2017 Placements3 and 4 year old positions available - please see our enrolment page for contact details

Congratulations to the teaching team and community at Helen Paul Kinder on achieving the highest possible quality rating

Rated Exceeding

Statement of Philosophy 

Child Wellbeing is achieved through Best practice learning

We are guided in our practice by the Australian Government’s evidence-based National Early Years Learning Framework Belonging, Being and Becoming”, and also the Victorian Government’s “Victorian Early Years Learning and Development Framework”.  We uphold the Early Childhood Australia’s Early Childhood Code of Ethics (2006) and the UNICEF Convention on the Rights of the Child (1989).

The children’s overall wellbeing is our priority, and their emotional wellbeing is a pre requisite for learning.  Brain research shows that children cannot take in new information unless they are relaxed, so we utilise humour and a light touch to create a positive climate for learning (Harvard – National Scientific Council on the Developing Child, 2010). 

We also believe in the contentment of staff as part of creating an atmosphere of wellbeing at the centre, with the emotional wellbeing of the staff as important as that of the children.

Environment

For our whole kinder community – children, parents, friends, relatives and members of the wider community – we aim for a warm, welcoming environment, as a starting point for children’s wellbeing and education. 

As early childhood educators, we provide the children with an environment in which they feel they belong – are accepted and valued - to interact with, and influence in their own unique ways, a comfortable and safe place to continue developing their identities. 

We operate an indoor/outdoor play-based program with an emergent curriculum, as it respects and supports the ways children learn best.  It reflects best practice research that children learn best through play and by engaging in experiences that interest them.  We value sustained and purposeful play rather than a set outcome.  

A connection with the natural environment - through the use of natural material, enticing outdoor spaces, living plants and creatures - supports children's connection with their world. Our program recognises children as being active members of the community and facilitates time spent outside of our facility to ensure the children develop a love of nature and the environment. We create opportunities where the children need to consider and take measured risks to assist them to grow into capable, resilient adults. 

Individual learning

We understand that children learn and express themselves in different ways, so we provide experiences to encourage them to use all their senses and employ various learning styles to meet these needs. Our program supports the development of the whole child in the context of the social and cultural environment they grow up in. Creative thought, social skills and independence are central aims for children’s learning and development at our centre.  We value the many delightful and unexpected incidental learning opportunities that occur and follow these up as a focus of learning. 

We value times of calm and stillness for children to gaze, wonder and reflect, balanced with the introduction of new ideas, stimulating experiences and inviting materials to inspire and engage the children’s hearts, minds and bodies. We believe that valuable ideas and questions can spring from times of stillness.

It is important to us that all children are happy and have a love of learning.