Progress Kindergarten is a community-managed, not-for-profit kindergarten delivering three and four-year-old funded, sessional kindergarten programs. The philosophy, programs and curriculum are planned and developed with input from staff, children, the Committee of Management, and families.
We believe play is crucial and at the heart of the development of all children. We encourage children to be active participants in their own learning and focus on the process of ‘doing’ rather than the product. When children are playing, they are motivated to learn, therefore our educators focus on children’s interests to encourage them to extend their learning.
Our programs are shaped by our understandings and observations of the children and reflect the Early Years Learning Framework (EYLF), the Victorian Early Years Learning and Development Framework (VEYLDF), the National Quality Framework (NQF), the Early Childhood Australia’s (ECA) Code of Ethics and the Child Safe Standards.
As a kindergarten community, we are committed to the continuous improvement of the services and programs we offer to children and families. We believe that this improvement happens in a context of conversations, listening and sharing by all community members and then working together in partnership and collaboration to achieve our goals. We value the opportunity to work together to make sure that our kindergarten is a place that meets the needs of all community members. All kindergarten community members are encouraged to contribute to our Quality Improvement Plan (QIP).
Progress Kindergarten Statement of Philosophy
Our statement of Philosophy reflects the beliefs and values of our Kindergarten Community. Together with the approved learning Frameworks, the ECA Code of ethics, the UN convention on the rights of the child and the child safe standards, it guides our approach to teaching and learning. It underpins our Policies and Procedures and guides all aspects of our services operations and practices. This Philosophy has been reviewed and developed in consultation with staff, children, CoM and families 2024.
At Progress Kindergarten:
- We believe that children should feel safe, secure, and happy. Our interactions with children are always positive, non-judgemental and respectful. Through our interactions and teaching intentions, we strive to create an environment that is welcoming, supportive, stimulating, comforting and fosters a feeling of belonging for every child and their families.
- We believe that children are individuals with Rights. Children’s rights are therefore at the forefront of our curriculum development, and we work with children to teach them about their rights and empower them to advocate for themselves and others in a variety of contexts.
- We believe that Children are highly capable of learning and are driven by their innate curiosities to explore and make sense of the world through play-based, hands-on investigations of their environments. We believe that children arrive at Progress with their own unique knowledge and skills and as such will shape and influence this learning community. We therefore provide child focused programs that reflect the individual needs, interests, strengths and development of each child. We provide opportunities for children to work independently and cooperatively with peers and teachers.
- We acknowledge children as the experts in play and we trust, that through child-initiated play, children will develop the skills necessary for their success in future learning. We will make informed curriculum decisions based on our observations and analysis’ of children’s play, that will enhance the learning outcomes for each individual child, to facilitate their holistic development and learning.
- We value the role that the natural world plays in nurturing young learner’s creativity and sense of wellbeing. We work with nature to provide opportunities for children to connect with the world around them and demonstrate caring for country. We value the role of nature and as such we take our responsibility to care for the planet seriously. We embed sustainability into our practice every day and consistently reflect on ways we can be better at looking after the natural world and all animals and people who live here.
- We believe it is our duty to create a learning community that is inclusive, diverse and respectful of all people, their cultures and identities, and we are committed to protecting and nurturing the wholistic safety and wellbeing of all children, families and staff. Our Kindergarten community is committed to reconciliation and embedding Aboriginal and Torres Strait Islander, Perspectives into our Curriculums and Programs. We acknowledge and affirm the cultural background of each child, family and team member and promote tolerance and acceptance of others. No child, Staff member or person will be discriminated against on the basis of their gender, race, religion, family type or belief system.
- We respect the family and acknowledge the significant role they play in their child’s learning and development. We encourage family involvement in all aspects of the kindergarten’s operations and practices. Through open and accessible communication between all community members we aim to work in partnership to achieve our goals for the kindergarten and for each child.
