Rosemeadow ELC Philosophy
At Rosemeadow ELC we believe in providing children with the highest quality of care allowing each and every child to reach their fullest potential by enhancing all areas of growth and development. We have created a warm, caring and home like environment that is a reflection of our children, families and our community. We value children growing up with the understanding, skills and dispositions to be caring people and effective learners. This will enable them to contribute to their world and to enjoy rich and successful relationships with others.
We believe play is an important part of the early years learning framework which is connected with our philosophy.
It is through play that children feel a sense of belonging, being and becoming. It is through a quality educator and
child interactions that allow for quality programs to be established that reflect children’s interest as well as further
Our program ensures the following 5 outcomes are achieved with children through the program, routine and the
day. These include:
- Children have a strong sense of identity
- Children are connected and contribute to our world
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicators
The above outcomes are achieved through the set principles which are used to assist children to achieve the learning outcomes. These include:
- Secure respectful and reciprocal relationships
- High expectations and equality
- Respect for diversity
- Ongoing learning and reflective practice.
Various practice is used by educators to promote children’s learning. These include:
- Adopting holistic approaches
- Being responsive to children
- Planning and implementing learning through play
- Intentional teaching
- Creating physical and social learning environments that have a positive Impact on children’s learning
- Valuing the cultural and social contexts of children and their families
- Providing for continuity in experiences and enabling children to have successful transition
- Assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.
Critical reflection on children’s learning and development, both as individuals and in groups is regularly used to implement the program.
Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
The program ensures that decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, well being, confidence as learners and effectiveness as communicators. The philosophy guides pedagogy and teaching decisions, learning outcomes are communicated to families.
In our work with children we:
- Acknowledge children from birth are active and competent learners.
- Encourage children’s learning through play by providing for their interests and expanding their knowledge and skills.
- Create a safe, welcoming and stimulating learning environment to encourage thoughtful play, early literacy, numeracy development, science and the arts.
- Promote resilience, a sense of belonging, self-worth, secure attachments and warm trusting relationships and interactions.
- Seek to strengthen critical thinking, intellectual curiosity and informed risk-taking.
- Promote communication and problem-solving skills, together with social and cultural learning and awareness, and the capacity to express and acknowledge feelings.
In our partnership with families we:
- Recognise parents as their child’s first and most influential teachers.
- Share knowledge and promote confident parenting.
- Seek to develop and maintain positive relationships based on honesty, trust and respect, two way communication and participation in service decision-making.
- Respect and value the individual backgrounds and unique culture and customs of families.
- Build genuine reciprocal relationships with families that are strengthened and sustained over time.
In our role as a community of learners we:
- Create positive environments that foster reciprocal learning between children, families and staff.
- Advocate for children and families and promote sharing of information and expertise.
- Reflect on our practice, commit to continuous quality improvement, and support each other’s ongoing professional and personal development.
In our relationship with the community we:
- Connect children and families with each other and local child and family support services.
- Share our knowledge and expertise with others.
- Inform and influence government decision-making.
- Promote the value and contribution of our services within the broader community.
We strive to do this through providing a highly positive environment where all members such as staff, children, families etc are made to feel welcome and are considered to share an important place within the centre /community regardless of gender, race, culture or religious belief.
The service is dedicated to reflecting the principles that underpin the national law act and National Regulations by educating staff and families of the law and also to implement the early years learning framework. The service is committed to working within the national quality standards and implementation of our quality improvement plan.