At Australia Street Infants School Preschool and Lennox House, we acknowledge the 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 Indigenous perspectives within our philosophy, our daily programming, and within the play-based curriculum in which we teach, the children learn, grow, and develop.
We work with the Australia Street Infants School Vision Statement, National Quality Framework, Early Years Learning Framework, Anti-bias Curriculum and Early Childhood Australia Code of Ethics.
The Child
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.
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 learn best. We know that play is essential in the lives of young children and should be flexible, stimulating, inviting and purposefully arranged. We provide a curriculum that focuses on creativity and discovery, where children are supported to explore open-ended experiences. A place where all children are provided equal access to curriculum so they can develop and grow to meet their full potential.
Families and Community
Our service embraces diversity and promotes equity and inclusion for all stakeholders.
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 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.
Educators
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 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.
The Environment
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 support our children to be prepared to thrive as confident, empathetic 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. Education is seen as a shared journey of self-discovery and meaningful change. 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.
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 the principles that reflect contemporary theories and research evidence concerning children’s learning and early childhood pedagogy.
• Secure, respectful and reciprocal relationships
• Partnerships
• Respect for diversity
• Aboriginal and Torres Strait Islander perspectives
• Equity, inclusion and high expectations
• Sustainability
• Critical reflection and ongoing professional learning
• Collaborative leadership and teamwork
Practices
Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:
• Holistic, integrated and interconnected approaches
• Responsiveness to children
• Play-based learning and intentionality
• Learning environments
• Cultural responsiveness
• Continuity of learning and transitions
• Assessment and evaluation for learning, development and wellbeing
Learning Outcomes
There are five Learning Outcomes designed to capture all facets of children’s learning and development from birth to five. The outcomes are:
· Children have a strong sense of identity.
· Children are connected with and contribute to their world.
· Children have a strong sense of wellbeing.
· Children are confident and involved learners
· Children are effective communicators
For more information please download our preschool information booklet:
