Our Philosophy
We respectfully acknowledge the traditional owners of this land on which we operate. The traditional custodians of the land in Parramatta are the Bidigal Clan of the Dharug people.
Mission Statement
Our total commitment is in making a positive difference in the lives of children and their families, and in building a strong educator/caregiver, families and community partnership.
We will achieve our commitment by following The Early Years Learning Framework which states the five key Principles :
1) Secure, Respectful and reciprocal relationships
2) Partnerships.
3) High expectations and equity
4) Respect for diversity
5) Ongoing learning and reflective practice.
Northmead Childcare & Early Learning Centre seeks to adopt Vygotsky’s and Dewey’s Sociocultural theories, which states that children learn best when they’re interacting with a more knowledgeable other, that children’s worlds – including their development are shaped by the people, interactions and environment around them.
At this service, children are respected as capable learners and are scaffolded and guided for better outcomes of their learning and development. We endeavour to provide high quality care in a safe and warm atmosphere, in a home-like environment, with programs that reflect a child’s interest, and their social context. We value families input/partnership in all our programs and operations to ensure secure, respectful and reciprocal relationships with ongoing learning and reflective practices. We have a commitment to continuous improvement and maintain a culture of ongoing reflection and self-assessment. We are committed to a sustainable environment and as such reducing the impact of our global footprint. We will endeavour to practice waste wise initiatives, promote energy efficiency, reduce water usage as well as educate children and families to reduce our impact on the environment. We will work with families and the community in practical and supportive ways to act out this commitment.
At Northmead childcare & Early Learning Centre, we believe:
In valuing families of children as the primary caregivers with the centre co-operating in providing care and respecting/honouring their cultural and linguistic diversity. In families contributions through participation and feedback as an essential factor in the wellbeing of their child.
In valuing the rights of children as outlined the United Nations Convention on the Rights of the Child (1989).
In valuing PLAY as an important learning vehicle, hence provide many opportunities and experience through out the day, in which children make their own choices and decisions, initiate interactions, assume responsibilities, merge their own interests with that of the group, care about the needs of others, cope with adversity, and are challenged by tasks that prompt them to use higher level of thinking.
In valuing children as strong, successful, competent and capable learners.
In providing an environment that encourages children to develop their capabilities and interests at their own pace and according to their individual needs. We offer a program which recognises the uniqueness of each and every child and provides positive encouragement for the child’s continued growth. Our curriculum is based around a number of key concepts and focus points reflecting the National Early Years Learning Framework (EYLF) Belonging Being and Becoming.
Our key learning outcomes are aligned to the National Early Years Learning Framework and encompass the following key understandings: The program contributes to the Early Years Learning Framework outcomes for each child, that is:
Outcome 1: IDENTITY – Children have a strong sense of identify.
Outcome 2: COMMUNITY – Children are connected with and contribute to
their world.
Outcome 3 : WELLBEING - Children have a strong sense of wellbeing.
Outcome 4: LEARNING - Children are confident and involved learners.
Outcome 5: COMMUNICATION – Children are effective communicators.
In the educator playing a vital part in the children's development by providing meaningful interactions which encourage and promote each child to participate in experiences to able to achieve the 5 Early Years Learning framework Outcomes.
We believe in educator’s role in managing behaviour through guidance, positive reinforcement and encouragement.
In educator developing respectful and warm relationships with each other, students, volunteers/visitors, children and families at all times at the Service.
In respecting each family’s cultural and religious practices/beliefs towards foods, sleeping habits, eating habits/mannerisms, toileting habits and adult interactions.
In educating and promoting about the Aboriginal people of Australia being the first Australians and their culture.
Goals
Offer children and their families a homelike environment that is warm, safe, secure and nurturing , which fosters a sense of belonging,
Provide child-educator ratios which promote increased interaction and co-operation amongst staff and children and facilitate continuity of care; whereby everyone is treated equally despite their gender, religions, culture and differences.
Design programs that reflect the children’s interest, voice and their family input, which will allow children to further develop their capabilities and interests in their own pace and according to their individual needs.
Assessment for learning is on-going to provide experiences for children to achieve 5 learning
Outcomes
Facilitate social and emotional development by group experiences with peers, friendly interactions with adults and activities/experiences which promote their sense of independence, resilience and empathy for others.
Facilitate physical development by providing activities which foster fine and gross motor skills.
Facilitate creative development and aesthetic awareness by giving children the opportunity to appreciate the creative products of others and express their feelings through art, drama, music and movement experiences.
Facilitate cognitive development by providing activities/experiences which allow children to research, experiment, think, reason and question the world around them and develop their problem solving skills.
Facilitate language development by promoting communication and conversations about daily events, experiences and people of interest to the children and modelling appropriate language forms, and by using home languages of the children.
Ensure educator have regular training opportunities to improve skills in working with children and families and be aware of the latest developments in programs and practices.
Provide information about Centre management/operations to parents and value any input they may choose to provide.
Prepare meals which meet children's daily nutritional requirements and are delicious, culturally diverse are religiously appropriate.
Adhere to hygiene principles which reduce the spread of infectious diseases and encourage children to follow these principles.
Promote the awareness of our environmental responsibilities to contribute to a sustainable, cleaner future making eco-friendly choices.
Encourage the concept of “Reduce, Re-use and Recycle”, this is promoted in our everyday practices and the resources we use. Sustainability is about empowering children and investing in their future from recycling, gardening, use of worm farms, conserving water and re-using products..
Provide information and experiences to promote, respect and value Australia’s Aboriginal and Torres Strait Islander culture.
Endeavour to participate in quality improvement of our service through critical reflections, researching best practices and professional development.
May 2022
Next Review: May 2023
Sources:
Belonging, Being & Becoming: The Early years Learning Framework for Australia(2009)
Programming and Planning in Early Childhood Settings (Arthur, et.al, 2007)
Diversity and Difference in Early Childhood Education (Robinson & Jones Diaz, 2006)
Working with Children and Families, Professional, legal and ethical issues (Newman & Pollnitz, 2005
NSW Curriculum Framework for Children’s Services.
(Victorian Early Learning and Development Framework, 2009).
United Nations (1989), United Nations Convention on the Rights of the Child.
https://www.simplypsychology.org/vygotsky.html