Our Role As Early Childhood Educators

The early childhood years are crucial and formative years. What takes place during these years plays an important part in determining the way a person feels about him or herself, the way a person relates to others, their capacity to solve problems and the way a person thinks and learns. Health and nutrition also play a key role in the development and well-being of a child.

At Bulahdelah Preschool we recognise the tremendous importance of these early childhood years and the subsequent importance of our role as early childhood educators in supporting, nurturing and facilitating the growth and development of children. We strive for all children to experience learning that is engaging and builds success for life whilst also focusing on the present.

Our curriculum; The Early Years Learning Framework defines play-based learning as “a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations”.

Play provides all children with a myriad of learning opportunities and our Educators play an important part in supporting children’s learning within the context of our play-based program.
We provide resources and opportunities which support children to form connections, to explore, create, construct and solve problems. We maintain a balance between experiences which are initiated by the children and those which are supported, facilitated and scaffolded through thoughtful and intentional teaching practices. We view children as being active participants in their own learning and recognise that this will happen best in an environment which provides fun, enjoyable and engaging experiences where children are both supported and encouraged.

Foundations of literacy and numeracy and other pre-academic skills are learnt both in the context of play, and through responsive and intentional teaching. In practice, this means that rather than “teach” the alphabet, or “practice” counting or implement off the shelf reading/phonics programs, we instead look for opportunities to engage with children in a natural play-based context. Our program aims to equip children for a positive transition to school – and we pay attention to research that suggests that emotional and social preparedness are key drivers in terms of being ready for school.

Research tells us that the environment has a crucial and formative impact on the way children’s brains develop. We believe that our learning environment should support the development of children who can make choices, think independently, take challenges, explore ideas, appreciate beauty, appreciate diversity, ask questions, feel nurtured, safe, and well cared for, and invite curiosity, be a source of pleasure and enjoyment within a social play based context. We aim to place an equal value on the learning through play that takes place both indoors and outdoors. We believe that a gentle rhythm to the day helps create a sense of security – however we also believe in an environment that is responsive to children’s own rhythm, interests, ideas and contributions.

We welcome, support and encourage parent participation. We believe when we enrol a child, we enrol a family. Families are the most important influences in a child’s life, and the primary source of information about their child. Therefore, we encourage parent participation and involvement in decision making and the development of the curriculum, we work together on projects and various events throughout the year.

We recognise the importance of communication and working in collaboration with families; we strive to build positive relationships and maintain open communications with families. We believe open honest relationships are essential to providing culturally appropriate experiences within the curriculum. Children and their families are encouraged to share their culture, language and home experiences. We embrace and acknowledge cultural and linguistic diversity. All families are treated with equality, regardless of economic status, religion and family circumstances.

We understand the importance of establishing a professional culture of reflective practice, one where ongoing professional development for educators is supported and encouraged, an environment where there are high expectations for the quality of the educational program and a mutual respect between families and educators as we work together to ensure a positive start in the early years for preschool children.