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

We believe

  • Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young children in their learning.
  • Babies first attachments within their families and within other trusting relationships provide them with a secure bases for exploration and learning.
  • Through a widening network of secure relationships, children develop confidence and feel respected and valued. They become increasingly able to recognise and respect the feelings of others and interact positively with them.
  • Educators who give priority to nurturing relationships and providing children with consistent emotional support can assist children to develop the skills and understandings they need to interact positively with others. They also help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.

EYLF, p.12

Our Practices Reflect:

  • Educators develop relationships with children that are sensitive, consistent and caring, acknowledging each child as an individual. Relationships are built on the principles of respect, courtesy and understanding.
  • Educators engage children in play and conversations, and develop an understanding of the child, their interests, strengths and complexities.
  • Educators remain both physically and emotionally available to all children relying on the principles of the Circle of Security.
  • Interactions are positive, respectful and responsive to the context surrounding the interaction. 123 magic is used as a consistent approach to help children regulate their behaviour. Educators work consistently and collaboratively together to teach positive and safe play behaviours.
  • Educators use the Wellbeing and Involvement Scale as a tool to ensure children’s emotional and social wellbeing.
  • Educators are positive role models for children.
  • Educators understand and honour differences, and demonstrate an ongoing commitment to developing their own cultural competence.

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

  • Partnerships
  • High expectations and equity
  • Respect for diversity
  • Responsiveness to children
  • Cultural competence

Related Policies:

  • Communication
  • Health & Safety
  • Interactions with children
  • Enrolment orientation
  • Child protection
  • Employment policy and procedure
  • Staff orientation
  • Staff appraisal policy
  • Professional development