South Pine Community Kindergarten

At South Pine Community Kindergarten, we respect childhood and every child’s right to have one.  We see children as competent and active participants in building knowledge together.  We acknowledge that children are capable, confident communicators who know about many things, are interested in learning more about their world, and are keen to contribute to working through issues collaboratively. We support children’s right to PLAY.  We also acknowledge that high-quality PLAY is not only a legitimate right of childhood but is also essential to young children’s academic, social and emotional development.  We recognise that children are born with amazing potential and capacities: curiosity, a drive to understand, the ability to wait, to wonder and to be amazed, the capacity to express themselves in many ways.
We believe that the best experiences for children happen when there is a strong relationship between the Kindy staff, children and children’s families that is evident in our daily practice.   These meaningful connections strengthen children’s sense of identity, belonging and well-being.  Ultimately, we want both children and families to know that they belong and make a valuable contribution.

Regarding Children, we:

• respect that children are all competent and capable learners and active participants in building knowledge together
• help build children’s personal and emotional resilience, independence and self-confidence and to learn in a safe and supportive environment
• provide plenty of purposeful play experiences and intentional learning opportunities, where children can make mistakes without fear of failure
• support children’s learning by providing for their interests and building on their prior knowledge and skills
• build on children’s sense of well-being through exploring relationships and developing friendships
• support children’s exploration of the natural environment and foster sustainable practices
• encourage children to build increased control of their social and physical skills, personal health and hygiene
• promote the development of children’s communication, critical thinking and problem solving skills
• encourage the children to acknowledge and value Australia’s Aboriginal and Torres Strait Islander culture and encourage them to share their learning with their families
• encourage children to respond to diversity with respect, by listening to and appreciating the ideas and thoughts of others.  As children become aware of the concept of fairness, they are developing their sense of equity and inclusion

Regarding families and the wider community, we:

• respect the role of parents and families as the child’s first teacher. This ongoing partnership in the children’s learning is valued, respected and supported
• believe that families bring insights that offer a richer picture about their child
  recognise the traditional custodians of the land the kindy is now built on and invite the children to say an ‘Acknowledgment of Country’ everyday
• work to build inclusive partnerships to establish a sense of family within the Centre, by respectful, open and shared communication between children, families and staff
• respect and acknowledge the unique cultural backgrounds of all families
• promote the sharing of information between children, families, staff and the wider community
• encourage the children, families and staff to learn about and actively engage in the community in which they live
• encourage everyone to become socially responsible and contribute to a sustainable environment full of wonder and enjoyment

As Teachers and Educators, we:

• implement the Early Years Learning Framework and the Qld Kindergarten Learning Guidelines and the National Quality Framework into our daily practices
• are committed to the inclusion of every child that comes in to our care and will ensure every child has access to, participates meaningfully in, and experiences positive outcomes from our programs and practices
• recognise the importance of PLAY as a vehicle for learning and promote children’s learning and development by embedding a quality PLAY-based program into the curriculum
• promote a sense of wonder, exploration, investigation and interest in a rich range of materials, resources and opportunities in which children can engage
• promote children’s agency and provide children space during playtime to enable the development of self-expression and independence with and without disabilities
• have a shared understanding that at different times throughout the day, our role will look different and that the children may be involved in guided play and learning, adult-led learning and child-directed play and learning
• are committed to continuous quality improvement, through reflective practices and supporting each other’s professional and personal development
• recognise the significance of fostering positive relationships with colleagues, the children, families and wider community