Centre Philosophy

Beecroft Long Day Care & Early Learning Centre adheres to the National Quality Framework which aims to raise quality and encourages continuous improvement and consistency in education and care services. Using the Quality Improvement Plan (QIP), approved by the National Regulations, we continuously self-assess our performance in delivering quality education and care. We also document the strengths of our services and recognize areas for improvement.

We implement the Early Years Learning Framework which guides our educators in developing a quality early childhood program that is characterized by three core themes – ‘Belonging, Being, and Becoming.’ This emphasizes play-based learning and recognizes the importance of language and communication (literacy & numeracy) and social and emotional development.

Our philosophy is based on five key areas; Children, Parents, Community, Staff and Management.

For Children we believe:

(Quality Area 5: Relationships with Children)

  • Children learn and develop most effectively in a warm, caring environment that is able to cater for their individual needs, wants and interests (Element 5.1.1)
  • We believe the basis of this environment should be open and honest communication, inviting and exciting learning spaces, caring and focused staff, and effective and ongoing programming and planning.
  • We understand that every child is unique and should be given the opportunity to grow and develop at their own pace.
  • That learning should be founded on the children’s individual experiences, interests, ideas and cultural background.
  • That a portfolio will be used for each child to gather information through a number of mediums and formats, which is then used to form the basis of each individual child’s programs and plans.
  • That the environment, resources and activities provided promote the development and extension of the whole child.

For Parents we believe:

(Quality Area 6: Collaborative partnerships with families and communities)

  • That each child’s learning is a continuum of their home life, and family oriented learning.
  • That they are their child’s first teachers and their participation in the development and instigation of the centre programs is encouraged and valued.
  • That all communications with family and/or carers should be honest, open and two-way.
  • All communications both verbal and non-verbal should be conscious of individual family’s cultures/ backgrounds and beliefs.

When dealing with the Community we believe:

(Quality Area 6: Collaborative partnerships with families and communities)

  • That information should be available through a number of mediums (i.e. written, verbal, internet).
  • Policies and procedures are developed to meet community expectations
  • Management will continually endeavour to meet the needs of the local and broader community
  • The centre maintains an open door policy, while valuing the centres routines and programs, as well as the individual children’s privacy.

For Educators, we believe:

(Quality Area 4: Staffing Arrangements)

  • They will acquire an understanding and knowledge of the children’s development through careful observation, interaction and record taking.
  • Work as a team to develop and implement an effective and developmentally appropriate program for all three rooms.
  • That best programming and planning practices are founded in the Early Years Learning Framework curriculum. That is, educators base their plans on ongoing observations, work samples and digital pictures of the children. Children’s portfolios are used to record the children’s ongoing developments well as providing a two way communication format between the staff and parents.
  • That the programs development is based on the curriculum which ‘emerges’ from the children’s discussions and investigations, and not necessarily teacher, or specific goal orientated.
  • The centre should be more of a place of active learning and positive social interactions, rather than that of strict routines and rigid guidelines.
  • All educators have a part in the development and implementation of the daily programs in each of the room. Each educator is unique and individual, and their personal background, culture and life experiences are to be valued and respected, and form an intricate part in the development of the programs and plans throughout the centre.
  • They will treat all children equitably and ensure all have opportunities to achieve learning outcomes.
  • We are fostering ‘children’s capacity to understand and respect the natural environment and the interdependence between people, plants, animals and the land’.

For Management we believe:

(Quality Area 7: Leadership and service management)

  • To always be conscious the daily dealings with parents and educators, and ensuring they are based on mutual respect and acceptance of individuals personal beliefs and backgrounds
  • That all educators are offered consistent training, guidance and support to further their professional development
  • That all financial obligations incurred by parents/carers are fully explained and documented
  • To ensure that they are available to be contacted through a number of medium (at the centre in person, over the phone, written, etc), and will respond with due diligence and speed to all requests/questions/queries)
  • To be aware of all licensing and assessment procedures are appropriately represented and should only be seen as a minimum set of standards for the centre.