Philosophy quick links: Play ~ Relationships ~ Natural Environments ~ Community

We believe

  • Play provides opportunities for children to learn as they discover, create improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings.
  • Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking.
  • Play can expand children’s thinking and enhance their desire to know and learn. In these ways play can promote positive disposition to learning.
  • Early childhood educators take on many roles in play with children and use a range of strategies to support learning. They engage in sustained shared conversations with children to extend their thinking. They provide a balance between child led, child initiated and educator supported learning. They create learning environments that encourage children to explore, solve problems, create and construct.
  • Educators interact with babies and children to build attachment. They use routine and play experiences to do this. They also recognise spontaneous teachable moments as they occur, and use them to build on children’s learning.
  • Early childhood educators work with young children to promote and model positive ways to relate to others. They actively support the inclusion of all children in play, help children to recognise when play is unfair and offer constructive ways to build a caring, fair and inclusive learning community.

EYLF, p.15

Our Practices Reflect:

  • Educators provide an interest based curriculum that is planned in response to children’s interests and strengths, while providing a balanced range of developmentally appropriate activities and experiences.
  • Educators provide a range of experiences that encourages foundational development in all learning areas including; language and literacy, mathematics, natural science, social and emotional, physical and creative development, as well as cognitive skills (how they learn). These are also guided by the Early Years Learning Framework Learning Outcomes.
  • Educators seek to mould a love of learning and play by genuinely engaging themselves and following through on children’s discoveries.
  • Educators use a range of teaching strategies, underpinned by a sound knowledge of child development and effective teaching strategies.
  • Educators encourage risk in play, through planning for, supporting and engaging in play with natural materials, such as tree climbing, working with tools and using sticks and rocks in construction activities. Each group’s planning supports and enhances our Bush Place program.
  • Educators provide choice and long blocks of uninterrupted play throughout the day. For example to encourage autonomy children have the choice to continue engaged play or join the planned experiences.
  • Educators are positive role models for children, encouraging children to engage in sustained and shared play experiences. They encourage children to build an awareness of fair and unfair play.
  • Educators encourage all children to experience the three levels of engagement throughout the week. These are; free play, small group or project work, and more instructional based group work (art studio and Library).
  • Educators provide a learning environment and encourage play behaviours that support inclusive practices, including children of any culture and all additional needs children.
  • Educators encourage a smooth transition to school through liaising with schools and supporting families and children.

Links to the elements of Belonging, Being & Becoming: The Early Years Learning Framework:

  • Children’s learning
  • Early childhood pedagogy
  • Partnerships
  • High expectations and equity
  • Holistic approaches
  • Responsiveness to children
  • Intentional teaching
  • Learning environments
  • Assessment for learning
  • Learning outcomes

Related Policies:

  • Enrolment orientation
  • Programming
  • Employment policy and procedure
  • Staff orientation
  • Staff appraisal
  • Professional Development
  • Communication
  • Interactions with children