Our Philosophy

The Kindergarten year is such an exciting time in a child’s development. Children are entering the next phase of their lives, moving from a close family unit to the broader community. They are ready to meet, play and learn from other children, adults, experiences and new environments.

A significant approach to our teaching is that it is very holistic. We take into account the whole child, (EYLF p14 2009).

We believe that before any learning can take place the first and most important thing that our Early Childhood Teachers and Educators promote and establish trusting relationships and a safe and secure environment for the children in their care. Child Safe Standard #2 and #9. Children are given time to – explore, experiment and experience. (VEYLDF Learning Outcome: Identity) and learn.

We recognize the importance of relationships between children, families, communities, and educators and how this contributes to children’s learning.

We work hard to develop relationships with each family and work in partnership with families to make decisions about their child, the program and PAG – service decisions. “Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families” (EYLF p 12 2009). Parents are the first and the most important educators of their children so without a doubt we value communication between us. Child Safe Standard #4

Partnerships not only include families and educators but ‘Support Professionals’ as well, all working together so that children with additional needs have opportunities to actively participate in learning experiences and so grow and develop too (EYLF 2009). Child Safe Standard #5

We are committed to a play-based program. Our program provides time, and opportunities to play, which is the child’s learning tool, all within a caring environment. Albert Einstein wrote, “Play is the highest form of research”. We provide experiences which are ‘open-ended’ so as the children can experience success. When ‘high expectations’ are held for each child’s ‘achievement in learning’ they progress develop (EYLF 2009 p.12-13).

We strongly believe that children are confident learners (VEYLDF Learning Outcome 4: Learning). Children need to see themselves as successful people. ‘When children have positive experiences, they develop an understanding of themselves as significant and respected, and feel a sense of belonging to whatever unit/group /community it may be’ (EYLF p 20 2009).

We foster independence so as to develop self-help skills. Children contribute to decision making giving them a voice. Child Safe Standard #3

We see our role as Early Childhood Educators to guide, direct, and facilitate, children’s learning, through adult/child interactions, and child/child interactions, and intentional teaching, introducing the children to new knowledge and skills. We respond “to children’s ideas and play” and ”make use of spontaneous teachable moments”. (EYLF p15 2009)

Just as our Centre supports the transition from home to kindergarten, we support the transition from kindergarten to school. ‘Successful transitions rely on children, families, and early childhood professionals developing positive, supportive relationships’ (VEYLDF p 34)

We acknowledge our first nations people and appreciate the diversity amongst families and children. We treat everyone with respect and create a culturally safe environment for each child and every family. Individual learning is promoted, as well as “supporting the inclusion of all children in play”. (EYLF p15 2009). Child Safe Standard #1 and #5

At Kindergarten we expose the children to many routines. Routines help the children make predictions about their day giving them a sense of belonging to their environment and a positive self-esteem, so important for learning.

We know that children are social beings and Kindergarten is a place where children’s social development is nurtured.

Sustainability is important to us. We provide an environment and experiences both indoors and outdoors where children can make connections with the natural world.

Our Service is passionate about promoting healthy lifestyles. The children’s health, wellbeing and safety are paramount. For example, our Service is ‘Sunsmart’ and part of the Be You program, which supports mental health and wellbeing of all stakeholders, not just the children but families and educators as well. Child Safe Standard #2 and #10

The Team at Woorinen South Kindergarten is very experienced. Together we provide strong local knowledge, offering continuity for children and families. We have a good understanding of the diversity and respect for the different cultures that make up our kindergarten community. Child Safe Standard #4 and #5

As part of our ongoing commitment to the Woorinen South Kindergarten, early childhood education and to providing a positive learning environment, we continuously reflect on our practice, question and extend our knowledge to ultimately benefit the outcomes for children. We in effect ‘become co-learners with children, families and communities’ (EYLF 2009 p.13). Child Safe Standard #8, #10 and #11

Alison Boyd-Law B.ED (Early Childhood) Dip.T (Early Childhood)

In consultation with:
Marie Hopkins B.ED (Primary) Cert 3 (Early Childhood Education and Care)
Chris McMahon Cert 3 (Children’s Services)
Geraldine Gladman Cert 3 (Children’s Services)

Bibliography:
The Victorian Early Years Learning and Development Framework-(VEYLDF) 2009, 2016
Early Years Learning Framework-(EYLF) 2009
Early Years Learning Framework-(EYLF) 2022
Victoria’s Child Safe Standards 2022: Commission for Children and Young People.