WINGHAM PRESCHOOL – We believe that high quality program and practice is built on reflection.
Reflection is based upon educational theories and approaches gained from theorists and research relating to high quality Early Childhood Education. Educators at Wingham Preschool utilise research by a variety of theorists and research that results in the individual and unique educational program. Educators acknowledge Malaguzzi (Reggio approach) who states, “that learning and teaching should embark together on a journey, through an active, reciprocal exchange”, and “that teaching can strengthen children learning how to learn, and that intelligence and brain development can be modified as it interacts with the environment”. Montessori believes, “a sign of success for a teacher, is when children are now working as if the teacher did not exist”. Steiner states, “to receive the children in reverence (admiration/respect), educate them in love, let them go forth in freedom”. Froebel recognises, “play to be children’s work and that children need opportunities to enjoy the present and be allowed to be children”. Piaget and High Scope recognise that, “learning comes within the power to learn and resides in the child and educators need to work as partners”. Educators acknowledge brain development research by Rodd, who recognises “the importance of providing the best possible learning environment during early years”.
WINGHAM PRESCHOOL – Inclusion & participation of all children is recognised & valued.
Educators promote inclusion and participation of all children by developing professional knowledge and skills, working in partnership with families, communities, Early Intervention, and other support services and agencies. Educators work towards effective practices to ensure curriculum decision making supports inclusion, by responding to children’s different learning styles, perspectives, experiences, abilities, strengths, time frames, gender, identities, family circumstances, geographic location, and social and cultural diversity. The practices used, aim to create secure and respectful relationships and ensure equity for all children. All children’s experiences are recognised, valued and it is our intent to ensure all children have access to resources and opportunities for participation, learning, to achieve outcomes and experience a sense of personal worth.
WINGHAM PRESCHOOL – Nature, natural resources, a high quality environment.
Wingham Preschool educators and Board of Directors are committed to providing a high quality indoor and outdoor learning environment that is welcoming, inviting and open to the beautiful natural bushland setting that boarders the playground. The preschool is also committed to providing high quality resources and materials that contribute to each child’s sense of belonging, challenges them to explore new possibilities and scaffold’s children’s knowledge of and connections with the natural environment. Educators provide environments that are relaxed and warm, provide a range of activities/experiences, provide children with opportunities to work on self-chosen and negotiated activities, can be quiet and active learning situations, support positive relationships, and support individual, small group, whole group, routine experiences. Educators support children’s emerging interests, allow for their innate creativity, curiosity, ability, learning style and promote investigation and opportunities for unique play and learning.
WINGHAM PRESCHOOL – Going green, environmental sustainability embedded in practice.
Wingham Preschool has a commitment to the environment, sustainable practices and incorporating ideas in routines and the educational program. Educators increase awareness of environmental responsibilities and implement practices that contribute to a sustainable future. Children are supported to become environmentally responsible. Children are given time to explore and develop an understanding of, respect for and enjoyment of, the natural environment. Wingham Preschool embraces sustainability to promote a sense of responsibility, respect, wider participation and connection with the land and nature. Educators in partnership with children, families and the community learn together to embrace environmentally friendly practices.
WINGHAM PRESCHOOL – Health, safety, protection & wellbeing is provided & promoted.
Wingham Preschool provides a program where children experience high quality education in an environment that provides for and promotes their health, safety, wellbeing, growing competence, confidence and independence. Educators provide for children’s wellbeing by ensuring routines, activities and experiences, support children’s individual requirements for health including personal hygiene (hand washing, dental hygiene, ear care), physical activity, nutrition (healthy eating), sun safety, sleep/rest, relaxation, and emotional/social relationships. Educators promote children’s resilience, where they take responsibility for their own self-help, health routines, hygiene, personal care and develop an awareness of their own and others safety & wellbeing.
WINGHAM PRESCHOOL – Acknowledging the traditional custodians of this land.
Wingham Preschool acknowledge and respect the values and customs of the traditional custodians of this land. Wingham Preschool would also like to pay their respects to the elders both past and present. The Biripi people lived here for thousands of years, raising and teaching their children. We extend our hands in friendship as we walk together on this land, for they hold the memories, the traditions, the culture and hopes of Aboriginal Australia. We value Aboriginal and Torres Strait Islander heritage through integrating aspects of culture in everyday practice. Educators view all children as individuals, who draw upon their own family culture to build further their own learning. Educators aim to develop a deep understanding of the preschool’s children, families and the community in which they live.
WINGHAM PRESCHOOL – Magic moments- created through secure, trusting relationships.
Educators acknowledge the importance of developing responsive, warm, trusting, respectful and reciprocal relationships with children and supporting children’s relationship with their peers, to promote their wellbeing, self esteem and sense of security. When children establish trusting relationships, they know others care about them, know them well and are interested in what they do, think and feel. Educators develop supportive relationships to enable children to develop their confidence in their ability to express themselves, work through differences, learn new things, take calculated risks, begin to empathise with others and to value collaboration and teamwork. Positive, everyday interactions with children, stimulates children’s thinking to enrich their learning and support children’s perception that they are valued as competent, capable individuals. Magic moments and joy are also shared between special guests through excursions, presentations and special events that are included in Wingham Preschool’s colourful, educational program and warm connections with families and the community.
WINGHAM PRESCHOOL – Professional, dedicated, experienced, committed educators.
