Philosophy

Hamilton Community Pre-School acknowledges the Awabakal Peoples who are the traditional custodians of the land on which we meet, work and play. We would also like to pay respect to Elders past, present and future and extend that respect to other Australian First Nations People present.

At Hamilton Community Pre-School we believe that each child is a unique individual and should be viewed, respected and treated as such. We embrace a sense of belonging and a sense of usness with all involved in the Pre-School.

Children

Our philosophy is underpinned by the view that each child is naturally creative, capable and inquisitive. We recognise that children are motivated to explore, discover and hypothesise about the world by actively employing a complex network of abilities and interests. This is through educators providing challenging environments.

Our play-based curriculum supports scaffolding the children’s learning and development, through quality interactions with peers, educators, parents, and carers so the children can pave the way for exploratory understanding of themselves, the world around them and their place in it.

The children can collaborate respectfully with others in a safe, secure and supported environment. The welfare, wellbeing and safety of each child is paramount as educators strive to provide a holistic support in a nurturing environment that fosters their growth across all developmental domains.

Educators believe that all curriculum decisions uphold the children’s rights to have their cultures, opinions, identities, abilities and strengths acknowledged and valued. We understand and recognise 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.

Educators

Educators convey a great commitment to the Pre-School by embracing and providing a strong educational program for the children. Educators draw on theoretical, philosophical and personal influences and beliefs to 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.

We believe that it is important to establish, maintain and embed a professional culture of both critical and reflective practices. This is achieved through the collaboration of ideas and beliefs, co-operation, and implementation of innovative concepts, with the support from the Educational Leaders and Director.

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 abide by the Code of Ethics, Code of Conduct and Statement of Intent to ensure that duty of care is honoured.

By having a cohesive and experienced team, educators not only respect and value personal and professional pedagogical beliefs but are also able to share and collaborate these influences to ensure continual improvement of the Pre-School.

Our commitment to ensuring a childsafe environment can be seen in our everyday practises and our risk management plans ensuring all children and educators are safeguarded from potential harm and hazards.

Environment

The environment is viewed and considered as the third teacher as it engages all those involved in the service by supporting interrelations and encompasses a holistic approach.

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

Our service 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.

Families/Communities

The service respects the diversity of families and community as we aim to promote an inclusive program. These respectful ties are a catalyst in supporting the children’s growing awareness of their place in the community.

The Pre-school honours itself on recognising the expertise of families. Educators value 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.

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 participations within their local community enables the children to be recognised, to value and respect others for their unique background, beliefs and ability.

Curriculum/Program

At all times, educators and the Reflective Daily Journal (RDJ) 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 Early Years Learning Framework and the National Quality Standards are embraced and embedded in the Pre-Schools RDJ and our documentations. These encompass a holistic approach, namely they recognise the children’s interests, knowledge, strengths, their voice/ ideas and input. Educators respect and value all that the Framework embodies and believe it is the basis for the children’s and educators present and future learnings.

We build a profile of each child’s journey while at Pre- School. All evidence of learnings is detailed, varied and informative which demonstrate the child’s involvement, development and progress.

In conclusion, we strongly believe that community participation an involvement is valuable. Which includes providing and environment where there are high expectations for the quality of the educational program and the mutual respect between families and educators, as we work together to ensure a positive start for the children

Updated July 2022