Nicholls Early Childhood Centre

philosophy

Our image of the child is rich in potential, individual, strong, powerful, competent and connected to adults, children, culture, the community and the environment. Our Philosophy is continually evolving, as is our knowledge, practices, attitudes and the influences that shape our teaching and learning.

Nicholls Early Childhood Centre is situated on Ngunnawal land and has strong and historic connections to the local community (Narragunnawali). The service works collaboratively with families, children, the community, and external agencies to improve outcomes for children as we recognise that their health, wellness and wellbeing is the foundation to learning and thriving.

Connections with others support the development of children’s identity and social and emotional competence. The nature, quality and consistency of interactions between educators and children is one of the most important influences on quality education and care. Emphasis is placed on the emotional connections we have with each child, and we are invested in their holistic wellness and wellbeing rather than placing a focus on documentation and record-keeping.

Education and care is provided in a warm, inviting and nurturing environment where Educators take the time to focus on providing individual attention to children in meaningful ways that build on their strengths and respect their diversity. The focus on maintaining strong relationships with children and meaningful engagement supports Educators to observe, plan and develop learning pathways for children’s life-long skills and resilience. Children are supported to learn through open-ended play opportunities, thought-provoking questions and scaffolding which assists in promoting children’s sense of agency, decision making and their right to be active participants in their own learning (RIE).

Educators provide a strong educational curriculum based on the Early Years Learning Framework and relevant theorists that advocate for play-based learning, giving children ownership, flexibility, and choice in how their day evolves. Educators present carefully designed environments where there is ample opportunity for individual, small group and large group learning opportunities both indoors and outdoors. The natural environment plays a major role in the children’s education and in building strong connections to culture inside and outside the service. Through mixed age groups and freedom of movement children learn through positive peer-to-peer interactions in an environment that supports their strengths and interests (Montessori, RIE, Pikler).

Educational plans are fluid, deliberate, purposeful and reflective of children’s interests. Educators observe, plan and reflect continually on how each unit of enquiry can grow and extend children’s learning. Children and educators work collaboratively through projects (Reggio Emilia) and through the use of open-ended, natural and sustainable materials (Steiner). Educators listen to children’s voices with respect, care, empathy and understanding, offering opportunities to experience and explore new challenges and environments, capturing children’s learning moments, regularly briefing families and inviting them to be part of the curriculum. Documentation and record keeping is not the focus of our service, as we invest more time in relationships and engagement with children where secure attachments are highly valued.

As strong advocates for children’s rights (National Convention on the Rights of the Child) and social justice principles, educators practice, role-model and encourage respectful interactions which support an inclusive environment. All children are supported to engage with their peers and within the learning environment in positive, socially respectful and appropriate ways. We recognise family’s individuality and respond with care, respect and dignity through safe, caring and emotionally supportive environments and interactions.

Educators work collaboratively towards common goals and a shared vision for professional learning and growth. Our Philosophy is continually evolving, as is our knowledge, practices, attitudes, and the influences that shape our teaching and learning.

Updated November 2022