At Holland Park Kindergarten we view children as individuals and social learners. We acknowledge that children come from diverse backgrounds and bring unique strengths, experiences and understandings of their world.
In the learning environment, play is valued as a significant means for learning and allows opportunities for children to co-create the curriculum. Play can provide insights into children’s interests, skills, beliefs, joys, anxieties and frustrations.
We believe that the connections adults make with children through listening, playing, talking and questioning provide a rich and significant context for children’s learning. We consider partnerships as integral components of the curriculum and aim to ensure families are given opportunities to participate and reciprocate in all aspects of our learning community. We encourage children, families and staff to make meaningful connections and develop a sense of place within the Holland Park Kindergarten environment.
We encourage healthy, sustainable practices. The well-being of children and their development is the fundamental focus for all decision making in all aspects of the centre.
In relation to children we:
- Protect and promote children’s well-being, health, safety and security.
- Honour children’s right to play (United Nations Article 31) as a critical tenant of our practice.
- Trust in children’s capacity to observe, explore, question, investigate, create, wonder and experience.
- Children are able to construct their knowledge using their own learning style, experiences and development.
- Encourage children to be active partners in their learning.
- Recognise that children are living in a rapidly changing world. Listening, negotiating, compromising, sharing, respecting selves and others, risk taking, problem solving and resilience are key dispositions and skills for life.
- Support children’s exploration of the natural world and foster sustainable practices.
- Build children’s capacity as collaborative social learners by encouraging them to listen to others; engage in communication; and represent their feelings, understandings and ideas in a variety of ways.
In relation to families and community we:
- Recognise families as children’s first and most influential educators.
- We value reciprocal communication and relationships with families. The unique connections within these partnerships are valued.
- Value and recognise the diversity within this community. We respect and value each family’s culture, values and beliefs. Understanding and acknowledging points of similarity and difference helps build capacity and strengthen relationships.
- Celebrate the richness of the history of Holland Park Kindergarten and the connections the centre has with the community past, present and future. We recognise the traditional owners of this land.
As Educators we:
- Are guided professionally by the Early Childhood Australia Code of Ethics.
- Embed the Early Years Learning Framework for Australia; the Queensland Kindergarten Learning Guidelines and the National Quality Standards into our daily practice.
- Invest our time generously and genuinely with children to optimise learning possibilities and potentials.
- Support, equip, challenge, extend and add complexity to children’s learning and development.
- Celebrate children’s voices and journey of learning. We are proud to make children’s thinking and learning visible in ways that are significant to children and their families.
- Recognise strengths, needs and interests in children, families, colleagues and the community.
- Respect the confidentiality of all members of the centre: children, Parents and Staff.
- Value collegial partnerships. We foster a collaborative approach where all Staff are respected as individuals and as a valuable part of the team.
- Recognise the significance of a sense of belonging to Holland Park Kindergarten for children, families and staff.
- Promote and value ongoing professional development and learning and reflective practice.
- Encourage respectful and socially just practices and advocate for the rights of children.