Our Philosophy

We would like to recognise the traditional owners of this land, the Bunurong and Wurundjeri people, on whose land we build our community today.

In relation to the involvement of Families we believe: 

 – in the importance of each child’s family and other significant relationships in the learning process and work collaboratively with these key people to achieve positive outcomes for each child, based on mutual trust and open communication. 

 – that families are the primary influence first and most influential educators on children’s learning and development. We respect family perspectives to support shared decision-making. 

 

Therefore, we create a welcoming and culturally-inclusive environment where all families are encouraged to participate

In relation to children we believe:

  • each child is recognized as an individual, and supported in a warm and caring environment. Our program will endeavour to reflect the “whole child” and will be developmentally and age appropriate, catering to children’s interests, strengths and abilities.
  • it is integral for all children to have a strong sense of who they are and where they belong. Therefore, we continually strive to build strong relationships with children and families and strengthen connections with the community.
  • that child-led play, intentional teaching and a program reflecting individual interests, strengths, abilities and learning styles is vitally important for learning.

Therefore, we incorporate observations, analysis of learning, planning and reflection guided by the approved frameworks into our daily practices. Our program is led by children’s interests, voices, abilities, learning styles

In relation to our Educators believe:

  • it is integral for all children to have a strong sense of who they are and where they belong.
    Therefore, we continually strive to build strong relationships with children and families and
    strengthen connections with the community.
  • it is important to work in partnership with families and other professionals to ensure that all
    children, have equal opportunities and equal access to activities, resources and adult interaction,
    inclusive of their culture, gender, religion, language, family structure and ability.
  • each member at Rosswood Pre-School possess unique strengths, abilities and potential. Therefore, we strive to be a strength-based centre that celebrates strengths and abilities, enabling a sense of wellbeing and belonging.
  • in ongoing continuous critical reflection on ourselves and our practices.
  • it is vital for success that we support all children with differentiated teaching strategies to provide the right amount and challenge to every child.
  • we work together and collaborate to maintain and improve standards and respect individuality, and support and assist in each other’s ongoing professional development.

In relation to our broader community, we believe:

  • in acknowledging that we are part of a bigger community, within a broader global world, and
    encouraging children to be future community leaders
  • in promoting and building a strong sense of community collaboration within our own centre, its
    integrated services, community services, and with other community professionals and community
    groups.
  • in building strong links with schools to promote positive transitions

In relation to the learning environment we believe:

  • the physical environment plays an important role in providing opportunities that are essential in
    developing lifelong skills. Therefore, we encourage the holistic nature of children’s learning with
    emphasis on enhancing wellbeing and provide environments that promote autonomy, child-led
    investigation and positive relationships.
  • the materials and resources found in our rooms reflects our diverse family cultures and are derived
    from the natural world. This promotes an understanding of cultural diversity and an appreciation
    for the natural environment and for long term sustainability.

Our Children’s shared voices believe: 

  • in being safe, happy, kind, having fun with different “things” and wanting to come to kindergarten.
  • in learning new things, making new friends, and working as teams.
  • our educators help us. They play with us be caring, make things together and teach us.
  • in belonging and respect by caring, sharing and helping each other, and our work displayed and
    talked about.
  • in being clean, tidy and not “messy” for everyone.
  • Educators should teach them to be healthy and to respect our planet

Our philosophy and programming are guided by the Victorian Early Years Learning and Development Framework (VEYLDF) and the National Early Years framework (EYLF). Practice Principles and Learning Outcomes underpin these frameworks and inform the development of our pedagogy that assists in
planning and implementing quality programs.