Our philosophy sets up the decisions, policy and daily practices of the Approved Providers, Nominated Supervisor/Director, Educators and Staff members of Treasure Cove. It helps to assist us in planning, implementing and evaluating quality experiences for all children.
Our philosophy is regularly updated through the voices of the educators, families and the children.
We believe that the children are connected to their world and contribute to the curriculum through their voices either verbally or non-verbally. We are determined to respect, acknowledge, and respond in play based learning where children learn, explore and experiment for themselves through play in planned and spontaneous activities. We believe that equal, inclusive and quality care to each child is the first priority, and we strive to positively contribute to help them have a sense of belonging and a strong attachment to their educators through trusting relations to their peers and educators. Through relationships we strive to make the children feel safe and secure which will help them to settle, grow and learn. We believe that children are born ready to learn and that we can make a huge impact on their brain development through the experiences we provide every day.
We acknowledge families are a child’s first teacher and respect their decisions, values, beliefs, ideas, and strengths as well as cultural diversity. We believe that a child’s journey starts with the family and when here at Treasure Cove it becomes a collaborative journey afterwards. We seek out family input, collaboration and involvement through provocation questions in different forms such as from OWNA posts, conversations and face to face activities and experiences with the children. We acknowledge that families want to assure that their child is happy, settled and taught to be kind and caring as well as with life skills. We encourage family’s involvement to implement their culture and heritage within our service and help reflect our community that makes up Treasure Cove. This will help the child and family feel part of the Early Years Learning Framework of Belonging, Being, and Becoming.
We know that community connections are essential and help to give the children a sense of belonging and so our aim is to create connections with the wider community to further strengthen the children’s learning about themselves, their community, and their culture. In everything we do, we aim to teach respect, value and include ourselves in our community. We aim to have the community (families, community helpers such as the police, cultural groups) as well as local Aboriginal Elders come into the centre to teach and guide us in different ways to learn. We aim to reach out to our local community such as the school beside us to support and engage with them.
Our aim is to provide the children with a curriculum that is entirely child-led that demonstrates and communicates the children’s voices. We want to ensure that it is dynamic, inclusive, complex and a holistic curriculum that helps develop decision makers, big thinkers and that each child is stimulated and is provided with an environment that leaves room for imagination, exploration, and investigation. We believe that our environment is our third teacher and so we aim to provide open ended resources to provide the children the opportunity to further develop their skills and connect with the natural environment. The curriculum consists of the knowledge and skills acquired in the educational program as well as the plans for experiences through which children’s learning will take place. Through this we ensure that we are staying in touch with the families for their input into the development goals for their child. We strive to enrich and stimulate children’s learning environment that facilitates the physical, intellectual, emotional, and social development of a child. We are guided by the principles of Belonging, Being and Becoming, the NQF and the Early Years Learning Framework (EYLF).
We believe that a good Educator has a powerful faith in the future and strives to build strong positive relationships and attachments with all children. The excellent Educator knows and understands children and is warm, friendly, and welcoming We believe that each child is an individual that has their own individual needs and as an educator we will value and develop each child’s strengths, interest, skills, abilities and knowledge to extend their learning. Educators recognise their responsibility to provide an environment that engenders courtesy, respect, trust and genuine regard for one another and each child that helps them to continue a positive long-term relationship which inspires them to develop their social and emotional skills. As Educators we strive to embrace cultural diversity that creates a warm and welcoming environment for the children to learn and grow as well as use scaffolding to build on the children’s existing knowledge and skills to enhance their learning. The Educators work together to build their capacity and capability when addressing participation barriers for all children through implementing quality inclusion support. The Educators endeavour to build on their knowledge and skills throughout their professional life.
At Treasure Cove, every child’s journey begins in a safe, inclusive, and nurturing space where learning is playful, exploration is encouraged, and culture is celebrated.
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