Our Philosophy

Vision and aim

 

Bright Beginning Childcare and Early Learning Centre is deeply inspired by the Reggio Emilia approach. We value early childhood education as the foundation for lifelong learning and believe that each child is a unique, competent and capable human being. We believe all children have a right to be heard, to feel safe, to live free from harm and neglect and to have the opportunity for success regardless of diverse circumstances, cultural backgrounds and/or abilities.

We are committed to ‘Closing the Gap’ and acknowledge Australia as a nation of great diversity and an ancient land that has been cared for by Indigenous Australian’s for thousands of years.

Our service works under the National Quality Framework and the Approved Learning Framework to deliver high quality care and education for all children.

 

 

Our Educational Program and Practice is inspired by an emergent curriculum, meaning we are focused on being responsive to children’s interests and creating learning opportunities by challenging and extending children’s current learning and development. Our educators are guided by the Approved Learning Framework – The Early Years Learning Framework. As we are guided by the Principles and Practices of the framework our aim is to create meaningful, relevant and engaging experiences for each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Our curriculum/program decision making process will be a cycle of gathering information, questioning, planning, acting and critically reflecting.

 

 

Children’s health and safety is our upmost priority at Bright Beginning Childcare. Our service believes in the importance of providing for children’s wellbeing to ensure that routines, activities and experiences support children’s individual requirements for health, nutrition, sleep, rest and relaxation. Promoting wellbeing and healthy lifestyles is embedded into our service and visible in our daily routine, learning environment and our intentional teaching.

 

 

The environment as a ‘third’ teacher - Our service strives to provide an environment which fosters and nurtures each child’s sense of Belonging, Being and Becoming. Inspired by the Reggio Emilia approach, our service values both the indoor and outdoor environment as a ‘third’ teacher for children with parents/educators and the child themselves as the first and second. Our service believes in providing an environment that encourages investigation, imagination, deep thinking, creativity, problem solving and meaning making. We believe in providing resources to children that are open-ended and can be manipulated and used in a variety of ways, allowing children to make choices, express their creativity and support their independence.

 

 

Educators at Bright Beginning are dedicated professionals that value the importance of maintaining an optimum level of care and education for all children. All staff working with children have be appropriately trained and obtained or working towards a formal qualification in the field of early childhood. Staff are continuously engaging in professional development and ongoing learning to keep their knowledge up to date and relevant. All staff abide by a specialised code of ethics, ensuring that our duty of care is always successfully honoured. Our staff adhere to the staff-child ratios for all age groups in accordance with the National Regulations. We place an extremely high value and importance on partnerships as a means of developing the best possible environment for the children.

 

 

Relationships with children - Our service recognises that relationships are central to children developing a strong sense of wellbeing, security and belonging. We aim to develop secure attachments with all children, providing children with love and support. We will be responsive to children’s needs throughout the daily flow, engaging in meaningful and purposeful interactions and responding to children’s verbal and non-verbal cues. All children will be shown warmth and happiness when they walk into the service as they are a valued member of our family.

 

 

Partnerships with families and the wider community is paramount to our service. Our educators strive to build relationships with families based on co-operation and a mutual respect for the reciprocal roles that each play in the lives of the child. Partnerships with families are developed through ongoing communication in the form of daily discussions, newsletters and Kinderloop. Our open-door policy aims to facilitate an open flow of communication while maintaining confidentiality and respect of the privacy and wishes of each family. Our service values diversity and will provide children with opportunities to build connections and relationships with people within the community through regular incursions and excursions.

                         

 

Continuous improvement - Our service is committed to continuous improvement, working with educators, families, children and the wider community to regularly monitor and review our policies and procedures to ensure we are delivering high quality care and education.

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