Residents

Children's Services Philosophy

Blacktown Council's Child Care Centres and Preschools strive to provide high quality Early Childhood Services.

We believe that:

• Positive self esteem, high self worth and a sense of identity assists a child to have lifelong strong emotional intelligence that gives them the ability to cope with life's challenges and be active and productive in their communities.
• Each child is an individual with unique interests, strengths and abilities. In their own time, every child will achieve milestones in their learning and development therefore, it is important to cater for each child.
• We acknowledge and respect the many differing social and cultural backgrounds of children in our care and value the experiences these bring from the home environment.
• It is essential to maintain continuity between the home, the community and the Centre, giving children a sense of belonging.
• Play is the learning process that enables children to learn through concrete "hands-on" experiences such as doing, experimenting, predicting, achieving and making mistakes. As the children play to learn, they bring their own unique talents to the education process.
• Children have the right to equality and respect. Respecting the abilities, feelings and property of others is a mutual practice which assists in the development of compassion in others regardless of age/gender, necessary social skills for life.
• All children should be given equal opportunities to explore and play within their environment regardless of age, gender, culture or ability.
• Routine times are an integral part of the child's learning experience and take into account their home and cultural backgrounds.
• Consistent limits and appropriate guidelines will assist children to develop the ability to monitor their own behaviour in social and conflict situations.
• Children have the right to feel safe and secure in their environment.
• Children are effective communicators
• Responsive and reciprocal relationships are important to a child's health, well-being, development and capacity to learn

We aim to :

• Develop positive self-esteem, self concepts, a sense of identity, independence and ability to use initiative.
• Acknowledge children as confident and capable/involved learners.
• Create a learning environment in which each child can develop at their own pace through individualised programs.
• Foster growth and positive attitudes and to give values to assist in decision making.
• Foster continuity between home and the Centre.
• Working in partnership with families and the community to foster a sense of belonging
• Reflect an inclusive approach to develop positive gender, racial, cultural, class and individual identities showing a respect for diversity.
• Provide a caring, healthy environment in which all children can feel safe and secure.
• Develop in children an interest and curiosity in their world.
• Listen to and value what children say.
• Support and enhance the child's growth, development and learning by providing stimulating environments and individualised programs

We aim to do this by:

Children:

Acknowledging that children are capable and resourceful and are active contributors in their learning process.

Recognising that each child is unique and valuing the child's sense of self and individuality.

Encourage children to think, feel, ask and explore through positive and authentic interactions.

Providing welcoming indoor and outdoor learning environments and opportunities for learning that enrich, stimulate, support and cater to the differing abilities of the children.

Promoting learning through play and positive transitions.

Develop cultural competence in educators and workers, children and parents.

Establish effective practices for evaluation,effective planning, identifying children's needs and interests and pedagogical practise.

Programming:

Implementation of Belonging, Being and Becoming - The Early Years Learning Framework for Australia. Through this Framework we will build on children's interests, knowledge, experience and background as individuals within the group.

Having flexible routines so that children have time to learn, have choices and are co-constructors of their learning.

Creating opportunities for children to engage in a variety of experiences that encompass all developmental and key learning areas.

Relationships:

Inviting and welcoming families to be involved in the programming by working collaboratively with staff.

Respecting that educators have strengths, talents, experience, skills and interests to contribute to the programme.

Developing a trusting relationship with each child and their family.