IN RELATION TO CHILDREN WE:

Trust in children’s capacity to observe, explore, question, investigate, create, wonder and create their own experiences.

Protect and promote children’s wellbeing, health, safety and security.

Value individual learning styles, processes and agency to learn in their own style, experiences and development.

Accept and educate about neurodiversity amongst the children, their families and the wider community.

Recognise that children are living in a rapidly changing world. Listening, negotiating, compromising, sharing, respecting yourself and others, risk taking, problem solving and resilience are key dispositions and skills for life.

Supporting children’s exploration of the natural world and foster sustainable practices.

Representing their feelings, understandings and ideas in a variety of ways, and allowing time for children to revisit experiences multiple times for further exploration.

IN RELATION TO FAMILIES AND COMMUNITY WE:

Recognise families as children’s first and most influential teachers.

We value reciprocal communication and relationships with families. The unique connections within these partnerships are valued.

Value and recognise the diversity within our community, celebrate the richness and the connections the centre has with the community past, present and future.

We respect and value each family’s cultures, values, beliefs and we allow time for families to trust and have a sense of belonging to our centre.

We recognise the rich history and the traditional custodians of this land and support children’s understanding of Australia’s first people past and present.

AS EDUCATORS WE:

Embed the Early Years Learning Framework v2.0, the Queensland Kindergarten Learning Guidelines and the National Quality Standards into our daily practice.

Recognise strengths, can be and interests in children, families, colleagues and the community.

Support, challenge, extend, equip and add ideas to children’s learning and development.

Acknowledge that children are neurodivergent learners who actively construct their own learning.

Recognise the significance of a sense of belonging to Florence Kindy for children, educators and families and for them to know they are always welcome anytime.

Promote and value on-going professional development and learning and reflective practice.

We value a collaborative approach where all staff are respected as individuals and as a valuable part of our small but wonderful team.

Respect the confidentiality of all members of the centre: children, families and staff.

Help children to develop resilience and the skills to cope with conflict, challenges and new situations.

Equity, inclusion and diversity are the foundations of our kindergarten’s programs and practice.

Incorporate the Early Childhood Australian Code of Ethics.

The Early Years Learning Framework for Australia – updated March 2019 states:

“Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning.”