Philosophy

We believe that play is crucial to the development of children. It is the way
they explore, discover and learn about their world, each other and
themselves. Our programs are based on our observations of the children and
our understanding of Early Childhood principles.

Playful learning allows children to explore, experience, communicate,
observe, reflect, create, collaborate, cooperate, problem-solve and imagine.
Our programs are designed to facilitate these processes. Children are
encouraged to exercise independence and choice and to initiate play ideas, to
focus their attention and to achieve intrinsic satisfaction.

We favour the use of unstructured play materials such as clay, paint, mud,
water, sand and blocks for children to develop a positive attitude towards
learning and exploring. We place emphasis on the process of creativity and
not on the end product.

We value the outdoor environment and believe that children benefit from
experiencing the seasonal changes, the opportunities for physical
development and the opportunity to play in a garden. We believe in
encouraging the children to learn about environmental and conservation
issues; emphasis is placed on the use of natural and recycled materials, wise
water usage, power saving, recycling, worm farming, vegetable gardening,
waste minimization and positive regard and sense of responsibility for all living
things

Through play we aim to provide the opportunity for children to experience a
wide range of situations and gain skills to help develop self -confidence.
Within our caring environment, children can develop a sense of community
and group identity.

We value parents' contributions to our programs through rosters,
communication and the Committee and in any way they feel comfortable.

Broad Goals

Children:
1.    That positive self esteem is developed through an environment which
encourages and develops confidence, independence, creativity,
communication skills and the expression of feelings in socially
acceptable and appropriate ways
2.    That diversity be respected and celebrated

Program:
1.    That programs are carefully planned to meet the developmental needs
of children
2.    That planning is based on observations of individual children
3.    That experiences are child–centred, based on the child's needs and
interests
4.    That programs recognize the value of play in the learning process
5.    That the program offers children a wide range of opportunities in the
creative arts
6.    That children are encouraged to explore, experiment and solve
problems creatively with appropriate techniques and skills modelled
7.    That unstructured play materials such as clay, paint, water, mud, sand,
blocks and a wide variety of creative and recycled materials are
provided
8.    That the creative process is more important than the end product
9.    That children feel they are valued members of a group

Staff:
1.    That the adults are encouraging and supporting, positively guiding   and
facilitating in play and social interactions
2.    That effective communication be developed within the kindergarten
community and beyond
3.    That staff are respectful and caring of each other, the children and the
kindergarten community

Environment:
1.    That the environment reflects the child's needs for space, time, choice,
challenges, materials and increased independence
2.    That the indoor and outdoor environment are equally important and
that the outdoor environment is accessed in all weather
3.    That a respect for the environment be fostered and encouraged
through recycling, using natural materials and collected objects

Parents:
1.    Parents' views are supported and valued and, where possible, taken
into consideration
2.    Parents are encouraged to contribute to the enhancement of the
program, the Committee, rosters, the Auction Dinner and the
Accreditation process.



Source: Isabel Henderson Kindergarten is based on ECA Code of Ethics & developed in consultation with staff & families. Reviewed April 2007