OUR PHILOSOPHY
GLENDORE CHILD CARE CENTRE
Our Philosophy reflects our belief in providing a holistic approach to maintaining the highest quality
education and care for ALL children and their families within the Centre Community.
As educators we see the young child as a whole person who is constantly exploring, developing and
growing as a member of society. We are accepting of the diversity, needs and rights of individual
families and their children.
Glendore Child Care Centre is a not-for-profit early childhood service, managed by a community
based committee in partnership with staff, located within the Fletcher/Maryland area. We provide
high quality care and education for children aged 0 – 6 years. Our service proudly provides a high
staff to child ratio (above regulations.)
Our philosophy guides and supports our learning journey, and changes according to our beliefs,
knowledge, families, current early childhood trends and practices, and community expectations.
Our curriculum links children’s interests, family involvement and community contexts.
OUR VISION
We believe in providing a holistic approach to maintaining the highest quality education and care for
all children and their families. Our philosophy reflects our commitment to the Early Years Learning
Framework (EYLF) which describes childhood as a time of belonging, being and becoming.
Belonging: In early childhood and throughout life, relationships are crucial to a sense of belonging.
Belonging “shapes who children are and who they can become.” (EYLF)
Being: “Childhood is a time to be, to seek and make meaning of the world. Being recognises the
significance of the here and now in children’s lives.” (EYLF) Childhood is a time to play, try new
things and have fun. “Children’s immersion in their play illustrates how play enables them to simply
enjoy being.” (EYLF)
Becoming: Becoming reflects the “process of rapid and significant change that occurs in the early
years as young children learn and grow.” (EYLF) Children are shaped by many different events and
circumstances during childhood.
We value children and childhood:
Glendore Child Care Centre promotes childhood as a time for children to discover who they are, how
they fit into the world, and for all children to experience play based learning that is engaging and
builds success for life. Staff act in the best interests of all children.
- We believe that children are creative, competent, powerful and rich in potential.
- We believe play is central to almost everything children do. Through play, children explore and
learn to understand the world around them. Children learn social skills, practice physical tasks,
perfect fine motor movements, confront fears – safely, face challenges and cope with not succeeding,
perfect roles and actions, gain awareness into their own and others emotions and become familiar with
how to cope with these, problem solve, negotiate and resolve conflict, share ideas, test theories and
enjoy their innate sense of curiousity and wonder at their world.
- Children are encouraged to explore their environment and express themselves symbolically through
the use of languages such as writing, movement, drawing, painting, building, sculpture, collage,
dramatic play and music.
- We provide a safe, nurturing, flexible and healthy environment which provides for the wellbeing of
each child.
- We provide an educational program which incorporates children’s individual interests and
capabilities, and encourages children’s independence and supports their potential.
- We provide each child regardless of their additional needs and abilities, a supportive and inclusive
environment that allows each child to fully participate in their education and care at the service. Staff
liaise with families and external support professionals to positively meet the additional needs of each
child being educated and cared for at the service.
- We embrace and respect diversity and individuality.
We value families and community:
Acknowledgement to Country
We would like to show our respect and acknowledge the traditional custodians of this land, of elders
past and present.
Children need to have a connection between their primary (home) experiences and those that they
encounter in care. This connection creates meaning in their minds, supports their knowledge, skill
development, encourages a sense of worth and positive self image and supports their emotional
wellbeing.
- We acknowledge families are children’s first and most influential educators. By working in
partnership, parents and educators can enhance a child’s learning and wellbeing.
- We invite families to join with us to participate and work in collaboration when programming for
their child’s learning journey.
- Through open respectful communication, families, management and staff are able to collaborate in
order to achieve shared goals.
- We respect the uniqueness of each family and strive to learn about their culture, structure, lifestyle,
customs, language, beliefs and acknowledge the rights of families to make decisions about their
children. “We maintain confidentiality and respect the right of the family to privacy.” (Code of
Ethics)
- We believe in supporting children and families through transitions, including from home to early
childhood services, between settings, and from early childhood settings to school. Starting school is a
significant milestone in a child’s life – a positive and smooth experience provides children with a
strong foundation for their future schooling years.
We value staff:
- Staff positively interact with the children in their learning, are attuned to children’s thoughts and
feelings, and support the development of a strong sense of wellbeing.
- “Staff weave together their professional knowledge and skills, knowledge of children, families and
communities, awareness of how their beliefs and values impact on children’s learning, and personal
styles and past experiences.” (EYLF)
- Staff “mentor other early childhood professionals and students”, and “act in ways that advance the
interests and standing of our profession.” (Code of Ethics)
- Staff embrace ongoing learning, professional development, reflective practice, collaboration and
team work. Staff “become co-learners with children, families and community, and value the
continuity and richness of local knowledge shared by community members, including Aboriginal and
Torres Strait Islander Elders.” (EYLF)
- “Staff draw on their creativity, intuition and imagination to help them improvise and adjust their
practice to suit the time, place and context of learning.” (EYLF)
- Staff share information and provide children with access to resources about the environment,
demonstrate care for natural and constructed environments, and embed sustainability in daily routines
and practices.
- Staff are committed to following the values and processes which are considered central to the Code
of Ethics: respect, courage, democracy, inclusivity, honesty, social responsiveness, integrity, cultural
responsiveness, justice, education. The Code of Ethics provides a framework for reflection about the
ethical responsibilities of early childhood professionals. The Code is intended for use by all early
childhood professionals who work with or on behalf of children and families in early childhood
settings.
Commenced: 12th February 2002
Date Reviewed: 19th November 2012