2017 Placements: 3 and 4 year old positions available - please see our enrolment page for contact details.

Statement of Philosophy 

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

We 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.

We operate an indoor/outdoor play based program with an emergent curriculum, as it respects and supports the ways children learn best.  It reflects sound 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.  We are guided and supported in our practice by the National Early Years Learning Framework, Belonging, Being and Becoming, and the Victorian Early years Learning Framework.  We uphold the Early Childhood Code of Ethics (2006) and the UNICEF Convention on the Rights of the Child (1989).

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.

We understand that children learn and express themselves in different ways, and 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 learning focuses. 

We believe that a connection with the natural environment - through the use of natural material/equipment, 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 also believe in creating opportunities where the children need to consider and take measured risks to assist them to grow into capable, resilient adults. 

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