Our Philosophy
At Australia Street Infants School Preschool, we acknowledge the traditional custodians of the land on which we meet, play and learn; the Gadigal clan of the Eora Nation. We show our respect to our First Nations people by embedding an Indigenous perspective within our philosophy, our daily programming, and so within the play-based curriculum in which we teach, the children learn, grow, and develop. We value that parents are the child’s first educator and as such appreciate the importance of collaboration with Family. These relationships are based on mutual respect and understanding for all involved.
We view each child as a capable learner, confident to direct their own learning while also being responsive to the educators who support them. We acknowledge that children learn and develop in different ways and at different times. Each is on their own educational journey as they explore a wide variety of learning experiences. No one experience is seen as more important than another, and all are interconnected in our play-based program.
Our preschool service embraces diversity and promotes equity and inclusion for all stakeholders. We understand that children must be loved, nurtured, and challenged in a way that builds a strong self-image, and engenders self-esteem through accomplishment, self-recognition, and a growing understanding of how they lean best. We believe that play is essential in the lives of young children. Such play should be flexible, stimulating, inviting, and purposefully arranged. As such we provide a curriculum that focuses on exploration, discovery, and engaging “adventures” where children are supported and resourced through open-ended experiences to “just be”. A place where all children are provided equal access to curriculum so they can develop and grow to meet their full potential.
Our environment is flexible, stimulating, inviting and purposefully arranged to capture children’s interests, ideas and to cater for individual needs. In providing a stimulating and responsive environment where positive reinforcement and encouragement make learning possible, we are creating a foundation that will ensure that our children are prepared to thrive as confident, intelligent and socially aware members of the community. By providing opportunities for risky play, we aid in the development of self-confidence, self-esteem and resilience. In building these ideals we are building a community that enables children to develop a readiness for transition to school and ultimately a readiness for a lifelong learning journey. Education is seen as a shared journey of self-discovery and meaningful change.
Our programs are guided by the principles and practices that underpin the early Years Learning Framework (EYLF). Our educators value their role as facilitators, encouraging, promoting, and supporting each child’s development as they explore their environment and those within it. We place a great deal of importance on our connections to and relationships that we form with families and the wider community and work with an open heart and mind, with respect at the forefront of all that we do.
We believe that each child’s learning is enhanced through teacher quality and wellbeing. Therefore, we maintain a commitment towards ongoing professional development opportunities, together with individual and group reflective practice to ensure positive high education standards. We work collaboratively as a team to challenge, question, evaluate and synthesise our practice and pedagogy. Thus, ensuring opportunity for each child to meet their full potential, in a nurturing environment where adults, children and their families have a voice, as together we build a sense of becoming, being and belonging.
Developed in collaboration with families Nov 21 and May 22, reviewed and updated by the learning community March, 2023
Our program
The Early Years Learning Framework
The Early Years Learning Framework draws on evidence that early childhood is a vital period in children’s learning and development. It has a specific emphasis on play-based learning and recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. Fundamental to this Framework is a view of children’s lives as characterised by belonging, being and becoming.
Belonging in the sense that experiencing belonging i.e. knowing where and with whom you belong – is integral to human existence. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. Being recognises the significance of the here and now in children’s lives. That childhood is a time to be, to seek and make meaning of the world. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.
The Framework puts children’s learning at the core and comprises three inter-related elements:
Principles
The following are five principles that reflect contemporary theories and research evidence concerning children’s learning and early childhood pedagogy.
1. Secure, respectful and reciprocal relationships.
2. Partnerships
3. High expectations and equity
4. Respect for diversity
5. Ongoing learning and reflective practice.
Practice
Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:
· Adopting holistic approaches
· Being responsive to children
· Planning and implementing learning through play
· Intentional teaching
· Creating physical and social learning environments that impact positively on children’s learning
· Valuing cultural and social contexts of children and families
Providing for continuity in experiences and facilitating successful transitions
For more information please download our preschool information booklet:
