Our philosophy:
At Star Kids, located on Darug land, we strongly believe that our children have the right to contribute their ideas, thoughts, experiences, skills, /ownership of our service environment and curriculum. Our children and their families are the most valuable contributors who continuously shape our practice and curriculum as needed. Since January 2016, we have been serving this local community with pride of providing rich education and care for the young children (0-12 years) based on the National Quality Standard, the Early Years Learning Framework (EYLF) and My Time, Our Place (MTOP). We believe in creating strong partnerships with our children, families, staff and other stakeholders (for example - our community, Early Intervention Therapists, local schools, Australian Children’s Education and Care Quality Authority (ACECQA), Department of Education (DET), Inclusion Support Agency and others) to facilitate our children’s learning and development to their fullest potential.
We focus on promoting children’s agencies by nurturing their imagination; curiosity and creativity through play based learning. In that purpose, we rely on our children’s voices that navigate our daily curriculum and learning program. Our intentions are to provide quality curriculum, modeling equity and children’s wellbeing through our ongoing reflective practice. We emphasize on having ongoing discussions with our educators, staff and families to ensure that all voices are heard and valued. Strong, trusting, open and respectful relationships guide all our practices and centre centred programs.
Our service values inclusion and supports children with additional needs and developmental differences. We address barriers around the inclusion of children with developmental differences and disabilities. The Early Years Learning Framework affirms that inclusion involves embracing all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum-decision making processes. All children’s experiences are recognised and valued, and that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and to value differences (EYLF, p24).
Our service embraces diversities and individualities among our children in a family-focussed and supportive way. We acknowledge that children’s families are the most important influences in their lives and development. Hence, we endeavour to have our family as an active part of our centre and contribute to our shared success. Our partnership continues to support our families with parenting resources (Starting Blocks website, Munch & move, Office of the Children’s Guardians and others), connecting with the community support organisations and early intervention therapists for advice and tools. Thus, we endeavour to enrich our children’s learning at home and ensure that they get the best start to life.
We value a collaborative approach within our service that demonstrates mutual respect between management, educators and staff. We are open to share our thoughts and reflect on our practices as a team. The team-based decision-making process strengthens our professional attributes and also, impacts on the wellbeing of our educators and staff.
Overall, our vision is to be an active community hub where children and families in our local community can have the opportunities to connect with each other, form friendships and build support networks as needed. In that way, we can work together to sustain a stronger and more caring community for our children.
We focus on promoting children’s agencies by nurturing their imagination; curiosity and creativity through play based learning. In that purpose, we rely on our children’s voices that navigate our daily curriculum and learning program. Our intentions are to provide quality curriculum, modeling equity and children’s wellbeing through our ongoing reflective practice. We emphasize on having ongoing discussions with our educators, staff and families to ensure that all voices are heard and valued. Strong, trusting, open and respectful relationships guide all our practices and centre centred programs.
Our service values inclusion and supports children with additional needs and developmental differences. We address barriers around the inclusion of children with developmental differences and disabilities. The Early Years Learning Framework affirms that inclusion involves embracing all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum-decision making processes. All children’s experiences are recognised and valued, and that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and to value differences (EYLF, p24).
Our service embraces diversities and individualities among our children in a family-focussed and supportive way. We acknowledge that children’s families are the most important influences in their lives and development. Hence, we endeavour to have our family as an active part of our centre and contribute to our shared success. Our partnership continues to support our families with parenting resources (Starting Blocks website, Munch & move, Office of the Children’s Guardians and others), connecting with the community support organisations and early intervention therapists for advice and tools. Thus, we endeavour to enrich our children’s learning at home and ensure that they get the best start to life.
We value a collaborative approach within our service that demonstrates mutual respect between management, educators and staff. We are open to share our thoughts and reflect on our practices as a team. The team-based decision-making process strengthens our professional attributes and also, impacts on the wellbeing of our educators and staff.
Overall, our vision is to be an active community hub where children and families in our local community can have the opportunities to connect with each other, form friendships and build support networks as needed. In that way, we can work together to sustain a stronger and more caring community for our children.
