At club kindy we believe in the notion that a teacher takes a hand, opens a mind, touches a heart and shapes the future.
The management and educators at Club Kindy believe that the early years of a child’s life are their most influential. It is within these years that a child develops the foundation skills and abilities that will carry them through life. Our Educators feel that by being attuned to children’s thoughts and feelings, this supports the development of a strong sense of wellbeing.
Our aim is to work closely with families to form a partnership, where Educators can develop learning programs responsive to children’s ideas, interests, strengths and abilities, and recognise that children learn through play.
Fundamental to the EYLF is the view that children’s lives and childhood is a time of Belonging, Being and Becoming.
We strive to be seen as a Service of Excellence within our community, a Service which values community involvement in all aspects of our program. A Service where community resources are utilised effectively, to enhance the growth and development of individual children, families, and Educators.
In Early Childhood Education the curriculum is not the focus, the children are.
Work as partners with parents and families of the children.
Provide information, contacts and support for the children, parents, and families.
Provide a high quality care and learning environment.
Offer an Early Years Learning Framework program where children engage and build lifelong success.
Provide a safe, secure, happy and loving home like environment where children have a sense of belonging.
Provide a place where childhood is a time to be, to seek and make meaning of the world.
Create vibrant, flexible spaces that cater to each child's interests and abilities.
Provide an environment rich in resources to stimulate learning and development.
Provide Educators/Staff that are experienced in nurturing, caring and valuing children.
Recognise and nurture each child's strengths and interests to enhance motivation and engagement in learning.
Respond to children’s expertise, cultural traditions and ways of knowing, the multiple languages spoken by some children, particularly Aboriginal and Torres Strait Islander children, and strategies used by children with additional needs to negotiate their everyday lives.
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