Philosophy Statement
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 will treat all with respect and dignity. Our role is to nurture and educate children and their families through developing trust, security and loving relationships. Children’s safety, best interests and rights are paramount in all our decision making.
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 will embed respectful relationships and environments that promote whilst enhancing cultural inclusion with respect and trust. We seek 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. We 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’s 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 provided by LCC.
We 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.
Sustainability practices are used and considered in our daily practices and discussed with children for a whole service approach.
We will provide an environment that is safe for all children and their families. 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. Children are active participants in their own safety and have opportunity for input. We seek children’s voices to use to improve and value add to our service operations.
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.
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.
We will remain curious and continue to develop and expand our skills, knowledge and understanding of children. We are committed to constant reflection and change. We are open to new ideas, all the while ensuring that we are considering the rights, best interests and safety of children.
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 (2026) Reconciliation Action Plan
Commission for Children and Young People (2022) A guide for creating a Child safe Organisation CCYP 2022
Reviewed: May 2026