CP1: High Expectation, Building Respectful and Positive Relationships with Our Children
We as a team believe that secure, respectful, and reciprocal relationships provide children with a secure base for exploration and learning (EYLF LO 1, ECA Code of Ethics). Positive relationships help children to learn about their responsibility to others, to appreciate their connectedness and interdependence as learnings (QA 5 Relationships with Children). We view children as capable, competent, co-contributors and acknowledge them as active participants in their own learning by consulting and work in collaboration with them regarding a range of aspects of the children’s program (EYLF LO 4, QA 1 Educational Program and Practice). Our team use the RIE principle to influence our daily interactions with children to show respectful relationships. For example, we incorporate a talking-through process into their daily routines such as asking permission to assist them with nappy change or toileting. Our educators talk the children through the step-by-step process of what to expect. Our educators also demonstrate to the children that we respect their choices and children’s agency (ECA Code of Ethics).
CP2: Learning Through Play and Creating Meaningful Learning Environment
We believe that early years are the best time to provide meaningful learning experience and cultivate the love for learning. We also appreciate that learning is ongoing, and each child has individual pace of learning. Our team believe that play-based pedagogies will foster children’s independency, self-help skills to achieve successful transitions in all aspects of their learning. The role of educators is to provide a stimulating and responsive environment where positive reinforcement and encouragement make learning possible (QA 1 Educational Program and Practice). We believe that children attain knowledge from their environment, therefore our center aims to continuously provide them with physical space to encourage engagements and explorations. We also aim in promoting sustainable practice in our everyday learning. Our educators, children and parents will work collaboratively to teach children with care, respect, and appreciation towards our environment (QA 3 Physical Environment). According to sustainability, our team focuses on reduce, reuse, and recycle strategies in a way that we use recycled materials donated by families as the main source of our art making. A donation box is set up for parents to donate recycle materials to our service. Our projects include letting children grow their own vegetables and water them with the leftover water from their drink bottles. We also incorporate sustainability in our daily practices such as turning off the tap while scrubbing hands and using only one paper towel to dry their hands.
CP3: Embracing Every Child’s Background and Partnership with Families
Our team acknowledge that each child is a part of a family whereby we respect and support these relationships by the exchange of information and through recognition that family is the primary caregiver and the child’s first educators (ECA Code of Ethics). Our aim is to work in partnership with families, participating in shared decision making, to compliment the role of the child’s family and thus creating an environment which is positive and caring where children can learn and feel secured ((EYLF LO 2, QA 6 Collaborative partnerships with families and communities). We trust in communicating openly and respectfully with our parents to engage in shared decision makings and promote our open-door policy (QA 7 Leadership and service management).
CP4: Community Engagement and Respect Diversity
We support and value diversity within the Australian society. Parents, friends, and the wider community are an integral part of a child’s environment (ECA Code of Ethics). Engaging with the community builds on children’s interest and expertise in being and becoming contributors to their world. Providing children with exposure to different cultures, music and arts; we believe facilitates the progression of a child’s perception of an integrated society of multiculturalism and equality (EYLF – LO 2). The network of parents and families along with our relationship with the local community. We value Australia’s Aboriginal and Torres Strait Islander cultures, acknowledge our own indigenous heritage and those of the wider community locally, nationally, and internationally (QA 6 Collaborative partnerships with families and communities). We acknowledge and pay respect to the traditional owners of the land, Bunerong and the Wurundjeri people. We incorporate their values into our educational program such as encouraging to explore on Bunjil’s story for the City of Casey, learning how those people live, language, symbols, and art works with our children. We are also inspired by Wurundjeri’s respect for plants, land, and animals. For example, we included gum tree leaves in our art motifs for the children’s artworks.
CP5: Promote Environment with Open Ended Experience, Children’s Health and Safety
Younique ELC intends to provide open ended experiences and permanent learning spaces stimulate and inspire children’s natural curiosity and delight (QA 3 Physical environment). Our team are committed to providing a safe environment where the physical and emotional wellbeing of children is paramount encouraging children to explore, create and construct in safe ways. (QA 2 Children’s Health and Safety). Healthy eating is encouraged during progressive mealtimes, with physical activity being promoted throughout the day and through incursion to support children’s overall health and wellbeing. (EYLF LO 3). Teachers also teach and point out where are dangerous areas and how to look after themselves in both indoor and outdoor settings. For examples, educators and children brainstorm about classroom rules such as pack up after use, using walking feet, teaching how to handle resources as this helps to minimize risks in the indoor setting. Based on outdoor area, children learn to give way and only ride vehicle one direction and turn taking to help to minimize risk that can happen. At Younique, we also encourage children to explore martial arts from different culture such as Kendo as one of our physical activities to stimulate their natural curiosity. Our educators also promote dancing with music both indoors and outdoors for healthy physical development.
CP6: Continuous Learning, Reflective Practice and Professional Development
We believe that children have the ability to construct and direct their learning, giving them a sense of agency, scaffolded, and supported by our early childhood educators who capitalise on ‘teachable moments’ (EYLF LO 5). This is achieved by educated and knowledgeable staffs who participate in ongoing professional development and continuous improvement to ensure that we, as a service, reflect the most up to date research and findings in the field of Early Childhood (QA 7 Leadership and service management).