearing practices.  The curriculum and environment supports the inclusion of all children regardless of their diverse backgrounds.  Planning and implementing experiences to explore culture, heritage and traditions with a wide range of resources can broaden children’s perspectives and encourage respect for similarities and differences (DEEWR, 2009). 

Educators

Educators provide quality care when they work respectfully and collaboratively to share skills, knowledge and expertise.  At Kinderlea we believe effective educators must be dedicated to learn and grow themselves; reflect on practice and constantly develop their pedagogy (Rodd, 2006).  Educators build warm respectful relationships with children, colleagues, families and the community. Knowledge of curriculum frameworks, regulations and the Early Childhood Australia Code of Ethics (2011) are important skills for all early childhood educators.

Educators meet regularly to share skills and knowledge, reflect on practices and philosophies and learn new skills.

Child Safe - Statement of Commitment

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