Wingham Preschool’s long history of a high quality educational curriculum and environment, has attracted and retained an experienced, qualified, supportive, committed, professional educator team. Educators are committed to the Early Childhood Australia Code of Conduct and Ethics. Educators, staff and the Board of Directors identify the importance and responsibility of everyone to adopt principles of mutual respect, trust, ethical conduct, equity and fairness to one another, to children and to families. Educators at Wingham Preschool are committed to positive working relationships, teamwork, collaboration, respecting different views, beliefs and values, open and effective communication, shared problem solving, modelling successful working relationships, acknowledging and respecting diversity and confidentiality, celebrating innovation, new ideas, commitment and professionalism.
WINGHAM PRESCHOOL – Rights and dignity of every child is respected and protected.
Wingham Preschool adopts the United Nations Convention on the Rights of the Child, agreeing to protect them from harm, respect the dignity, privacy and worth of each individual regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth, status or ability. Educators provide programs to celebrate and support children’s basic understanding of diversity, social justice, fairness and equity, conflict resolution and peace, and children’s rights and responsibilities. Educators support children with positive approaches to guiding children’s behaviour, aimed at empowering children to regulate their own behaviour, to develop skills to negotiate and resolve conflicts or disagreements with others. Educators involve children to develop behaviour limits & consequences for inappropriate behaviour to safeguard & promote every child’s wellbeing.
WINGHAM PRESCHOOL – Early Years Learning Framework guides curriculum and practice.
Wingham Preschool aims to provide a curriculum where the EYLF is embedded in the principles and practices implemented. This curriculum also responds to consultation with and feedback from children and families. This supports shared decision making, ownership of learning and the provision of enriched meaningful learning experiences. The EYLF guides planning of the educational program, curriculum, everyday practice, documentation, evaluation of children’s learning and development, and quality at Wingham Preschool. Educators adopt holistic practices, that are responsive to children strengths, recognise abilities, build on current interests and scaffold and extend learning. Educator’s plan and implement programs that demonstrate intentional teaching, critical thinking, knowledge building and reflection. Educators create and design learning environments and experiences that support investigation, experimentation, problem solving, self expression, inspire curiosity, enquiry, research and provide continuity of learning. Educators set goals, plan experiences, interactions and environments that build on the five learning outcomes: children’s identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
WINGHAM PRESCHOOL – Success for life & learning includes ‘Being, Belonging, Becoming’.
Educators acknowledge that fundamental to the EYLF, is the view that each child forms their identity through:
belonging – knowing where and with whom they belong e.g. family, community. Educators support children to build connections with others, their environment, building trusting relationships, facilitating positive learning where children expect to learn, succeed, feel confident, value peers and to use empathy with others.
being – recognises the significance of here and now in children’s lives e.g. getting to know themselves, meeting challenges in everyday life, accepting others and to value being heard. Educators identify children’s strengths and share this with others, provide time for exploration and opportunities to make decisions.
becoming – reflects the process of rapid and significant development as young children grow and change, learning to participate fully and actively in society. Educators support children to develop resilience, assist children in self – initiated learning opportunities, to identify and respect individual family cultures, individual interests and talents.
WINGHAM PRESCHOOL – Creating optimal learning environments & High quality standards.
The Board of Directors and Educators are committed to continuous improvement towards high quality education, including exceeding the elements of the ‘National Quality Standard’. The Board of Directors use ethical principles and professional standards to guide decision making and practice. Educators are supported to ongoing professional development, self assessment to challenge and extend current thinking, improve skills, practice and relationships. Educators create an environment for optimal learning and development for children, so children will succeed and perform to the best of their ability. Educators implement programs, practices and partnerships that improve educational outcomes.
WINGHAM PRESCHOOL – Our families and Our community form partnership with educators.
The family is the most powerful influence on children’s lives and they are the child’s first and most influential teachers. Educators respect that families are the primary influence in children’s lives and form partnerships in decisions regarding education, care and the experiences provided. Educators respect the diversity of families and nurture the important attachment and relationships shared amongst families, extended families and the community. Ongoing constructive communication supports collaboration with families, where valuable information about children’s interests, strengths and abilities, expectations and attitudes are shared and documented in the ‘Program/Educators reflection journal’. This supports program development and educators assist families to feel connected with children’s preschool experiences. Communication builds consistency between home and preschool, helping children feel safe, secure and supported. Educators support children and families to make a positive transition from home to preschool, then from preschool to school. Educators work closely with schools to support children in their transition to Kindergarten. Educators also work in collaboration with the wider community to support families to develop links, share information and develop the preschool’s community to be a part of the wider community.
WINGHAM PRESCHOOL – Listen to children’s voices – what they think is important!
Educators discovered from listening to children’s voices that Wingham Preschool is important: “because you get to play with your friends and toys”, “so I can play in the tent”, “so I can play outside”, “so I can play on the swings and make sandcastles”, I can “play in the shops”, I can “play with cars and trains”, “I can ride the bikes outside”, I can “play with animals…and look at them”. Educators discovered that they are important because they: “read you a book”, “play with me”, “help me open my containers”, “help me do a painting”, “play games with us”, “make this place so beautiful, it looks super special with all the decorations”, “help people who are hurt sometimes”. “You also get to be teached”, “I just love everything, all of it”. “I just want to say that I really love my teachers, you are so kind and helpful and beautiful”, “I just love everything.. all of it”.