To guide children’s learning and development at Greenhills Pre-School we aim to provide:

• Family centred practice acknowledging the pivotal role of families in children’s lives while inviting families to be apart of our learning environment. This will allow us to provide continual feedback to families on children’s learning
• A collaborative working environment utilising the skills and expertise while working in partnerships with professionals. This can happen both within this service as well as out in the community. This includes the importance of transition to school and working closely with children to ensure this is a reassuring time in their life.
• A program that is inclusive for all children embracing a range of learning styles as high expectations of children achieve better outcomes and success for children’s learning and development
• An environment where equity and diversity is respected and supported enabling all children and families experience positive opportunities and experiences. Acknowledging the beauty of our land and feeling connected to nature while being encouraged to respect our environment for our future
• A familiar, secure and trusting environment that provides respectful relationships and responsive engagement. Children feel confident experimenting and exploring and as a result their learning and development is extended. Children’s individualism is nurtured and celebrated
• A learning program that provides a balance between guided play and learning, adult led learning and child directed play and learning. Integrated teaching and learning approaches foster children to explore, problem solve, communicate, think, create and construct
• A strength based, holistic teaching approach where we incorporate and understand children have views about their own learning which then guides and informs our practice. We utilise a range of approaches to assess children’s learning and development to support their educational journey
• A high quality program that continually seeks to improve and inform best practice for all children. As a team of educators we challenge ourselves and constantly embrace reflective practice to help validate and improve our practice

Our philosophy reflects what is important to us about early childhood education and care.

As educators we believe it is important to:

• Build confidence in our abilities as Early Childhood Professionals
• Refer to relevant documentation and up to date information (VEYLDF and EYLF, Code of Ethics UN Rights of the Child)
• Be reflective in our practices to guide ongoing improvement toward high quality Educational programs
• Work collaboratively to implement and evaluate the program
• Develop and maintain respectful relationships
• Utilise each individual’s strengths and support each other
• Regularly participate in professional development and sustained shared thinking

With our program we believe it is important to:

• Provide a welcoming and supportive environment for all children and families
• Scaffold children’s learning by extending and providing stimulating environments that cater to the needs and interests of children
• Provide children with opportunities to explore, experiment and respond without any pre-prescribed outcomes
• Create a balance between guided play and learning and child directed experiences
• Offer more opportunities for uninterrupted play enabling children to practice and master new skills
• Enhancing children’s holistic development through meaningful and creative experiences
• Offer and utilise natural and engaging materials which provoke wonder and appreciation of the natural environment
• Challenge stereotypes surrounding gender bias, culture, age and ability promoting equal opportunity
• Collaboratively document children’s development in a variety of ways to reflect upon their ongoing learning, incorporating educational assessment and evaluation
• Provide positive and appropriate interactions with all children, educators and community members

Our 2017 goals are to guide children toward:

• Developing a strong sense of identity
• Making connections and contributions to their community
• Developing a strong sense of well-being
• Becoming confident and involved learners
• Being effective communicators

Inspired by the Victorian Early Years Learning and Development Framework, 2009.

Our goals are also inspired by the voices of children.

Children would like to:

• Learn how to play with other people nicely
• Always remember to be thankful for all the things that keep us healthy
• Learn how to help people especially at pack up time
• Share and take it in turns so every one has a turn
• Make best friends
• Respect people like listening and being patient
• Help to look after each other, our garden and the whole kinder, oh, and our toys!
• Try to remember to look after the things we bring to kinder like our toys, drink bottles, lunch boxes and hats

As well as the voices from families and educators.

We would like children to:

• Work toward their full potential
• Feel wonderful about themselves
• Develop important life long skills
• Enjoy their time at Kindergarten, learning about themselves and others
• Become enthusiastic and involved learners
• Feel safe, secure and know that they are an important member of our kindergarten
• Become positive role models for others as well as team members
• Experience a positive transition in to school
• Develop self confidence as well as respect for oneself and others
• Begin to understand the role of literacy and numeracy in our community and every day life
• Develop initiative and independence
• Develop persistence and resilience to challenges and learn to cope with the ups and downs of life
• Learn through exploration, creativity and play