At Canning Vale Prekindy we believe Early Childhood is an exciting time for children to find wonder in their world – a time to explore, create, imagine, improvise and test ideas. It is a time to take a risk knowing that a safe environment and caring people will be there to support them. It is a time to explore their own identity and sense of belonging, discover and delight in diversity and discover ways of relating to others.
We believe our role as educators is to work with all the significant people in a child’s life to support the development of dispositions for lifelong learning. We draw on the work of Reggio Emilia programs and the principles, practices and outcomes of the Early Years Learning Framework (EYLF).
We believe play is the vehicle for young children’s learning – through play children can explore, discover, test theories, improvise, create and imagine. Through play children develop dispositions such as curiosity, co-operation, confidence, creativity, commitment, enthusiasm, persistence and imagination.
We believe children are strong, capable and resourceful learners who come to us with a history of knowledge, experience, culture and relationships, ready to explore these further.
We believe that through developing genuine, warm, trusting, respectful and responsive relationships with children, intentional teaching strategies and collaboration with families and the community, we can foster each child’s individual potential.
We believe parents and families are children’s first and foremost teachers. We acknowledge, respect and value families cultures, structures, beliefs and knowledge. We believe through an atmosphere of mutual respect, good communication, collaboration and the sharing of our knowledge of each child, we can achieve the best outcomes for children.
We believe environment plays an important role in children’s learning and development. We aim to create an environment that inspires a sense of wonder and curiosity, provokes deep thinking about important issues such as sustainability, inclusion and fairness, and caters for individual needs, interests and learning styles. We believe children’s learning happens in social contexts so we aim to provide an environment where children can interact and collaborate with children and adults to build social and cultural competence.
We believe when we hold high expectations for children, they will have the opportunity to show us what they are capable of – we know we will be constantly amazed. We believe in the principles of equity and inclusion and aim to support all children to reach their potential.
We believe best outcomes for children can be achieved when educators are thoughtful and reflective, seek to continually expand their knowledge and skills, and strive for improvement.