LLELC’s Philosophy
To deliver quality care which is meaningful to the individuals who share it, an environment which is nurturing, responsive, inspiring, empowers children, builds on children’s funds of knowledge and interests.

We the first five years of life are the most important years of development and these are the key to better life outcomes.

We believe that each child is an individual with unique set of experiences, knowledge and interests. Therefore we seek to build on the child’s home experience, interests and learn and involve the diverse cultural backgrounds of families.

We believe that each child has the right to develop a strong sense of trust and self-esteem, dignity as a human being and self-respect.

We believe children develop at their own pace and need opportunities to try, reflect and to experience success so that they are empowered to face future challenges, build on their strengths and accept their individual limitations without fear of failure and loss of self-esteem.

We believe children are capable and should be given opportunities to exercise choice and independence.

We value and believe that language and learning go hand in hand to increase children’s concept development, social relationships and understanding of the world around them. Therefore we embrace the diversity of language.

We believe children have the right to embrace their culture, religion and other factors which contributes to their self-identity.

We believe that play is essential to young children’s learning and to make meaning of the world around them giving children a choice.

We believe children should be given guidance towards pro-social behaviours through our environment, role modelling, choices and co- construction of decisions which concern them.

We believe a literacy enriched, natural and a meaningful environment is essential for children’s learning.

We believe children thrive in an environment where they have a sense of being, becoming and belonging (DEEWR, 2009). Therefore we believe making connections between home and LLELC is vital. That is, and environment which is welcoming, inviting to children, families and the community is essential.

We believe children are teachers and co-learners. That is each child is an individual with unique experiences which educators can learn from and build on to provide meaningful experiences.

We believe in providing an environment which promotes sustainability such as through the use of recycled materials for arts and craft and gardening, is essential to develop an appreciation of the world’s resources and care for the environments. We believe reducing, reusing, recycling and using natural materials encourages inquiry skills, exploration and curiosity.

We believe theories are essential to provide quality learning environments. We also believe there is not a one-size-fits-all theory. Theories which guide our work include:

  • Maslow’s hierarchy of needs, ensuring children’s physical and social emotional needs are met for children to reach their fullest potential.
  • Rodgers theory taking a child-centred approach to learning Vygotsky’s sociocultural approach where ¸ children’s experiences are essential in gaining a sense of belonging and meaning.
  • Piaget’s developmental theory where children move through ages and stages -Play based learning which encourages meaningful hands on learning through play.
  • Montessori though encouraging independence, observations, the child leading and positive prepared environments.
  • Foucault’s post-structural perspective challenging gender biases.
  • Skinner’s behaviourist theory focusing on positive reinforcement to encourage particular behaviours.

As Early Childhood Educators, ‘theories help us to deepen our understandings of children, families and communities and pedagogy’ (National Quality Framework, 2012, p.2). This helps us to reflect on our practices and understand why we do what we do.

LLELC’s philosophy provides an important framework within which programming decisions are made. Feedback and observations from the children are used to program learning experiences along with The Early Years Learning Framework for Australia produced by the Australian Government Department of Education, Employment and Workplace Relations (2009).

We will continue to review and implement changes to our policies, procedures and practices to ensure standards are being met under the National Quality Framework, Early Years Learning Framework and other relevant regulations.

We value and believe that the input from all our stakeholders is vital for a quality early learning centre. For this reason our review of all policies and practices involves staff, families, children and the community.

Little Leaders Early Learning Centre seeks to be a resource for parents, students, childcare service providers, teachers and other interested persons.

Source: – Education and care services National Regulations 2011 – Education and Care Services National Law Act 2010 – Guide to the National Quality Standards 2011 – National Early Years Learning Framework 2009 – UN Convention of the Rights of the child 1991 – Code of Ethics Policy Created: June 2014 Policy Reviewed: June 2014 by staff Next Review: June 2015


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