Oakville Playschool is committed to providing high quality care and education in a home-like atmosphere for children, their families and staff.
The educators and management of Oakville Playschool embrace the following values:
Each child is a unique, capable and resourceful individual, with a variety of needs, abilities and interests that need to be catered for.
Trust, respect and collaboration form the basis for strong partnerships between families and educators, therefore family involvement is integral to a high quality centre.
A learning environment that is happy, healthy, secure, nurturing, and stimulating, in which children are free to imagine, learn, grow, explore, experiment, create and construct, and take risks, where they become in a sense a catalyst for their own curriculum.
A child centred play based learning program of the highest possible standard, having regard to the family and cultural values, age, environment, physical and intellectual development and abilities of each child being educated and cared for by the service, whilst fostering a love of the natural world and respect for the environment.
The individual needs of staff are respected and the service provides a supportive environment for their personal and professional needs.
Throughout the curriculum children are encouraged to express themselves and their opinions freely, undertake experiences that develop self-reliance and self-esteem, and educators will maintain at all times the dignity and rights of each child and give each child positive guidance and encouragement towards acceptable behaviour.
Regular opportunities to interact and develop respectful and positive relationships with each other, with educators of and volunteers of the service.
Our curriculum is based around a number of key concepts and focus points reflecting the National Early Years Learning Framework (EYLF), Belonging, Being and Becoming.
The key principles that guide the EYLF and our own understanding focus on creating an environment where the following are embedded in our practice:
Secure, respectful and reciprocal relationships – with children, families and colleagues
Partnerships – with families, children, early childhood educators and community
High expectations and equity – where every child, family and educator is valued and catered for
Respect for diversity – where difference is acknowledged and celebrated in respectful ways that enhance our understandings
Ongoing learning and reflection – where we as educators take the time to reflect on what and why we do what we do and what might change and why
Our key learning outcomes are aligned to the National Years Early Learning Framework and encompass the following key understandings:
Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children are confident and involved learners
Children are effective communicators
Play provides opportunities for children to learn as they discover, create, improvise and imagine. Play and learning are intertwined in such a manner that it is difficult to separate.
Our educator’s role is to provide supportive environments where children are free to ask questions, solve problems and engage in critical thinking. As educator’s within the learning environment we provide a balance of open ended, child led, child initiated and educator supported and initiated learning.
Educators have a commitment to children with additional needs, equity and inclusion within the education and care service.
The service routines and play experiences will provide children with a sense of stability and security, enabling children to build confidence and a sense of self, whilst reflecting the diverse values of children, families and the wider community.
Educators will interact with children to promote and model positive ways to relate to others. By introducing the children to a wide range of social and cultural experiences, family types, and different ways of doing things so they will begin to learn to value diversity, learn to accept challenges they may face and become continuing members of the community, Australian society and the wider environment.
Educators have a commitment to continuous improvement in regards to all aspects of the education and care service.
We encourage and appreciate parent involvement in the centre and welcome opportunities to share experiences and ideas in regards to the educational program and policies and procedures of the service.