Philosophy

At Hamilton Community Pre-School, we believe that each child is a unique individual and should be viewed, respected and treated as such. As the welfare, wellbeing and safety of each child is paramount, we strive to provide holistic support regarding the child’s interests and strengths in a nurturing environment that fosters the child’s development across all developmental domains.

The Pre-School aims to provide a friendly, relaxed, caring, fun, supportive and accepting environment for our children, families and the community. We pride ourselves on an open-door approach which is both welcoming and inviting to all.

The Pre-school honours itself on recognising the expertise of families through educators valuing the importance of partnerships and open communication which results in sharing the decision making about the child’s learning and wellbeing. This is based on the foundation of understanding and respecting each other’s expectations, attitudes, beliefs, as well as ensuring that all values, ideas and options are considered.

These all contribute towards building on the strength of sharing the interests and knowledge about the uniqueness of the child and thus demonstrating that the preschool is committed to continual improvement.

Educator’s values, dedication and commitment to the Pre-School are integral and inter-related convictions. These embrace and provide rich learning opportunities for the children, making families feel included in the service and recognising the importance of having a sense of community.

Educators convey a great commitment to the Pre-School to embrace and provide a strong educational program for the children. We utilise our strengths, experiences and understanding of the children by providing challenging environments that will motivate them to discover, explore, invent, hypothesis and master skills. Educators support the children to go beyond their ability level, develop independence, resilience and interpersonal skills. This is achieved by offering creative, innovative, spontaneous, intentional, insightful and fun experiences.

With educators being progressive and proactive in their thoughts and beliefs in early childhood, each child’s learning journey extends above and beyond their capabilities and abilities; this is addressed and reflected in each of the educator’s personal teaching philosophy.

We build a profile of each child’s journey while at Pre- School. All documentations are detailed and varied and tell exquisite stories about the child’s involvement, development and progress. These are readily available for families to access and books are created for opportunities to reflect on past learning discoveries.

Independent of the qualification that educators hold, we are consistently developing and refining our professional practices, attending additional training to keep abreast with current trends within Early Childhood. All staff strictly abide by a specialised code of ethics and code of conduct to ensure that duty of care is honoured at all times.

Educators strive for continual improvement in all aspects of the Pre-School; this is achieved through the constant collaboration of ideas and beliefs, reflective practices, co-operation and implementation of innovative concepts

We understand the importance of hearing and acknowledging the children’s voices, so they have a sense of belonging, responsibility and are co-contributors to the service.

Our play-based learning context supports scaffolding children’s learning and development through quality interactions with peers, parents and carers in the overall attempt for the children to pave the way for exploratory understanding of themselves, the world around them and their place in it

The Early Years Learning Framework and the National Quality Standards are embraced and embedded in the Pre-Schools Daily Reflective Journal and children’s documentations/learning stories both encompass a holistic approach namely they recognise the children’s interests, knowledge, strengths, their voice/ ideas and input.

At all times, educators and the Reflective Daily Journal respect the diversity of our community and cultures and we aim to provide an inclusive program. This encourages the children to value and respect others for their unique background, beliefs and ability.

The Pre-School believes in a sustainable future, by teaching the children to foster, respect and care for the environment. The aim is to encourage educators, children and families to discuss, reflect and take an active role in caring for the environment and contribute to a sustainable future.

Our respectful ties with the community have been a catalyst in evoking a sense of belonging in the children and a growing awareness of their place in society. Creating social capital through their own interactions and participation within their local community enables the children to be recognised, have value, to value and respect others for their unique background, beliefs and ability.

We believe that it is important to establish a professional culture of reflective practice, where ongoing professional development for educators is supported and encouraged, where community participation and involvement is valued and an environment where there are high expectations for the quality of the educational programme and a mutual respect between families and educators as we work together to ensure a positive start for the children.   


Updated May 2018