Our Scheme Philosophy

We acknowledge the Gubbi Gubbi people, as the traditional owners of the land and pay our respects to the elders past and present of the Gubbi Gubbi nation and extend the respect to other Aboriginal people present here today.

 

 

Louera Family Day Care Scheme’s Philosophy is a statement demonstrating our beliefs and reasons; while embodying the principles and practices that underpin our everyday interactions with children, families, educators, staff, the learning environment and the wider community.

We encompass the elements of the National Learning Frameworks; Early Years Learning Framework and My Time Our Place.

We abide by the Education and Care Services National Regulations and the National Quality Standards.

In Relation to Children

  • We believe children have an innate desire for learning, which will be enhanced and nurtured through an unhurried and unforced environment, where children’s basic needs of food, rest, safety and love are met.

  • We believe that risk is an essential part of children’s lives and provides an important foundation for building resilience

  • Learning environments need to be vibrant and flexible, so they are responsive to the interests and abilities of each child.

  • Spontaneous activities are valuable and enable the children to extend their learning in positive ways.

  • We use Intentional teaching practices that recognise learning occurs in social contexts and that interactions and conversations are vitally important for learning.

  • We believe in a sense of wonder, belonging to and a love of the land; nature and animals are critical for children to develop respectful, positive and proactive attitudes to our environment and to ensure a sustainable future.

 

 

 

 

In Relation to Louera FDCS Team

  • Educators are encouraged to take calculated risks in their programme; practices and environment

  • Educators are encouraged and supported to develop a programme that is responsive to each child and scaffold their knowledge, interests and strengths as well as incorporating their culture

  • Educators are encouraged to take children on excursions, providing the children with opportunities to assess risk and challenge themselves

  • Educators assess the children's learning and analyse information as evidence about what the children know; can do and understand as individuals and within a group. Providing an environment that is adaptable to ensure access and participation for every child with flexible use of indoor and outdoor areas.

  • Educators provide an environment where children are supervised at all times and risks are suitably assessed.

  • Educators provide an environment that promotes learning and opportunities for children to experiment; investigate; problem solve; assess; discover; create; challenge thinking; build new ideas; improvise' imagine; spontaneity and familiarity.

  • We all role model sustainable practices, being environmentally responsible and showing respect for the environment.

  • We are all co-learners wit the children, as they also teach us, through their individuality and their responsiveness to the learning environment.

  • We all use reflective practices to ensure we are always seeking the most current and productive practices and strive for quality. 

  • We believe in recognising, respecting and valuing each other's knowledge, skills, experience and training whilst working together with a team approach to provide positive outcomes for all. 

  • It is necessary to participate in ongoing professional development, to ensure that best and current practices are provided within the care environment.

  • To form partnerships with the child's family: 

    • ​to understand each other's expectations and attitudes​

    • to build o n each other's knowledge of the child

    • valuing each other's contribution to the roles in the child's life

    • trusting each other 

    • having open communication

  • We acknowledge and value the importance of the wider community and endeavour to create and maintain links within our various care communities. 

 

 

 

We believe that in following the National Learning Frameworks principles and practices children will be working towards and achieve the 5 learning outcomes.

 

1. Children have a strong sense of identity

2. Children are connected with and contribute to their world

3. Children have a strong sense of wellbeing

4. Children are confident and involved learners

5. Children are effective communicators

Revised March 2018

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