Philosophy

The Kindergarten acknowledges the Wurrundjeri people as the traditional custodians of
this land. The Kindergarten pays its respects to the Elders both past and present of the Kulin Nation and extends that respect to all Aboriginal people. We acknowledge and include Indigenous culture in our programs.

Alfred Nuttall Kindergarten philosophy statement is reflective of the Code of Conduct,
United Nations Convention of the Rights of the Child, Belonging, Being, And Becoming: The Early Years Learning Framework (Aust), The Victorian Early Years Development Framework and the National Quality Standards.

We at Alfred Nuttall Kindergarten, welcome all children, families and educators. We
provide high quality educational programmes for preschool aged children, which reflect and respect the values of families and celebrate the diversity of our local communities.
Programmes and services are provided in a safe, nurturing and stimulating environment.

Our service is managed by a committee which is formed primarily from parents whose
children attend the Kindergarten. We maintain strong links with local community services such as child care and schools.

006At Alfred Nuttall Kindergarten, we affirm that children are members of a family and that
parents (or guardians), are the most important adults in a child’s life. We are committed to establishing and maintaining respectful and collaborative relationships between children, families and educators. In partnership with families, educators engage in open and meaningful communication, working together to ensure the best outcomes for children.

Kindergarten is seen as an environment that compliments, enhances and extends on
children’s learning and development at home.

078We see our Kindergarten as an important part of the community. We foster a strong
sense of belonging, where children feel connected to their group and kindergarten
community, while also developing their sense of individual identity. We share a
commitme

nt to equity and all children’s right to a high quality education. We embrace
cultural, social

and developmental diversity and value each child as unique with individual qualities and needs.

The early years are crucial to future learning. Children are invited to participate in
experiences that extend abilities and thinking. Open ended play spaces support children’s different learning styles and provide opportunities for creativity, investigation, exploration and imagination. Children’s voices are embedded in the programme with an emphasis on children’s rights to be listened to and valued.
The programme is integrated and holistic, promoting inclusion, participation and learning for all children. A play based program with an emphasis on relationships and interactions ensures high quality learning opportunities. A balance of individual, small and large group experiences include intentional teaching plans, spontaneous learning op

portunities and child initiated interests. A focus on sustainability ensures a commitment to care for our environment. Inviting indoor and outdoor play-spaces are equally important for play and learning. The program fosters a joyful celebration of childhood where “learning is fun”.

 

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