Palmerston District
Primary School


Preschool Philosophy

PreSchool Philosophy

The Palmerston District Preschool unit philosophy builds upon our school's vision statement and the principles from the Early Years Learning Framework. This was created in consultation with our preschool parents in 2012.

Secure, respectful and reciprocal relationships


At our preschool, the educators:
• Ensure that the interests, abilities and culture of every child and their family are understood, valued and respected
• Encourage children as active participants for sustainability, influencing the quality of life now, and for future generations
• Respect the views and feelings of each child
• Initiate warm, trusting and reciprocal relationships with children
• Provide safe and stimulating environments for children
• Build on children's prior learning and experiences to build continuity for their learning and development

Partnerships


At our preschool, the educators:
• Work with families to support children's learning and development at home and in the community
• Use families understanding of their children to support shared decision making about each child's learning and development
• Create a welcoming and culturally inclusive environment where all families are encouraged to participate in and contribute to children's learning and development experiences
• Are transparent and objective, and provide families with information about their children's learning and development, and about what they can do to further support their children
• Work collaboratively to share information and plan to ensure holistic approaches to children's learning and development
• Actively involve families and children in planning children's learning and development
• Acknowledge the significance of transitions within and across early childhood services and schools, and ensure that children understand the process and have an active role in preparing for these transitions

High expectations and equity


At our preschool, the educators:
• Establish high expectations for all children's learning and development
• Support children's learning and development through a combination of child-led and adult-led play based learning, as well as active teacher-led learning
• Ensure that every child experiences success in their learning and development.
• Recognise that every child can learn, but some children require quite different opportunities and supports to do this
• Maximise opportunities for every child
• Provide physical environments that support a range of opportunities for learning and physical activity, both indoors and outdoors
• Encourage children to explore, solve problems, communicate, think, create and construct
• Use child-centred approaches to explicitly teach particular knowledge and skills

Respect for diversity


At our preschool, the educators:
• Recognise bi and multilingualism as an asset and support these children to maintain their first language and learn English as an additional language
• Promotes cultural awareness in all children, including greater understanding of Aboriginal and Torres strait islander ways of knowing and being
• Support children to develop a sense of place, identify and a connection to the land
• Build on children's interests, abilities, cultures and previous learning experiences to extend their thinking, learning and development
• Recognise the connections between aspects of children's learning and development

Ongoing learning and reflective practice


At our preschool, the educators:
• Gather information that supports, informs, assesses and enriches decision-making about appropriate professional practices
• Continually develop professional knowledge and skills to enable them to provide the best possible learning and development opportunities for all children
• Promote practices that have been shown to be successful in supporting children's learning and development.
• Assess children's learning in ways that inform the educator's practice
• Use evidence to inform planning for early childhood experiences and practice

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