We view children as competent, curious and natural researchers who have the potential and aptitude to investigate their environments and world. Children are social beings who learn intuitively within social environments; while complex and ever-changing, they are active agents of their own learning, always questioning, problem solving, disclosing intelligence and creativity within their own time and space. Children lead their own play as a means of further expression of their own learning and development; thus possessing ownership of their discoveries, learning and complex interactions.
The Role of Families
An important core belief is the active development of quality partnerships with families through respectful communication as this is a strong focus of Holy Family’s Mission Statement. Our collaboration with families’ enables observation of the child by their first, most significant teacher; their families. We acknowledge and esteem familial bonds and thereby sensitively understand the responsibility of trust invested in us. We believe in an open door policy, where we welcome families with warm hospitality, love and acceptance and encourage collaboration and involvement in all areas of centre life.
Connecting Children in the Community
Children’s sense of belonging is developed through their greater awareness of the world around them and their involvement within their community. Our belief is in assisting children in their understanding of their important place within this vibrant framework, through the building of strong relationships and connections within their local community.
We acknowledge the traditional custodians of land and acknowledge Elders past, present and future through our respectful and united community. We believe we are a vital link for our families, children and staff, to support services in the wider community; including area health services, early intervention and multicultural resources.
Our curriculum and professional planning is reflective of the National Quality Framework, which includes the Early Years Learning Framework and National Quality Standard. Imaginary play and imitation are integral to a child’s learning and are used to experiment and challenge core beliefs. We believe that through play-based learning children are able to lead their own learning and self-expression of creativity and intelligence. Play is the right of every child and this leads our reflection within the developmental program in conjunction with children’s own reflection of play and development; thus allowing for time and freedom within children’s complex interactions.
Role of the Environment
We believe that the ‘environment’ is the third teacher and as it consistently changes, it should be rich in possibilities, offering the child exploration and inquiry in order to realise their own conclusions. We offer stimulating, aesthetically pleasing, open ended learning experiences, both indoors and outdoors. Our children are representatives of future generations and thus require full knowledge of how best to manage our environments sustainability. We as educators understand the need for children to be educated on the sustainability of our ever changing world.
Teachers as Partners
The role of the teacher is to guide the education and development of each child positively, and to form and build upon a uniquely fostered relationship between teacher and child. Our belief is that teachers should build upon their strengths, foster positive communication, and positively encourage exploration, problem solving and group interactions. As teachers, we ensure that children have the time and space for play and use these opportunities to cultivate multiple opportunities for children express their play and stories of learning. We strive to be strong role models and seek to nurture and encourage relationships with children and their families in order to foster a strong sense of self.