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Philosophy
Philosophy
At The Chase Learning we believe:
Children are allowed to explore and discover in a supportive and rich environment, where the curriculum is created around the children’s interests.
Our learning environment reflects and offers an innovative and inspiring approach to early childhood education, which values the child as strong, capable and resilient; rich with wonder and knowledge and curiosity of children aims to assist them with understanding their world and who they are in it.
The Chase Learning philosophy aims to reflect 4 main core principles:
The child
The child
As central to their own learning, not simply an empty vessel waiting to be filled with knowledge. Children are able to pursue their own interests and revisit and build upon ideas at their own pace, children have multiple ways of thinking, playing, exploring, speaking and doing ("The Hundred Languages of the child") where children are encouraged to use every tool they have to express themselves.
The environment
The environment
Often referred to as ‘the third teacher’, is one that is open and free-flowing. It enables uninterrupted exploration, play and learning. Outdoor spaces are valued and the design of the space allows children to move freely between the two. In addition, children have free access to stimulating resources where they can be the owner of their learning journey.
The educator
The educator
The educator is encouraged to observe children rather than to direct them. It is important that children are allowed to experiment in their own way, make mistakes and find new solutions. The role of the educator is to gently encourage children towards areas of interest to them, and this can only be done through careful observation carried out over time
The families
The families
Parents are viewed as an essential resource to the child's learning. The exchange of ideas between parents and teachers is vital in creating a more positive and productive learning environment. At The Chase educators take into account the needs and desires of the parents and strive to help them in bettering their child's education. Eg information is resourced and provided to families as required.
An environment where there is constant dialogue between parents, educators and child development officers (KMC)
Diversity and inclusive practice:
Diversity and inclusive practice:
We recognise the significance of cultural diversity within Australian culture and respect the diversity.
Each family’s cultures, customs, languages, values and beliefs should be respected and embedded within the program.
Children will be encouraged to explore a wide variety of cultural learning experiences throughout the day to develop positive attitudes towards similarities and differences.
Additional support services and specialist equipment should be accessed to support a child with additional needs.
Inclusion support subsidies and resources should be offered and supported.
Purpose of a family day care
Purpose of a family day care
We believe the purpose of a family day care is to provide high quality education and care for children and families.
The aim of my family day care is to support children’s holistic development and to help them reach their fullest potential by providing an educational and interest based program and creative learning environment.
A quality family day care is affordable for families.
Learning environment
Learning environment
The learning environment promotes feelings of safety, security and belonging for children, families and educators.
The learning environment is interesting, welcoming, inviting, stimulating, challenging and creative, where children are free to play, learn and explore.
The learning environment nurtures children's positive self-concept.
we value the natural environment, both within the service and in the wider community, by embedding sustainable practices in the program.
we encourage families to bring in recycling household items for children to make art and craft.
Children are encouraged to reflect on the impact we have on the world.
The learning environment is the “Third Teacher” (Reggio Emilia, 1998).
Roles of early childhood Educators
Roles of early childhood Educators
Be an advocate for children.
Be responsive to all children’s strengths, abilities and interests.
Use teachable moments to scaffold children’s learning.
Engage in intentional teaching to promote interest based learning and implement strategies to extend children’s learning.
Be a co-learner, learning alongside children, recognising reciprocity.
Continue my professional development to ensure the best care and educational experiences for each child and to be contemporary in these practices.
Children and families should have a 'voice' in the program.
The program is developed with the holistic development of a child central to its delivery and is developmentally appropriate to all children’s needs.
Families
Families
Families are children’s first and most important influential educators.
Developing meaningful and trusting relationships between educator and families is essential.
Families are the most valuable source of information about the child and I aim to incorporate this information into daily programs.
Children
Children
Each child is unique, capable, and competent.
Children learn through play.
Children learn and develop best when exploring their world through stimulating and challenging learning experiences.
Each child should be encouraged to develop their fullest potential at their own pace.
Childhood is a time for fun, friendship, adventure and happiness.
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