Our Centre

Little Flippers Kindergarten promotes the value of childhood at a time when children as capable learners and co-constructors continue their life journey. This is inclusive of respecting and embracing diversity and encouraging open collaboration and belonging for all participants.

At Little Flippers Kindergarten we believe that early childhood is a unique stage of life. We are committed to the care and individual interests of each child. We believe that we enable this by providing a safe, fun and friendly environment where children can foster and maintain friendships with each other and staff. Early childhood is a time for children to discover who they are and how they fit into the world. Essential to this is the freedom to explore, to be a child and to be protected.

Little Flippers Kindergarten aims to provide children with opportunities to thrive and wholly participate in learning through guidance, relationships and resources, maximising every child’s potential. This will be achieved through an inclusive and respectful framework and open learning environments.

Little Flippers Kindergarten aims for excellence in delivering early childhood education and the framework for this ongoing improvement is outlined in the Centre’s Quality Improvement Plan.

Child Goals

For children to:

• Feel safe secure and supported.
• Develop their emerging autonomy, independence, resilience and sense of agency.
• Develop knowledgeable and self identities.
• Learn to interact in relation to others with care, empathy and respect.
• Develop a sense of belonging to groups and communities and an understanding of reciprocal rights and responsibilities necessary for active community participation
• Children respond to diversity with respect
• Children become aware of fairness
• Children become socially responsible and show respect for the environment
• Children become strong in their emotional wellbeing.
• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesizing, researching and investigating.
• Children transfer and adapt what they have learned from one context to another.
• Children resource their own learning through connecting with people, places, technologies and natural and processed materials.
• Children engage with a range of texts and gain meaning from these texts.
• Children express ideas and make meaning using a range of media.
• Children begin to understand how symbols and pattern systems work.
• Children use information and communication technologies to access information and, investigate ideas and represent thinking.

Staff Goals

For staff to:

• Develop warm respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program
• Be respectful and ethical.
• Have professional standards to guide practice, interactions and relationships.
• Staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills and to improve practice and relationships.
• Staff interactions will convey mutual respect, equity and recognition of each others strengths and skills.
• Maintain confidentiality with regards to issues and those concerned with the centre.
• Maintain loyal to the centre and those involved in the centre.

Parent/Community Goals

For the centre to:

• Focus on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.
• Build relationships and engage with the local community.
• Support families in their parenting role and their values and beliefs about child rearing are respected.
• Collaborate with other organizations and service providers to enhance children’s learning and wellbeing.
• Link with relevant community and support agencies are established and maintained.
• Respectful and supportive relationships with families are developed and maintained.
• Families are encouraged to be involved in the service and contribute to service decisions.
• Ensure the expertise of families is recognized and they share in decision making about their child’s learning and well being.
• Provide a service, which reflects and responds to the needs of the parents and the community.
• Accept and provide for the differing compositions of family units, being aware of and supportive to the stresses confronting families.

Environment Goals

For the Centre to provide:

• A stimulating challenging creative environment to promote and encourage learning and discovery.
• An environment, which is warm, comfortable, accepting and nurturing.
• A stimulating environment, which is safe, comfortable and spacious with a balance between hard and soft surfaces and free and contained space as to respect children’s need for social as well as private activity.
• An environment that is inclusive, promotes competence, independence exploration and learning.
• Take an active role in caring for its environment and contributes to a sustainable future.
• The environment is safe clean and well maintained.
• Design and equipment can be adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.
• The indoor and outdoor spaces are organized to engage every child in quality experiences in both built and natural environments.
• Children are supported to become environmentally responsible and show respect for the environment.

Program Goals

The staff are focused, active and reflective in designing and delivering the program for each child.

• The Early Years Learning Framework is embraced and implemented.
• Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
• Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
• The program is organized to maximize opportunities for each child’s learning.
• Documentation about each child and the program is accessible to families.
• Reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.

Our team of educators and staff are committed to providing children and families with a coordinated approach to a warm, nurturing and engaging environment that celebrates diversity and the right of every child to have access to high quality care regardless of their individual needs.

We understand the important role the Centre plays in nurturing and educating the children in our care and through our staff development of loving relationships based on trust and security.

An emphasis is placed on children and families receiving greater individual attention through goal setting, child progress records and family involvement in centre planning and events.

We will be following the Early Years Learning Framework as per our Education, Curriculum and Learning Policy.

We have an identified Educational Leader who is responsible for overseeing the curriculum at our centre.

All Educators at our Service are trained and experienced in areas of early education and care. Due to our high standard and commitment of our Educators, we are able to provide developmental and educational curricula for each group of children.

Information regarding our Education Team is on display in the centre foyer.

We will use the relationships children have with their families and communities to build the curriculum, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

At Little Flippers Kindergarten indoor and outdoor play based experiences are an integral part of our program. Play is essential to all childrenGs development as moments will arise when they discover something that interests them and these become ‘teachable moments’.

Staff plan a diverse range of experiences to create opportunities for both structured and spontaneous play focused on the physical, emotional/social, sensory and cognitive developmental areas of each child.

Children learn through their own experiences using trial and error, repetition, imitation and identification. Staff use interactive strategies to support children’s growth and learning. We advocate children learning best through play – direct play, hands on experiences to discover the environment around them by exploring and playing.

Each room will follow varying, developmentally appropriate routines. A simple, flexible daily routine would apply to our infant and toddler age groups then slightly shifting to a flexible yet predictable daily routine for preschool age group/s. Our school readiness program continues to emphasise play based learning however, additionally offers structured learning times to focus on number concepts, perceptual skills and pre-writing skills such as tracing, completing patterns and reproducing patterns. The goal is to develop a foundation for basic math, reading and writing skills.

Routines and programs are displayed in each room for you to peruse and we invite you to contribute and make suggestions to your child’s Educators. Parents and Guardians are invited to discuss the activities, experiences and subsequent developmental outcomes achieved that are integrated within our programs.