Virginia Park Child Care Centre values Early Childhood Education and sees the early years as a foundation for lifelong learning. This Philosophy has been developed, and in future will be reviewed, by all stakeholders. We believe the Philosophy is a combination of our beliefs, values and hopes.
Our Philosophy is influenced by the following;
- Early Childhood Australia Code of Ethics.
- United Nations Convention on the Rights of the Child.
- The Early Years Learning Framework and the Victorian Early Years Learning Framework.
- National Quality Framework
The National Quality Framework’s guiding principles helps ensures the provision of quality care. These principles are:
- The rights of the child are paramount.
- Children are successful, competent and capable learners.
- Equity, inclusion and diversity underpin the framework.
- Australia’s Aboriginal and Torres Strait Islander cultures are valued.
- The role of parents and families is respected and supported.
- Best practice is expected in the provision of education and care services.
Our Curriculum endorses, supports and maintains these principles. Partnership between families, children and educators and the wider community is critically important in enriching children’s experiences and learning. The value of play in children’s everyday learning will be promoted to help families understand its importance to lifelong learning.
We believe that children –
- Are co contributors in their own learning with each being unique and distinctive. Educators will form positive and trusting relationships with all children and support them to develop resilience, self-confidence, a positive self-esteem and positive self-worth in a safe environment.
- Should be respected for who they are and in turn show respect to others, that they enjoy childhood; to have the time just to be and the opportunity to embrace each moment. We will strive to provide a curriculum where happiness and a joy for learning is part of the underpinning pedagogy. We acknowledge the many ways that children express themselves and communicate. Educators listen, document and assess children’s theories and knowledge and share these through documentation to families and the community.
- Will realise their potential through positive interaction, sensitivity and attachment. We value and encourage children to have confidence in their own theories, ideas and explorations through enquiry-based learning occurring seamlessly in our indoor and outdoor learning environments.
- Need a strong sense of wellbeing for good physical health. Promoting positive mental health through physical, social, emotional and spiritual wellbeing will make a significant difference to the lives of children.
- Believe that the role of educators is to provide a stimulating and responsive environment where positive reinforcement and encouragement make learning possible.
- Recognise and value the knowledge and commitment of educators and fully support their continuing professional learning. Educators will engage in critical reflection of the philosophy, ethics and practice to enrich decision making about children’s learning.
- Strive to support children in the ways they connect with the natural environment to promote awareness of environmental and sustainable practices. Respect for our environment will be one the key factors for our decisions in all aspects of our Curriculum. We shall endeavour to source ethical products in our learning environment, ensuring the provision of quality produce in our menu and valuing our environment by not taking resources for granted. By being water conscious, not using food in play and being energy aware will further support our commitment to education for sustainability. We favour the use of natural, ethical, reclaimed and sustainable materials to further complement and enhance curriculum. We will be ethical in the choosing and caring of our pets as we believe they are valuable to the children so they can interact and learn in nature.
Educators will –
- Actively engage in critical reflection in order to gain deeper insights into children’s learning and development.
- Support one another to ensure strong physical, emotional and spiritual wellbeing across the centre.
We acknowledge the Traditional Owners of the land and value our own indigenous heritage and those of the wider community-locally, nationally and internationally. We will ensure that all people are treated with respect and fairness and that each family and child will be encouraged to share their diverse cultures and languages. We will provide an anti-bias, inclusive and supportive environment and see this as an integral part of our curriculum.
— May, 2020
- Elected parent committee
- Experienced and dedicated centre management
- Qualified and professional educators
The Education and Care Services Regulations 2011 sets out two Frameworks upon which we base our education program:
The Early Years Learning Framework – Belonging, Being & Becoming
The Victorian Early Years Learning and Development Framework
For information regarding the above please go to: http://www.acecqa.gov.au
Attachment and trust are two of the fundamentals that children require to give them the best start to base their learning from.
Our educators use the five learning outcomes from the Early Years Learning Framework:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of well being
- Children are confident and involved learners
- Children are effective communicators
upon which the educational program is based. Each child’s learning is documented to show what your child is learning, how they are developing and what particular learning interests them. Your input into their learning is very important to us.
Breakfast is offered until 8.30am
- Morning tea – fruit
- Lunch – a cooked meal
- Afternoon tea – a variety of snacks
Our qualified cook provides a nutritious and varied menu based on the Victoria State Governments program, based on guidelines set out by the National Health and Medical Research Council. All delicious meals are prepared on site.