Our Philosophy


We acknowledge that each child, family and educator is unique, with their own values, interests, cultures and abilities and we value, respect and celebrate this uniqueness.

We recognise the family as the child’s first teachers and most important influence in the learning and development of young children and recognise the need for families to be respected and included within the program. Working in partnerships with families is central to ensuring continuity and progression in a child’s learning, development and future success; therefore we strive to develop respectful and meaningful connections with families, creating a sense of belonging. Interactions with families are always non-judgemental, caring, warm, inclusive, open and honest.

We acknowledge that children learn and develop in different ways and at different rates and recognise all areas of learning and development is equally important and inter-connected. We consider each child as a capable beings, believing they direct their own learning. Children must be able to learn through experiences of touch, moving, listening and observing. We promote building relationships with peers and being kind to others. We give children respect, trust, credit and see them as resourceful and encourage them to take safe risks and to challenge themselves. We facilitate children’s learning through intentional teaching, hypothesising, open questions and provocations.

Children learn through play and interactions within their environment and with other people. Our environment is a place of safety and embraces the natural environment. Kid’n Around EEC is a place where children are stimulated, engaged and challenged. Our learning areas are places where children, families and educators feel they belong as belonging enhances learning. Play is vital in the lives of young children, and helps them make meaning of the world they live in. Play should be fun, inviting, stimulating and purposeful to enable children to explore, create, discover, and imagine, fostering a sense of accomplishment and pride in all that they do. Our environments promote an awareness of the natural environment and we embed sustainable practises into our service to build the foundations for our future. We assist children to become socially responsible and show respect for the environment.

We value, encourage and respect children and families input into the program. Our program is guided by the children’s interests and principles and practices of the Early Years Learning Framework (EYLF), and we as educators support and facilitate the children’s learning, as well as learn with and from them. As children’s learning is a life long journey, children are preparing for the next stage in their life from the moment they are born, our school readiness program is part of everyday life. We as educators build collaborative relationships based on honesty and trust and recognise that team work and effective communication is essential to maintain positive staff relations. We value each other for the individual qualities we bring and aim to be nurturing, compassionate and encouraging.

We are committed to be a Service of Excellence within our community, a Service which values community involvement in all aspects of our program. We will advocate for early childhood education and work to promote community understanding of how children learn and the importance of high quality practices in early childhood education.

We build connections with our local community and encourage the children to make valuable contributions to the wider community. We acknowledge the original owners of this land, the Dharawal people and their language and all the Aboriginal and Torres Strait Islanders people in the community. We are dedicated to promote shared understanding with children while teaching them about Australia’s rich and diverse history.

Our curriculum is supported by child development theorists in particular Jean Piaget, Lev Vygotsky and uses the Reggio Emilia approach.