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Pre-School

Philosophy, Image of the Child, Belief and Aim

At Bomaderry Community Pre-school we acknowledge the unique and important phase of life that is Early Childhood. The early years are particularly significant as it lays the foundation for all future learning, and sense of belonging. Rather than hurrying children through this stage we seek to provide children with the opportunity and time to ‘be’ children, and to develop a love of learning in the present, rather than viewing early childhood as a time purely dedicated to preparing for the future. It is important that children feel that they are capable, competent and valued within the context of their family, our preschool and the community.

Children:

We believe that….

Each child is unique and as such has a right to be valued for whom they are. Their lives should be characterised by belonging, being and becoming.

We value and honour diversity and celebrate differences within our pre-school community. Children have a right to have their family’s values, culture, beliefs, abilities and language acknowledged and reflected in the pre-school environment. We believe children bring wonder and delight to our pre-school and make valuable contributions to the wider community.

Children have a right to feel safe, secure, and competent and to feel as though they belong within our learning community.

Children have a right to a play based learning environment, where the ideal of allowing children to ‘just be’ is upheld. We believe play should be stimulating, rich, meaningful, spontaneous, hands -on and challenging. The program should reflect each child’s life from within their family, pre-school and community. We believe that opportunities should be provided to allow children to explore, create, investigate, problem solve, practice and challenge theories, as well as express thoughts and ideas with the support of educators and fellow peers.

Children have a right to be valued as competent, capable and unique human beings who have an inherent curiosity for the world around them. Children should be supported and facilitated to follow their own learning interests. We believe children should be encouraged and supported to make their own decisions, choices and be provided with opportunities to learn about themselves, others and the environment in an atmosphere that is harmonious.

Children have a right to a learning environment that is aesthetically pleasing, inspires delight and wonder, encourages investigation, exploration and experimentation, fosters collaboration and enables reflection.

Community

We acknowledge and value the original custodians of the land, the Dharawal people, their language and all Aboriginal and Torres Strait Islander people in the community.

We believe that acknowledging and connecting with the local community demonstrates to children and families a sense of belonging, enhances learning opportunities and awareness of broader social networks.

We believe exploring diversity and the culture of the community, networking with services and sharing resources supports and strengthens the partnership we share with the wider community, children and families.

Families

We believe that.…

Families are children’s first and foremost influential educators. It is within the family context that knowledge, culture, values, attitudes and beliefs are developed.

Building genuine partnerships involves a commitment to respectful and reciprocal relationships. Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and building on the strength of each other’s knowledge.

The growing of relationships with families and our capacity to engage families in meaningful ways underpins everyone’s sense of belonging, being and becoming in our pre-school setting.

Families have a right to feel secure in the knowledge that their child will be provided with a high quality educational program that is guided by early childhood professionals.

Families also share a responsibility with educators to build genuine relationships and commit to respectful and reciprocal relationships which are based on open and honest communication.

To work in a genuine partnership with families requires understanding and respecting of each family’s nature, culture and home languages.

Educators

We believe that….

Educators have a right to feel valued, respected and nurtured by fellow educators, children and families. Therefore, educators have a responsibility to ensure that they take seriously their role of educator and at all times reflect on their current practices and professional roles to ensure goals and day to day work is within the philosophy and current educational practices. Formal reflection will take place annually by means of an Educational development review and then more frequently on an informal basis with the educational and team leaders.

Educators have a right to be able to attend professional development to further build professional knowledge, skills and insights of the Early Childhood field.

Educators have a right to a work environment that is respectful, supportive and collaborative and in turn respect, support and value other educators in our environment.

Educators should be dynamic and open in their approach to professional practice and change within the early childhood profession.

Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and building on the strength of each other’s knowledge.

“Viewing children as active participants and decision makers opens up possibilities for educators to move beyond expectations about what children can do and learn. This requires educators to respect and work with each child’s unique qualities and abilities.”

Nowra Anglican College

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