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Philosophy

The Philosophy of Through Road Kindergarten & Children’s Centre is to provide an environment that respects and values the strengths and needs of the children, the families, the staff and the community.

We aim to provide a centre that promotes learning, identity, wellbeing, communication and community as well as providing opportunity for belonging, being and becoming.

We aim to develop a program and environment that encourages children to learn about themselves and the world around them through exploration and discovery, through music and dramatic play, social interactions, communications and play based learning.

Within our Centre Philosophy, we value five essential elements.

These are:

  • The Holistic Child
  • The Role of the Family
  • The Role of the Educator
  • The Environment
  • Observation and Documentation

The Holistic Child

We believe that all children are strong, inquisitive, enthusiastic and capable learners who are worthy of our trust and respect.

We believe that each child is valuable and should be treated as an individual. Each child is respected and the program inclusive of their individual needs.

We believe that children’s culture and home experiences are valuable and are a necessary inclusion in the program.

We encourage children to be active participants in their own learning. Children are provided with opportunities to learn and develop through play, routines and social interactions.

We value children’s ideas and interests and create an environment that supports and nurtures them to grow, learn and develop.

We promote children's agency, encouraging them to develop independence and make choices and deceisions for themselves through play, routines and social interactions.

Educators encourage children to develop a sense of belonging and responsibility in the environment and encourage children as they build and develop relationships with one another through play and social interactions.

Educators create environments that provide children with opportunities for imagination and exploration whilst encouraging them to discover and become aware of their natural surroundings and their world around them. Children are provided with opportunity to learn about, discover and participate in sustainable activities such as recycling, growing vegetables and taking care of plants within the environment.

Children participate in the development of the program through conversations and based on their individual interests and needs.

The Role of the Family

We believe that families are an important and valued part of children’s learning and recognise the importance of open and honest communication with families. We encourage families to be active participants in their child’s learning and in the development of the centre and its programs. We value the equality and diversity of all families and their different cultural practices.

Families’ values and beliefs are acknowledged and incorporated into the program. Families are encouraged to share their cultures and communities enabling them to develop a sense of belonging to the environment through participation and involvement.

Families are encouraged to participate in documenting their own child’s learning and to provide feedback to educators about their child.

The Role of the Educator

At Through Road Kindergarten and Children’s Centre, Early Childhood educators are not only nurturers, they are partners, facilitators, observers and co-learners who have a deep understanding of developmentally appropriate practises.

Educators are recognised as our most valuable resource and we will provide them with a satisfying, stimulating and safe working environment.

The Educators Pedagogy enables them to engage in teaching styles based on a variety of theorist's beliefs and research, including child initiated learning, teacher directed learning and interacting with children to promote and extend learning.

Educators observe, document and reflect on what is happening in order to support each child and the learning that is taking place. Educators provide experiences, routines and activities that meet the child’s needs, strengths and interests in order to challenge and extend their learning and development.

Educators have high expectations for every child and they ensure that every child can experience success.

Educators provide support and feedback to families regarding their child’s learning, development and wellbeing. Educators provide nurture and support to all children to develop a bond which enables them to feel secure and develop a sense of belonging in their environment.

Educators respect and implement various cultural practices within the program. Educators encourage and value involvement from families and the community.

The Environment

We aim to provide an environment, both indoor and outdoor, that reflects the children’s current interests and stages of development. Educators modify the environment according to the learning that is occurring and ensure children have both constructed and natural environments in which to grow and thrive.

Educators provide an environment that is play based and which encourages exploration and discovery, community and communication, identity and wellbeing, and allows children to develop their learning at their own pace.

Educators provide a balance of child and adult initiated experiences in the indoor and outdoor environments.

Educators provide a supportive, nurturing, friendly and respectful environment where children and families can feel welcome, confident and secure.

Observation and Documentation

We believe that documentation is a valuable part of children’s learning and development.

Documentation makes learning visible to families and the community. Documentation is accessible to children and families. Families are encouraged to participate in documentation and provide feedback on their child’s learning.

Documentation involves using a variety of methods of collecting information. It is a process of analysing, interpreting, planning, acting / doing and reflecting.

Documentation is used to look at the child as a whole person and to determine the child’s development, interests and strengths.

Observation and documentation is demonstrated through:

  • Group Reflections – A collection of children’s learning and development in a group environment
  • Individual Portfolios – A collection of children’s learning and development that demonstrates children’s individual growth over a period of time.
  • Goals for which educators assist the children to achieve through play, intentional teaching strategies and scaffolding.
  • Permanent Learning Experiences that assist in developing the program.
  • Documentation of conversations with children and families.
  • Long Term Goals
  • Evaluations
  • Examples of children’s work and play.
  • Family feedback sheets
  • Children’s views and ideas

Conclusion

Through Road Kindergarten and Children’s Centre aims to meet the needs of the Community, the Families, Children and Educators that use its service.