Leongatha Children’s Centre Inc. (Leongatha Children’s Centre (LCC) and Leongatha Early Learning Centre, LELC) aims to provide a safe, inclusive and respectful environment where all children, families, employees and visitors will be accepted for their uniqueness, with no discrimination of cultural background, gender or ability. We believe that all will be treated with respect and dignity. Our role is to nurture and educate children and their families through developing trust, security and loving relationships.
We recognise that children’s learning and development takes place in the context of their families and that each family is the child’s most important educator.
We believe skilled educators are integral to the quality of care and education of children. LCC will develop educator pedagogy via critical reflection, partnerships with professionals and regular ongoing professional development and networking.
Leongatha Children’s Centre respectfully acknowledges Aboriginal and Torres Strait Islander Peoples and their cultures. We aim to embed respectful relationships and environments that promote and enhance cultural inclusion with respect and trust. We wish to seek out information and learn from Australia's first people.
We believe that each child is unique, capable and curious, with inbuilt strength and tremendous potential to be the master of their own learning. Our aim is to nurture these vital qualities with warmth and understanding to enable all children to grow and develop. LCC allows time for spontaneous experiences and understands the need for flexibility. Children learn at different rates, in different ways and at different times. Their development is not always easy or linear. For some children and families learning and development can be quite challenging and requires much perseverance. Therefore, different kinds of support and engagement will be required by LCC. We believe that children are resourceful learners who are capable of constructing their own knowledge of the world around them.
We aim to promote healthy and respectful relationships that support children to feel a sense of belonging, see themselves as constructive contributors to the community; and see themselves as valued, unique and powerful. Children learn predominantly through play and exploration. Children absorb information and an understanding of what is acceptable through watching the example of their peers and adults within our environments and within the community.
We believe in an integrated teaching approach. We believe that children benefit through community involvement and experiences reflecting our community and local cultures.
We will provide an environment that is safe for all children and their families. All children, educators, families and visitors will be welcomed and supported in our culturally safe environment, in which the diverse and unique identities and experiences of all children and their families are respected and valued. We actively work towards implementing child safe standards and practices to ensure every child is safe at LCC/LELC, at home and within the community.
We seek to create a sense of belonging, being and becoming by encouraging partnerships, respect and trust: We do this in the following ways.
Partnership with families – We recognise and value the central role of families in their child’s learning and development. A child’s family is their first and most important teacher. We endeavour to respect and support this by developing meaningful connections with families that promote effective collaboration.
Partnerships with professionals – We work collaboratively to share information and plan to ensure holistic approaches to children’s learning and development.
High expectations for every child – Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children.
Equity and diversity – Children’s personal, family and cultural histories shape their learning and development. We support children’s evolving capacities’ to learn from birth.
Respectful relationships and responsive engagement - From birth, secure attachments formed through warm, nurturing and respectful relationships with familiar adults are fundamental to children’s learning and development.
Integrated teaching and learning approaches - Learning is an active process that must involve children’s engagement. Play is essential for its ability to stimulate and integrate a wide range of children’s intellectual, emotional, physical, social and creative abilities.
Assessment for learning and development –All children benefit when assessment reflects a whole child approach.
Reflective practice – Children’s learning and development is advanced when they experience interactions with highly effective early childhood educators. Educators become more effective through critical reflection and a strong culture of professional inquiry.
Resources
Department of Education and Early Childhood Development (DEECD) (2016) Victorian Early Years Learning and Development Framework for all Children from Birth to eight Years. DET. Melbourne
Yappera Children’s Services (2008) Walking Together – Aboriginal and Torres Strait Islander Customs and Protocols Community Child care, Melbourne, Victoria
Leongatha Children’s Centre’s (2023) Reconciliation Action Plan
Commission for Children and Young People (2022) A guide for creating a Child safe Organisation CCYP 2022
Reviewed: June 2023