Allambie Heights Kindergarten

We at Allambie Height Kindergarten acknowledge the traditional custodians of the land on which the school is situated and we pay our respects to Elders past and present.

 

Our Vision

To provide an inspiring environment that stimulates wonder and curiosity in children and where relationships are built on respect, care and empathy producing warm, lifelong childhood memories.

 

Our Philosophy

We believe that the prime responsibility of our Educators is to promote and support respectful, secure and reciprocal relationships. Educators, who strive to understand children’s thoughts and feelings and support the development of wellbeing. By giving priority to nurturing relationships children will be supported to feel a sense of belonging, see themselves as valued human beings, be able to engage in relationships of caring and respect and learn about their responsibilities to others. They will also be able to appreciate the value of communication, collaboration and teamwork, through generating new ideas, making progress, being creative, innovative and solving problems, finally seeing themselves as constructive, peaceful contributors to our community and beyond.

Our Educators are highly valued for their vision, their delight in children, their skill, heart, knowledge and commitment to our families. 
We believe in supporting and developing a partnership with families to achieve learning outcomes and recognise that families are children’s first and most influential teachers. We encourage each family to share in the preschool community and promote their interest and involvement by providing a welcoming environment and making learning experiences meaningful. Partnerships also extend to support professionals so that children with diverse learning needs are also included and are provided with daily opportunities to learn from active participation.

We see each child as capable and resourceful, therefore we provide and environment that develops and extends children’s interests and strengths. We are committed to equity and believe in all children’s capacities to succeed regardless of diverse circumstances and abilities. We accept the individual differences of children and their families and understand the importance of supporting the emerging self of each child. As educators we pride ourselves on recognising and responding to barriers to children achieving educational success.

Acknowledging that children have many ways of living, being and knowing and that children are born belonging to a culture, as educators we recognise that they are not only influenced by traditional practices but also by experiences, values and beliefs. We value the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families, including people of Aboriginal and Torres Straight Islander background.

We believe playfulness, fantasy, fun, humour and silliness have a place in our children’s service. We understand that play is essential to children’s learning and that children learn most effectively within an unhurried happy and secure environment. We believe it is important to provide opportunities for children to express ideas, create, experiment, discover, explore, investigate and solve problems with support of their peers and educators. This process reflects the becoming of a child through rapid and significant change as they learn and grow to participate fully and actively in society.

We believe in practising in principles of sustainable living and therefore educating children to encompass these environmental understandings, skills and knowledge for life.

We understand that striving to continually seek ways to build our professional knowledge and develop learning communities can be achieved through reflective practice. In this we intentionally gather information and gain insights that support, inform and enrich decision-making about children’s learning.

We acknowledge and are committed to the Early Childhood Australia Inc Code of Ethics whereby the protection and well being of children is paramount.