Jamberoo Community Preschool
Philosophy
We believe that childhood should be filled with fun, happiness and laughter. Our educational approach is one of play based learning, which is recognised as the natural method of learning and is integral to all areas of a child’s development. The Early Years Learning Framework supports play based learning and guides our program, decision making and underpins our daily practices. We believe nature play is the foundation for learning wherever possible.
Attached you will find 4 areas that we as a team feel fit our beliefs most.
In relation to Children we believe:
- Children are rights holders and learn best when their social and emotional needs are fulfilled
- Every child should feel safe and secure in their environment and feel a sense of belonging from the beginning of their preschool journey
- Children are capable, curious and competent learners and children’s interests and perspectives are valued in our planning and teaching
- All children are valuable and important and have a right to participate in a variety of meaningful play-based experiences.
- In empowering children by strengthening resilience, critical thinking and informed risk taking
- Everyone has a right to a warm and nurturing environment that promotes trusting relationships
- Every child is unique and valued individual and that all children including those with additional needs have the right to access a quality early childhood education
- Children should have the opportunities to develop a sense of agency by being able to make choices and decisions to influence events and have an impact on their world
- That every child has the right to a childhood. We believe that children should have long periods of uninterrupted time to dig in the dirt, climb trees, paint, daydream, hunt for bugs, splash in puddles, travel to imaginary worlds, explore with their hands and quire simply - PLAY
Imagination is more important than knowledge.” -- Albert Einstein
In relation to the learning environment we believe:
- In acknowledging the world around, us and our place in it by maintaining respectful practices within the learning environment with sustainable use of resources and providing opportunities for learning that can be applied to daily life.
- We believe in creating warm, inviting and welcoming learning environment, which encourages children to explore create, think critically and challenge themselves
- In creating an awareness of environmental responsibilities and practices that continue to promote a sustainable future
- Our learning environment reflects the view that children are capable, and the constructors of their own knowledge and the adults are facilitators and co learners
- in placing high importance on play outdoors and spending quality time with nature deepening a respect and a positive attitude towards the environment
- a sense of wonder, belonging to and love of the land, nature, animals are critical for young children to develop lifelong respectful, positive and proactive attitudes to our environment and the ensure our sustainable future.
- that learning spaces should be responsive to the interests and abilities of each child and invite open ended interactions and opportunities for exploration and discovery that allow for long uninterrupted opportunities of learning and play
Free the child’s potential, and you will TRANSFORM him into the world.’ – Maria Montessori
In relation to Families and community we believe:
- That learning occurs in socio-cultural contexts and therefore family and community have an important and influential role in the lives of children
- that community engagement is important as it has an immense impact on children’s wellbeing and learning. Experiences of relationships and participation in community contribute to children’s ‘belonging, being and becoming’.
- Engaging with the community builds on children’s interest and expertise in being and becoming contributors to their world.
- that families are children’s first and most influential teachers. Partnership are based on the foundation of understanding each other’s expectations and attitudes and build on the strengths of each other’s knowledge. We trust each other by communicating freely and respectfully with each other to engage in shared decision making.
- Families provide the bridge between the preschool and home by sharing information unique skills, cultural values, and a sense of belonging for the child to his/her learning community, this involves collaborative approaches working in partnership and allowing for open and honest communication.
- As Part of this community, we have a responsibility to our children and families to establish and actively work towards a sense of belonging and connection to the land and to our shared aboriginal history and culture, to actively embrace reconciliation and spread this message
‘Every child deserves a champion- an adult who will never give upon them, who understands the power of connection and insists that they become the best they can possibly be’ – Rita Pierson
In relation to our educators we believe:
- It is essential to have a strong understanding of child development and theory to support holistic development so that we can empower children
- Regular professional development helps ensure educators stay up to date with research and continue to expand their understandings around pedagogical approaches to learning
- Having educators who are valued and respected in turn creates a happy and well-connected workplace for all
- Each educator brings different strengths, skills and resources to the preschool and these are supported and shared by all. We work as a team to support one another as well as working in best interests of the children.
- Enquiry and investigation through exploration is fundamental to learning
- Educators are co learners with children, families and community and colleagues
- In supporting educator’s personal wellness and wellbeing that enables them to be happy, resilient, confident and optimistic within their work environment
- working in collaboration with educator, families and children by using learning outcomes to guide the planning for children’s learning. We use the framework to guide the educators in their curriculum decision making as a part of an ongoing cycle to assist in planning, implementation and evaluating children’s learning. Educators intentionally scaffold children’s understanding and learning by making use of spontaneous and intentional teachable moments to extend on children’s learning. Educators also use reflective practice as a form of ongoing learning which involves engaging with questions of philosophy, ethic and practices.
‘Scaffolding is one tool that teachers use to ensure that students are able to operate in their zone of proximal development. (ZPD) – Lev Vygotskty