Children are the first consideration in every decision made at Mittagong Preschool and we strongly advocate for the rights of each child. Hands-on, play-based learning is fundamental to our pedagogical approach as we create an environment that is inclusive of all capabilities, supporting children to succeed and thrive. Children are viewed as successful, competent and capable learners who are given opportunities to be curious and investigate, extending upon their own understandings. We value supporting children to express their own views and strive to involve them in the decision-making process.
We aim to support children’s sense of belonging within the Preschool community, as we intentionally plan for children across all areas of their development. We focus on the interests of the children and the context of their family. We create a meaningful curriculum, reflecting our observations of individual children’s learning within the planning cycle. We aim to build resilience and adaptability in the children, valuing them being in the moment, whilst also planning for future skill-growth as they become life-long learners.
We respect diversity and embed equity within our practice, recognising the children’s diverse circumstances and cultural backgrounds. Australia’s Aboriginal and Torres Strait Islander cultures are acknowledged, and we value and incorporate the perspectives of First Nations’ people across our program. Knowing Early Childhood Australia’s Code of Ethics, matters of social justice for children and families are considered and discussed, ensuring an anti-bias approach to planning decisions and events.
Reciprocal relationships and supportive partnerships are developed and maintained with families, based on mutual respect and understanding. As a community-based Preschool, we rely on the support, input and engagement of our families, as we strive to build our community through these connections and collaborations. We extend these connections to our neighbourhood, the local community, our Early Childhood network of family and support services and the context of the broader community.
Teachers and educators, management and team members are dedicated to quality outcomes for children. We demonstrate essential qualities of empathy, respect, perseverance and resilience, reflective practice and a passion for learning that leads to growth; personally, professionally and as a service. Our governance is driven by family participation, Committee involvement, team passion and a commitment to innovative and responsive Early Childhood Education.
The National Quality Framework, Standards and Curriculum Framework underpin practice; as does continuous improvement, matters of safety, best practice and planning for quality. Critical reflection based on regulatory requirements, current research, theories and understandings, guides our decisions, and our policy review and quality improvement processes.
The environment is a wonderful learning resource, pivotal in providing the basis for our planning and for the role it plays in the future of the children. Environmental sustainability is embedded in our practices, program and policies, as we endeavour to build environmental understanding and responsibility in the children; working together to care for Gundungurra Country.
