Our Philosophy

Rationale/Aim

The philosophy guides all aspects of the services operations. It underpins the decisions, policies and daily practices of the pre-school board, the authorised supervisor and the pre-school workers. It assists in planning, implementing and evaluating quality experiences for children. It reflects a shared understanding of the role of the pre-school with children, families and the community.

Relevant Legislation/Related Documents/References

  • National Quality Standard, Element 7.2.1
  • Education & Care Services National Regulations 2014, Regulation 55 and 56.
  • Authentic Childhood, Experiencing Reggio Emelia in the classroom. Fraser, S (2006)
  • Early Childhood Research and Practice. Harris Helm, J and Gronlund, G (2005)
  • Techniques for teaching young children. Choices in Theory and Practice. MacNaughton, G and Williams, G (2004)

Procedures/Strategies:

The Gunnedah Pre-school Community believe the first five years of a child’s life is the most important, where children learn at the fastest pace and those that care for them in this period effectively shape and build the future society.

Gunnedah Pre-school is a Reggio-Emelia inspired pre-school which provides a strong project based approach to learning. The children’s interests are pivotal in determining the Program; for example if children are playing outside and ask their teacher how a flower grows, rather than telling them they may create their own garden or use the Ipad’s and smartboards to “investigate further”.

As families are the child’s first educators we will develop happy, caring, supportive relationships with families. We will foster these relationships to provide parenting support and a true sense of belonging to the pre-school community.

Gunnedah Pre-school educators believe it’s important to create a welcoming environment where children and their families are respected and actively encouraged to collaborate with educators about the way we teach their children in order to ensure that their learning experiences are meaningful. Gunnedah Pre-school educators endeavour to ensure that parents feel at ease and that their child/children are safe and enjoy their day.

Communication with families is critical. Everyone will be made to feel welcome, wanted and appreciated. A variety of communication strategies (verbal, social media and written) will be used to ensure every family has access to information.

We will support families to participate actively within the pre-school from planning and decision making through management.

When children feel safe, valued and cared for they have more confidence in themselves and in the environment to explore and try new things, express and voice their ideas/opinions and build relationships with educators and other children.

Learning is holistic. We acknowledge diversity and promote equality and inclusion. We value culture, especially Aboriginal and Torres Strait Islander cultures.

Children have different learning styles, Gunnedah Pre-school implements activities that cater for all children by providing programs that are appropriate for each child’s development as well as their skill and ability levels.

The Gunnedah Pre-school play-based curriculum is not solely centred around having access to toys. It also includes, structured grouptime, dancing, structured table top activities, planned excursions and tasks such as gardening and maintaining the vegetable garden.

Educators help children build self-confidence and self-esteem in children by creating opportunities to further develop skills and processes but at the same time enabling children to successfully complete tasks to develop feelings of accomplishment and pride.

The staff use their personal strengths, experiences and formal educations to:

  • Program to individual children’s interests, needs and strengths.
  • Create stimulating and active environments that are safe yet offer challenges.
  • Nurture children’s physical and emotional well-being.
  • Affirm children as individuals, allowing them to gain confidence and control over themselves.
  • Actively encourage children to gain independence.
  • Allow children to develop skills for socialising with the community.
  • Help children learn social readiness skills.
  • Build relationships between staff, children and their peers.
  • Provide opportunities for children to explore, investigate, experiment, think and communicate.
  • Acquire understanding of children’s development through careful observation and interactions.
  • Affirm and extend links with children’s families and the wider community.
  • Fulfil the Early Years Learning Framework mantra of “Being, Becoming, Belonging”.
  • Draw on research, theory and experience to inform decisions.

We aim to provide best practice in the provision of education and care by:

  • Being happy, friendly, enthusiastic, helpful, caring and supportive with children and their families at all times.
  • Being supportive of each other as staff members, maintaining friendly, happy and helpful relationships at all times. We will avoid bringing personal issues and moods into the work environment in order to avoid damaging the cheerful nature of the service.
  • Regularly reflecting on children, their families, staff, the programme and our community, in order to adjust practices towards better outcomes.
  • Improving the skills of staff through regular participation in staff training.
  • Continuously improving our service under the requirements of the National Law and the National Quality Framework.