Our Centre Philosophy has been developed over many years by many of our families, Educators and Centre Directors. We are very proud of our Centre Philosophy!
Inner City Care Philosophy, January 2019…
From birth children are establishing themselves as social beings, first as members of their immediate family and then as members of a larger community.
Image of Children – “There is no second chance at childhood. It comes and goes quickly. The growing child cannot wait until he is older for the things he needs now. Later will be too late.” (D.B. Boguslawski, 1975).
Our image of the child portrays young children as human beings with many skills, talents and abilities. They are and should always be encouraged to be active and powerful contributors to their own learning and development, thus helping them achieve their latent potentials. The relationships children encounter early on and throughout their lives, lay the foundation for their lifelong learning. Children need to “feel a sense of belonging, see themselves as being valuable members of the community, see themselves as unique and powerful human beings, learn that working together is a good way of generating new ideas, making progress, being creative and solving problems.” (NSW Curriculum Framework). We believe children need to be responded to with warmth, respect and love which will engender reciprocal feelings of trust, security, respect, belonging and love.
We believe children learn from play and from playing with children of their own age, as well as with younger and older children in a variety of grouping situations. It is also important for children to be able to play and learn alongside adults who can facilitate and experience the journey with them.
National Quality Framework – We are committed to implementing the National Quality Framework, National Regulations and the National Quality Standards to ensure our Centre strives for quality at all times.
Learning Programme – Our Centre uses the Early Years Learning Framework to guide our programming and planning for children’s learning. We incorporate the documents values and outcomes into our Centre programs to ensure all children are working towards the same overall outcomes to learning during their time at our Centre. The document encourages staff and families to work in partnerships in order to achieve learning outcomes for children, our Centre values home learning and experiences as important and strives to extend home learning in the Centre environment.
A homelike environment is a base for the children’s experiences and we believe the Centre environment should reflect a sense of consistency between home, the wider community and the Centre. We believe it is important to provide a self-directed play-based curriculum, which intrinsically motivates children to explore and discover their environment. We strive to achieve an appropriate balance between children’s choice and teacher directed learning whilst keeping a flexible attitude to cater to children’s individual and daily needs.
The child’s development and learning is investigated and observed by staff in regards to the outcomes stated in the Early Years Learning framework and also the developmental areas of: sense of self, the social child, the communicating child, the thinking, investigative, exploring, problem-solving child, the healthy, active, physical child, the feeling child, the creative child and the spiritual and moral child. Staff plan for each developmental area by observing children, planning experiences and setting up environments to cater for these areas of development both indoors and out.
Community and Communication – We are committed to the provision of community and family based child care; informed by early childhood professionals to reflect a sound knowledge base. We encourage reciprocal communication with families and the wider community. Communication should reflect a right to knowledge and an understanding of the Centre and related issues. We also believe our relationships with families are ones of mutual respect and by sharing ideas and experiences in an open and honest manner we can further promote children’s well-being and development.
Family Needs – We believe Inner City Care is an extension of home and a real part of extended family experience. Children’s families are the most important influences in their lives and development. Thus as a successful service we must promote and maintain meaningful family involvement which helps us all develop a holistic picture of each individual child. We believe all members of the Centre community are equal in their interactions with the Centre.
Roles of Early Childhood Professionals – We at Inner City Care are committed to continual learning and improvement. We are constantly reflecting and evolving as we take into account current practice such as the Early Years Learning Framework, current infant brain research and the concept of an Emergent Curriculum. Inner City Care early childhood professionals develop and maintain comprehensive documentation of each child’s time at the Centre which reflects each child’s developmental growth, relationships and achievements of life long learning skills. We believe early childhood professionals create many opportunities for children’s learning by encouraging children to think, act and create for themselves. We also believe the environment itself is one of our greatest teaching tools. We strive to maintain challenging yet safe environments for children. We provide a range of age appropriate experiences, ensuring our environments are kept clean, safe and any potential risks are assessed and managed. We believe early childhood professionals need to guide rather than always instruct to provide a flexible curriculum based on children’s needs and interests.
We believe in the importance of staff team consistency as this offers security, familiarity, love and trust to all members of the Centre community. Inner City Care early childhood professionals represent a diversity of education, training, cultural backgrounds and life experience. We strive to maintain better working conditions and incentives which reflect the real value of our professional team. We are also committed to ongoing staff development and interpersonal development training. We believe all early childhood professionals need to be respected as individuals and also as valuable members of our team and the whole profession.
Developed by the ICC staff team, parents and the Management Committee in August 2005.
Reviewed by the staff team, parents and Management Committee in February 2007. Then reviewed again in March 2008 – changes made to include a reference to learning for the school environment. During 2008 the Management Committee are also researching how to make the Philosophy made into more family friendly language.
Reviewed and updated by staff, families and Management Committee in April 2011 – changes made to include reference to the Early Years Learning Framework 2010.
Reviewed and updated by staff, families and Management Committee 2012 – changes made to include the National Quality Framework.
Reviewed in January 2013 and 2014 with no changes made.
Reviewed in January 2015 with no changes made.
Reviewed in January 2016 and changes made to include a section on the importance of safe environments and any potential risks being assessed and managed.
Reviewed in January 2018 – no changes made.
Reviewed in January 2019 – small grammatical changes made.
Resources: previous ICC Philosophy, Kelly’s Place Children’s Centre Philosophy, NSW Curriculum Framework, EYLF, National Quality Framework.