Our Philosophy

The early years are a special time in a child’s life, an exciting period of discovery and learning. ACAE preschool has a strong play and interest based learning philosophy and our qualified early childhood educators create programs based on current research and practice. Our philosophy is incorporated with Australian National Quality Framework and Reggio Emilia approach.

Reggio Emilia approach to education is committed to the creation of conditions for learning that will enhance and facilitate children’s construction of “his or her own powers of thinking through the synthesis of all the expressive, communicative and cognitive languages” (Edwards and Forman, 1993).

At ACAE we believe:

  • Children are capable and resourceful learners who are active contributors to their own learning
  • Children need to be valued as individuals, within the context of their family and their community.
  • Children can develop confidence and positive self-esteem through a supportive and secure environment

Therefore we:

  • Implement a child-centered program based upon the principles outlined in the National Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’
  • Strive to empower children, by using their thoughts and ideas (interest based) to develop the program Promote each child’s confidence and positive self image through a range of provisions, experiences and opportunities that build upon their understandings, skills, values and sensitivities and promote success
  • Implement an inclusive approach to positively support children’s growth of identity, self-esteem and critical thinking Encourage each child to reach their full potential in accordance with their individual ability

Families

We believe:

  • Trust, respect and collaboration form the basis for strong partnerships between families and staff
  • Families, children and staff form a caring community
  • Family involvement is integral to a high quality program

Therefore we:

  • Are committed to open and constructive communication with families which includes discussions, child portfolios, daily diary and newsletters
  • Strive to have empathy and be responsive to family needs, and provide support when required
  • Encourage families to engage in meaningful participation within the program

Program

We believe:

  • Children learn through collaboration and communication with other children and adults and through interacting with the environment
  • Children need opportunities to practice and consolidate their skills in key learning areas including: language and literacy; creative and expressive arts; mathematics; science and social and emotional development and work towards learning outcomes as expressed in the Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’
  • A rich, stimulating and nurturing environment has the potential to stimulate imagination, promote creativity and enhance aesthetic development
  • Diversity within our centre, families, staff and wider community should be respected and celebrated and that we can play a role in fostering and developing a social conscience among children with a view to addressing social inequities

Therefore we:

  • Implement a flexible program that is responsive to the evolving nature of the early childhood environment and that provides for different learning styles
  • Make observations of children and document their work to form the basis of the program
  • Use both the indoor and outdoor environment to encourage the children’s ability to observe, perceive, explore, investigate, imagine, make choices and problem solve.
  • Provide attractive, well maintained play areas, with the thoughtful use of furnishings and displays
  • Introduce children to a wide range of social and cultural experiences, family types and different ways of doing things so they will learn to value diversity, learn to accept challenges they may face and become fully realised members of society

Educator/Staff

We believe:

  • In employing educators who are committed to working for the best interests of children and families
  • That each staff member brings fundamental, personal qualities to the centre environment such as empathy, respect, warmth and a passion for learning
  • In the importance of creating an environment of collegiality where personal and professional contributions are valued, communication is open and confidentiality is maintained

Therefore we:

  • Provide opportunities for educator/staff to share in decision making and to obtain feedback
  • Provide a safe and comfortable working environment with release time for programming and other duties
  • Provide ongoing professional development for educator/staff

Community

We believe:

  • We must strive to be a centre of excellence for early childhood education within our community
  • As advocates for our profession, it is important to share our knowledge and experience
  • We are a central link to information and support services within the wider community
  • In the importance of nurturing established relationships with community organizations, and local schools
  • The needs of children, families, staff and the community are constantly changing and that ongoing evaluation is essential to create a service that is responsive to those needs

Therefore we:

  • Ensure that we operate within the guidelines set down by governing and professional bodies
  • Use the established channels of communication with committee and the community
  • Utilise local services in an effective and meaningful way • Participate in community events
  • Evaluate our centre goals and program regularly
  • From this philosophy we have developed many policies, which provide guidelines for the operation of our centre. Policy review and development is ongoing

Our Philosophy and Learning Framework

Strong play and interest based learning philosophy build on modern research and practice, incorporated with Australian National Quality Framework and Reggio Emilia approach.
Teaching Programmes guided by the principles outlined in the National Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’.
  • Empowerment by using their thoughts and ideas (interest based)
  • Promote confidence and positive self image
  • Positively support growth of identity, self-esteem and critical thinking
  • Encourage to reach their full potential in accordance with their individual ability