Cambridge Park Public School Preschool Philosophy
Exceptional learning opportunities for all.
Revised May 2024
Here on Dharug Country, at Cambridge Park Public School Preschool, we believe that all children have the right to a childhood. We provide a stimulating environment that is warm, nurturing, welcoming and safe for children to learn and grow through PLAY.
Children - We believe:
· When educators are attuned to children’s thoughts and feelings, we support their learning, development and wellbeing.
- Children’s experience of positive, caring relationships and interactions with others play a crucial role in healthy brain development.
· Children are unique individuals and capable learners. Each child has their own learning style, interests, knowledge and culture, all developing at different rates.
· Educators recognise children’s keen interest in our world, their ability to engage with concepts of sustainability and their capacity to advocate and act for positive change. We foster children’s agency and their right to be active participants in all matters affecting their lives.
Families - We believe:
· Families know their child best and are the most influential people in their child’s life. As their child’s first teacher, we encourage families to contribute to our program, share insights of their child’s life, strengths and needs.
· ‘It takes a village to raise a child’. This proverb conveys the message that it takes many people (“the village”) to work collaboratively to provide a safe, healthy environment for children, where they are given the security to develop and flourish, and to realise their hopes and dreams.
Community - We believe:
· Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. For Australian children, it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being, and actively working together towards Reconciliation.
· Our preschool is the heart of our school community. We endeavor to support inclusion for all and foster a smooth transition to school by engaging in whole school events and activities, that promote children’s sense of belonging within the wider school community.
· It is important to foster partnerships with outside agencies to enhance understanding, support families and children with their developmental needs.
· Educators are committed to further develop our professional knowledge and practice as guided by current evidence-based research.
· We welcome all families and community members from all cultural backgrounds and groups. They are invited to share cultural knowledge and traditions with us, fostering children’s understanding of diversity and nurturing the concept of self.
· A child safe culture is a set of values and practices that guides attitude and behaviour. Our leadership champion these values and embed them in our organisational governance. These values are at the heart of our approach that prioritises children’s safety. The best interests of children and their protection from harm is paramount. Child abuse is not tolerated and policies and procedures are in place to ensure it does not happen. Children’s rights are understood and respected. Concerns about child safety raised by children and their parents and carers are acted on. Reporting abuse is not obstructed or prevented.
Program - We believe:
· Children learn through PLAY. Children have the freedom to play so that they can develop dispositions of learning, such as ‘curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
· Our educators use intentional and spontaneous teaching moments that cater to individual needs guided by evidenced based practices and current research.
· Families share insight about their child’s learning to enhance our program targeting children’s strengths, skills and interests.
· Educators think deeply and seek assistance where possible, through engaging with Aboriginal and Torres Strait Islander people, about how to embed Aboriginal and Torres Strait islander perspectives in our philosophy, planning and implementation of the program.
· Humanity and the planet we share with all living things face some big challenges. Our preschool community has an important and active role to play in creating and promoting sustainable communities. Sustainable practices are created with children, and are supported to take an active role in caring for the environment and to think about ways we can contribute to a sustainable future.
Environment - We provide:
· A warm, nurturing environment for families and children. When children develop healthy relationships with educators and one another, and see authentic relationships form between their family and educators, it provides children with a feeling of safety and a sense of belonging.
· A flexible, inclusive environment that is stimulating and challenging is important. When children are immersed in a play-based learning environment that promotes and encourages children to conduct their own investigations and enquires, allowing for risk taking opportunities.
· Open ended experiences, allow children to follow interests and develop a sense of creativity and imagination.
· ‘To grow up healthy, children need to sit less and play more’ (World Health Organisation). Play takes place in our environment which has a balance of natural features and resources. We play an equal amount of time indoors and outdoors where children have a sense of freedom to explore, discover and take safe risks.
