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Our Philosophy

Our Philosophy

Our philosophy embraces collaborative learning by establishing relationships between children, educators, families, community and the environment.

Children possess extraordinary potential for knowledge and learning. Our image of the child is that they are capable, competent, strong and powerful people who are respected and valued for their ideas, identity, uniqueness and difference. All children are knowledgeable, curious, have an interest in engaging in social interaction and in establishing relationships with everything their environment brings to them.

The role of the educator is to facilitate co-learning by allowing children to explore their ideas and interests through opportunities for hypothesising, investigation and discovery.

The educators advocate for the rights of the child and believe their voices should be upheld and acknowledged. The educator supports children to be active and empowered participants in their own learning.

Educators document the learning paths that children take and the processes they use in their search for meaning and understanding.

The documentation in its form provides a basis in which teaching, and learning can be shared. Documentation and planning contribute to the extensiveness and depth of the learning gained by the children from their investigation and other learning opportunities.

We value the importance of families and communities as being active participants in their child’s education. We acknowledge that family is the first teacher and most influential factor in the lives of young children. The significance of their relationships is intrinsic to their learning. We acknowledge and respect diversity in family life and believe that children experience belonging, being and becoming in many ways. We actively seek reciprocal relationships with the families and the community to enhance the opportunity and experiences that are offered to the children.

The supportive and enriching environment acts as a third teacher and is based on the principles of respect and responsibility. The learning environment is recognised for its potential to inspire children, and serves as an invitation to enter and participate. The environment is filled with natural light, order and beauty where every material is considered for its purpose. The learning space encourages collaboration, communication, exploration and discovery. The space respects children by providing them with authentic materials and tools which promotes open ended learning.

“Our educational philosophy is based on the image of the child as possessing strong potentials for development.”