Our centre uses a tree format. This Philosophy outlines the fundamental principles to guide our practice. The philosophy is a clear summary of its policies, aims, values and beliefs on children’s development care and education. Our Philosophy is inspired by the Early Years Learning Framework (EYLF) which describes childhood as a time of Belonging, Becoming and Being.
We would like to include your families views about what you feel is important in providing Quality Care for your child. Please see the back of the handbook to view our Centre Philosophy
At Leaping Learners we believe that Early Childhood is a significant period of the child’s life during which the greatest brain development and growth occurs and a time when early experiences influence attitudes and dispositions and learning. Childhood is a foundation for all later learning and development.
Most importantly, early childhood is a time for play, fun, discovery, adventure, imagination and therefore we believe that Learning is most beneficial through play (Froebel) and benefits from a collaborative approach to teaching that follows the children’s interests (Reggio Emilia). We believe that play based learning enables the children to develop a sense of belonging, being and becoming through relationships and social interactions (Vygotsky) which will in turn help them to achieve key learning outcomes. The curriculum should encourage the achievement of the learning outcomes, relationships and encourage a respect for others, nature and the environment.
The learning environment also plays a vital role in supporting children’s learning and should be inviting, welcoming and nurturing and provide opportunities to discover, imagine, explore, experiment and interact. Additionally, teaching practices should include a range of techniques such as scaffolding, questioning, demonstration and suggestion to help support each unique opportunity for learning and assist each child to be a successful learner as we recognise the potential, both now and in the future, for each child.
Curriculum development should involve collaboration and co-construction with children, families and communities as relationships help support the development of confidence, independence, trust, security, and acceptance and ability to fit in as a responsible group member (Montessori). Through partnerships we can ensure that we effectively extend on each child’s strengths, interests and previous experiences, therefore providing them with the best possible opportunities for learning.
We believe that early childhood is a significant period of the child’s life and is a time for fun, discovery, adventure, imagination and learning through play.
We will provide a play based learning approach based on strengths and interests and encourage the development of relationships and interactions to support each child to develop a sense of belonging, being and becoming.
We will provide an inviting, welcoming and nurturing environment that meets and reflects the needs of the children, families and the community and provides opportunities to discover, imagine, explore, experiment and interact.
We will help support each unique opportunity for learning and assist each child to be a successful learner, and by extending on each child’s strengths, interests and previous experiences we will provide them with the best possible opportunities for learning and help them achieve key learning outcomes.
Guided by the Early Years Learning Framework, we will promote quality outcomes for children’s learning through high quality, reflective and collaborative care.