Swinburne Avenue Kindergarten has been a big part of the Gisborne community for 30 years. The educators follow the United Nations Convention on the Rights of the Child (1989) where the Convention confirms that play is important for children’s wellbeing and learning.
Swinburne Avenue educators will provide a play based learning curriculum that supports children’s learning. We will focus on identifying children’s interest areas as well as including the requirements of the governments early childhood frameworks, at both a state and federal level. Our practices are influenced by a number of contemporary theories, in particular those of a socio-cultural perspective.
Children and their families
We believe that each child should feel safe and secure, and have a right to enjoy their childhood.
We value children’s sense of agency (children making choices and decisions and fully participating in and influencing matters that concern them).
We believe that interactions between staff, children and families should be positive and respectful of differing family dynamics. The diversity of families and lifestyles will be reflected in the children’s programs and the early year’s policies.
We value and encourage families, staff and management to be involved in the development and ongoing evaluation of the kindergartens philosophy, policies and procedures.
We have a strong commitment to inclusive practices, valuing and understanding all children’s experiences and backgrounds, so that all children can fully participate in learning.
Educators
We believe that positive relationships and interactions with children is fundamental to their ongoing learning.
We believe the role of our educators is to observe, communicate, facilitate, advocate, nurture, teach, support and evaluate.
We believe in providing time for children and educators to explore, hypothesis, revisit, and develop ideas and concepts and experiment with the environment, resources and relationships together.
We believe in building collaborative partnerships with parents/guardians as we strive for shared goals and the best possible outcomes for children. We recognize the importance of the family as the child’s first teacher.
We value a strong team environment where educators work in a supportive and collaboratively manner to build partnerships with families, our team and with other professionals. We value each educator’s unique qualities, skills and experience.
We value ongoing professional development. Educators will participate in ongoing high quality early childhood professional training and learning.
We value an integrated approach to service provision. Educators will take an integrated, holistic approach to teaching and learning.
The environment
We value the natural environment and connecting with country.
We value an environment that promotes calmness and respectful interactions with the natural world. The use of natural materials will be included in our children’s programs regularly, and children will learn to care for their environment through sustainable practices.
We will connect with country through nature based play, outdoor learning and by providing children with opportunities to engage with seasons, plants and animals through Indigenous perspectives.
Indoor and Outdoor play are equally valued and are seen to be one learning space. The learning environment is developed to encompass and support all areas of children’s learning and development.
Changes to the environment are responsive to children’s interests, development and needs.
Community
We value the connection between the kindergarten and the local and Indigenous communities.
We value our links with educational and tertiary services and we will work collaboratively to support ongoing learning and transitions.
Our connections with local organisations and groups along with our Parent Volunteer Group, support an integrated approach to learning and awareness of the value of our community.
We will foster an awareness of our Indigenous heritage and connection to country (the Wurundjeri, Dja Dja Wurrrung and Taungurung communities in Macedon Ranges), and our own cultures, including those of the wider community both nationally and globally to promote connections with others.