Our Philosophy
Our Philosophy
Children
We believe all children are unique, capable and resourceful. We aspire for all our children to develop a sense of wellbeing, a sense of identity and confidence in learning. We believe through secure, respectful and reciprocal relationships we can support children to develop these qualities. Time spent engaging with children is highly valued. We provide a rich, child safe learning environment using above child:staff ratio’s.
Family
We believe families are their child’s first teacher and the most important powerful influence in their child’s life. We believe in the importance of creating a welcoming environment to develop a strong sense of belonging in our preschool. We have an open door policy where families are welcome at any time to spend it with their child or discuss areas of concern with educators. Families are encouraged to share with their educators’ information about their child enabling us to provide children with learning experiences that are meaningful to them. We encourage collaborative learning and relationships through participation in social events and information sessions.
Community
As a community based not-for-profit service we value the integral role the community plays in supporting the wellbeing of children and families. Our local clubs, businesses and surrounding schools are active participants in our preschool. All of our community grants and fees are put back into the preschool to improve and maintain our high quality standards. Our understanding of the history and connection with the community helps our children to adopt values, attitudes and ways of living that will enable them to contribute positively to their community.
Acknowledging our First Nations People
We believe the inclusion of indigenous perspectives , education and culture has many benefits for all children, families and community. Our preschool as a group, Acknowledge Country daily and have a Reconciliation Action Plan (RAP), using it to guide practice. We aim to provide a culturally responsive environment to enhance the family and children’s learning experience.
Educators
All of our Educators are dedicated, passionate, professionals who give priority to nurturing relationships. We see our team as a rich tapestry offering many ideas and levels of experience. Each person is valued and both individually and collectively complete a dynamic picture. We believe the warmth and care between educators reflects on the children’s relationships and we value this highly. We believe in continually seeking ways to build our professional knowledge and reflecting on our practices. All educators are committed to ensuring high quality care and providing an inspiring learning environment. We veiw ourselves as advocates for early childhood education and advocates for the rights of the individual child.
Curriculum
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 acknowledge and value the importance of health and wellbeing and how this contributes to the experience of learning. Our programs and routines encompass these values through the promotion of a healthy, active lifestyle. Through relationships with educators, families, children and the community we gain insight into the children’s strength’s and interests in order to develop a meaningful learning curriculum. We believe play is the basis for higher learning providing opportunities for children to learn as they discover, create, improvise and imagine. The Early Years Learning Framework is embraced by our educators to scaffold our curriculum – Belonging, Being, Becoming – guides improvement and development of quality program and practice. It is directly influenced by the National Quality Standards, Code of Ethics, families and feedback.
Natural Play Environment
Our outdoor play environment provides children with limitless possibilities for learning, connecting with nature and forming strong relationships between people. Our natural play area is a place that stimulates creativity and imagination with educators using it as the third teacher to teach chidlren about our natural gardens, recycling initiatives and an appreciation of our world. Having blocks of uninterrupted play outside all year allows children to become immersed in their learning process by reflecting upon and revisiting ideas then exploring concepts at a deeper level.
Our Goals
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.
Vision Statement
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.