It is our belief that children are unique individuals who as such are entitled to be treated with respect in an environment that both recognises the child’s individuality and engages with families as the first and foremost caregivers and teachers.
We aim to provide the highest quality education and care possible to ensure that the rights of each child are realised for children to develop to their full potential. Snugglepot Kindyland has made a commitment to honour and enact the United Nation’s Declaration on the Rights of the Child. Children are viewed as capable young people who have been learning since birth and are able to take part purposefully in, and contribute to, their learning.
All programs at Snugglepot Kindyland are guided by the Early Years Learning Framework (EYLF). This framework focuses on children’s development and views their lives as characterised by Belonging, Being and Becoming.
Belonging: Acknowledges children’s interdependance with others and the basis of relationships in defining identities. Relationships are crucial to a sense of belonging. At Snugglepot, we focus on the development of relationships between children and staff, children and their peers, staff and families and staff and their collegues. Belonging shapes who children are and who they can become.
Being: Recognises the significance of a child’s life in the here and now. It is important to acknowledge the present and encourage children to be aware of themselves; to build and maintain relationships with others, engage in all the exciting experiences life has on offer and understand that life is full of complex joys and everyday challenges. The early childhood years are not solely preparation for the future, but also about being who you are in the present.
Becoming: Young children are ever changing. With each new day, their identities, knowledge, skills, experiences, understandings and relationships evolve. At Snugglepot, our focus is on providing a learning environment rich with stimulating experiences. It is our priority to support the process of rapid and significant change that occurs during the early years as young children learn and grow. Through this, young children learn to participate fully and actively in society.
Our goals are:
- provide community support by responding to individual and family needs by providing long day care
- work together with families to provide quality care in an educational environment for children, offering an understanding of the individual cultural backgrounds and social needs
- provide reassurance to families, show respect towards each family’s child rearing practices, and work with families towards the same goal in the best interests of children. Family members are welcome to become actively involved with the Centre activities and to contribute to the programs
- provide a homely environment where children and family members feel comfortable. We recognize culturally diverse backgrounds and the individual needs of all children and aim to provide an educational program that will encourage children and family members to show respect, extend their knowledge and enhance their learning environment
- provide a developmentally appropriate program based on the observations of individual needs and interests, with the flexibility to react spontaneously to those needs and interests
- provide a stimulating environment that is safe and rich with a variety of materials to encourage children to create, explore and experiment
- foster a positive identity and self-esteem in all children, helping children to realise their full potential
- employ warm, caring staff members who will foster open communication between parents, children and staff members
- operate in accordance within the National Law and the Education and Care Services National Regulations 2011 (Copies of these documents are kept at the Centre for your perusal)
- accept field practical placements from students in Early Childhood Studies, and other related disciplines, when that placement is an integral part of their course
Our centre is committed to providing high quality education and care for children that involves continuous improvement’s thatl enhance quality outcomes for all children.
United Nations Convention on the Rights of the Child, 1989, http://www.unicef.org/crc/
Belonging, Being and Becoming: The Early Years Learning Framework for Australia. 2009, Final EYLF Framework Report PDF