PHILOSOPHY & GOALS
To provide the highest quality early childhood learning environment in which children feel safe and happy and are enabled to develop skills for life and further learning
We understand every child is unique, capable and resourceful. Through secure, respectful and reciprocal relationships with educators and the stimulating and secure preschool environment we believe each child will be enabled to develop a strong sense of identity, wellbeing and become confident and involved in learning.
We believe families are their child’s first teacher and that they are the most important and powerful influence on their child’s life. We endeavour to create an environment in which families feel welcome and encouraged to become involved in their child’s learning at the preschool. Relationships and communication with families should be collaborative, supportive and professional.
Building and maintaining community partnerships and relationships is important to the success and future of our preschool as a not for profit community based resource for children and families. Strong connections with community partners will give greater opportunity and access for children and families to reciprocal and beneficial participation
Recognising the benefits of both structured and flexible programs we believe in a holistic approach to teaching and learning including the connectedness of mind, body and spirit.
We understand play is the basis for higher learning. We believe relationships fostered with children, families and our community lead to greater understanding of children’s culture, strengths and interests. Practice is shaped and embedded by meaningful engagement with community.
The Early Years Framework of Australia is embraced by educators to scaffold our curriculum – Belonging Being and Becoming, guides improvement and development of program and practice. It is directly influenced by National Quality Standards, families and feedback.
We encourage emphasis on sustainable practices within our curriculum to provide children and families with knowledge and skills to develop positive attitudes about taking care of our world.
Children and educators use technology as resources to support curriculum rather than for entertainment.
Educators and Professional Development
Our educators are passionate individuals who together, contribute to a professional and supportive team.
Educators are committed to the quality improvement of our service and believe professional development, mentoring and reading/research is important in building skills of individuals and the staff team
At Macquarie Hills Community Preschool we encourage a holistic approach to teaching and learning, recognising the connectedness of mind, body and spirit.
As educators we are responsive to all children's strengths, abilities and interests.
We provide opportunities for children to learn through play as they discover, create, improvise and imagine.
Intentional teaching is deliberate, purposeful and thoughtful.
Learning environments are welcoming spaces which reflect and enrich the lives and identities of children and families participating in the setting and respond to their interests and needs.
We promote continuity of learning and transitions where the children bring family and community ways of being, belonging and becoming.
Educators are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences.
Assessment for children's learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.
To create a place where children, educators and families are celebrated for their individuality. We inspire curiosity, independence and a life-long love of learning. Children are supported to grow and learn to be brave and kind. Brave in their learning and kind in their actions.