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Our Statement of Philosophy
Early childhood is “a period of momentous significance for all people growing up in our culture. By the time this period is over, children will have formed conceptions of themselves as social beings, as thinkers, as language users, and they will have reached certain important decisions about their own abilities and their worth.”
(Donaldson M, Grive R and Reatt C, 1983.)
Cameron Park Early Learning Centre believes in acknowledging the original custodians of the land, the Awabakal people and all Aboriginal and Torres Strait Islander people. We extend our respect to the Elders, past and present and emerging cultural knowledge holders. We are responsible for embedding Aboriginal and Torres Strait Islander perspectives in our program and practices.
We believe in providing an environment that is all encompassing, respecting a child’s right and need for belonging, wellbeing, supportive relationships, and safety. We seek to create an emotional environment that is joyful and wondrous, to resonate with, and capture the essence of their playful spirit. Through an inclusive, responsive and nurturing environment, we believe children gain a positive self-identity, security and develop their confidence.
In our centre, shared with children, their families, staff and the broader community, we aim to work in a collaborative partnership embracing the diversity of knowledge, culture, beliefs and values to enrich the lives of children. We recognise families as the foremost influence in a child’s life and we seek to build strong relationships by ensuring we are inclusive, empathetic and responsive to the diversity of needs and expectations. Through this connection we are able to give children greater opportunities to flourish and become responsible and respectful citizens of the world.
Recognising that the first 5 years of life are the most important and influential time in children’s learning and future wellbeing. We focus on building connected and trusting relationships where children feel seen, heard, respected, understood and empowered. We view children from a holistic perspective and focus on ‘knowing’ each child, valuing and extending on their unique strengths, abilities and ways of ‘being’.
We believe children are competent, capable, knowledgeable and powerful beings and come with their own ideas, views, interests, passions and questions to be explored and discovered. It is important that we empower the children’s voice and provide opportunities for them to learn about themselves and others and the many wonders of their surrounding world. From this platform we believe our work as educators is to nurture children’s sense of empathy, provoke curiosity, embed sustainability and foster an ecological conscious, instilling a desire for learning and the preservation of our earth.
As educators, we believe it essential that we continually critically reflect on our practice and attitudes to ensure we are teaching with intention and respect, adapting our practice in response to the ever changing and dynamic needs of our children and community. We see ourselves as researchers, curious to learn and unearth the why behind our pedagogy. We value the diversity of strengths and abilities of educators and capitalise on these to support positive outcomes for children, families and for themselves in their valuable role.
The importance of play is emphasised in our program, validated by research and influential theorists that show play is vital to young children, promoting their healthy social, emotional, physical and intellectual development. Supporting a play-based program we create and facilitate experiences that provoke children to explore, use their imagination, problem solve, think critically, take risks and connect with nature. Our natural, sensory and aesthetic physical environments are presented to enhance children’s learning and wellbeing with careful attention paid to beauty, order and a supply of open-ended materials rich in possibility.
Our educational approach and planning is informed by children’s innovative, creative and collaborative learning pursuits and developed through thoughtful reflection, research and shared consultation with children, families and educators. Our curriculum values an enquiry-based approach engaging project work to collaborate with children and our community. Building on our programs we reference the Early Years Learning Framework and the National Quality Standards and in conjunction with these acknowledge and reflect contemporary early childhood theories.
We believe children’s wellbeing and learning is best supported through a responsive and flexible routine; one that accommodates both their individual and group needs. The routine is designed to provide children with the time and space required to engage in unhurried meaningful play and experience the joy of ‘being’ in the moment, fulfilling their learning desires.
Our philosophy aims to serve and work in the spirit of community, nurturing holistic wellbeing, as we strive to advocate for and honour the precious time that is Early Childhood.
“Seen, Heard, Understood & Soothed”
