The Environment

We believe in providing nurturing, “home-like” environments where all children feel a sense of belonging. These environments are safe, hygienic and aesthetically pleasing, and maintained to the highest standard. Furthering our belief is that the environment, experiences, intentional and informal teaching, should foster the development of the child as a whole and develop in them the basic values of life.

We believe in nurturing and protecting our most precious gifts – our children and our planet. We acknowledge the original custodians of this land, the Guringai people and their language and all Aboriginal and Torres Strait Islander people in the community. We teach awareness of the World to the children and understand that our surrounding community will also impact a child’s life. Children should feel a sense of belonging to and a love of the land. Nature and animals are critical for young children to develop lifelong respectful, positive and proactive attitudes to our environment and to ensure our sustainable future.  Sustainability is taught and encouraged in all aspects of the children’s day, including raising our chickens, growing and harvesting vegetables and fruit, composting, recycling and sustainable travel to and from the service.

Children and The Program

We believe that play-based learning in the early years builds success for life. Play is essential to children’s learning and children learn most effectively within an unhurried environment full of meaningful, authentic experiences. Children are competent beings who hold a natural sense of wonder, curiosity and awe about the world around them and In the importance of time for children to explore, investigate, experiment and wonder.  Children are allowed to “just be” and we recognise the importance of early childhood. We believe play should be fun, exciting, spontaneous, hands-on, stimulating, relaxing, comforting and challenging. It is important to provide opportunities for children to experiment, discover, explore, create, investigate, practice theories, solve problems and express ideas with the support of other children and the educators. Children need time to play outdoors every day, to feel the grass beneath their feet, the sun on their face, experience the natural rhythms of the seasons and breathe fresh air.  We believe in celebrating children’s play, discoveries and learning through reflection and meaningful documentation.

We value the uniqueness of each child. No two children are the same, each having individual needs, developing in their own unique ways and at their own pace. We believe In supporting children to develop friendships and to make positive social connections. We encourage and support children to interact peacefully and collaboratively, express empathy for other and actively challenge bias and promote social justice.

The Families

We value the happiness of children and their families, and we believe that parents are the first educators of their children. We understand the importance of developing a partnership with families to share the nurturing and education of their children. We encourage each family to participate in our community and support and welcome their interest and involvement. We respect, appreciate and celebrate each family’s unique home values and cultural backgrounds.

First Learning Australia is an extension of the child’s family structure and we respect the importance of partnerships based on open, collaborative, respectful relationships between all stakeholders.

The Community

We are committed to continuously improve, to always strive for the best quality practice and service for families, children and the community. We open our doors and invite the community into our center by exploring local and global events and in-services, while also exploring our wider community through excursions and incursions. We will be a role model in the community in caring for the environment to a sustainable future through recycling and going green.

The Educators

We value the happiness of our educators. Our educators are passionate, supportive and responsive professionals who are advocates for early childhood education. They build positive relationships with all children and allow them to develop a sense of agency (independence). Our educators provide and promote equal opportunities for all children, whereby no child is discriminated against on grounds of class, gender, race, religion, ability or additional needs. They hold high expectations for all children’s learning and are committed to the principles, practices and outcomes of the Early Years Learning and My Time Our Place Frameworks. We as a whole aim to provide all children in our care the best start in life to create a better future for the nation.