We believe that each child is an individual and their feelings, experiences, interests, motivations and abilities all differ. Our dedicated staff and committee are devoted to promoting a kindergarten environment that is welcoming, safe and supportive, which meets the needs, values and aspirations of the children and their families. We believe in a play based, emergent and intentional teaching curriculum, which is complemented by a large outdoor area that provides a vast range of activities and opportunities for imaginative and child-directed play. Our programs are designed to reflect the individual needs and interests of the children and aim to enhance their education through creating many different learning experiences.
We encourage children to have a strong sense of identity by learning to interact with others with care, empathy and respect whilst feeling safe, secure and supported. Children develop their autonomy, inter-dependence, resilience, confident self-identities and respect for oneself and others.
We believe children are connected with and contribute to their world by developing a sense of belonging to groups and the community, showing respect for their environment, learning to build and maintain relationships and by learning about our indigenous heritage and other cultures.
We encourage children to act responsibly for their own health and physical wellbeing and to become strong in their social and emotional wellbeing.
Children are involved in a learning environment that is fun, safe and interesting. They learn through self-directed play as well as group and team activities. We nurture curiosity, co-operation, confidence, resilience, persistence, enthusiasm, creativity, imagination, problem solving, enquiry and experimentation. We believe children transfer their learning across contexts, connections with people, places, environment, technology and natural/processed materials and learn the processes and skills to become prepared for the transition to primary school.
We encourage all children to be effective communicators who interact verbally/non-verbally to express ideas and make meaning of the world around them. Children engage with mediums such as texts, images and music to gain meaning.
We ensure that the outcomes of the Victorian Early Year’s Learning and National Framework are embedded in our practice. We are committed and sympathetic towards providing a learning environment, which meets the needs of the local community including family values, expectations, involvement, confidentiality and professionalism.
Belonging, Being and Becoming.The Early Learning Years Framework Australia